The candidate must comply with all academic rules, regulations, and time lines set forth by the Ross College of Education. These include, but are not limited to, maintaining an acceptable degree plan and cumulative grade point average (GPA), completing required course work, passing the midprogram performance review and Scholarly Practitioner Portfolio Presentation (end of sixth semester), approval of dissertation in practice proposal, and successful completion, presentation, and defense of the dissertation in practice.
Performance in the program will be assessed in several ways. Conventional individual course performance measures (such as grades) are coupled with the mid-program review by program faculty who additionally provide performance feedback on candidate’s presentation of their electronic Scholarly Practitioner Portfolio. In addition, each candidate must complete a minimum of two critical assignments per class and a culminating original research study, referred to as the Dissertation in Practice (DiP). The former serves to display mastery, synthesis, and application of knowledge and skills gained during the Ed.D. program. The latter serves as an opportunity to integrate and use skills gained during the program of study.
A candidate who has committed academic misconduct must complete the remedial actions required of the misconduct review process. These are all required actions.
Students who are admitted to the doctoral program will have their mid-program review during their fifth semester. Students may be strongly encouraged to continue in the program, recommended to remain in the program, placed on probation, or asked to leave the program as a consequence of this review. This review considers the whole of the student's work to date, including attendance, participation, comprehension, and writing as well as any other factors deemed important by the faculty. The review assesses the student's potential for success at the dissertation in practice stage.
All students will be notified by letter of the results of this review; every student so reviewed may make an appointment with the Director of the Ed.D. Program in Educational Leadership to discuss the results. Students who do not pass the review will be dismissed from the program, effective at the end of the academic year (or the semester in which the review results are reported to the student).
The improvement process includes the following steps:
1. The student should develop a performance improvement plan with their identified mentor. This plan must include steps and a timeline for achieving satisfactory progress over the remaining four semesters.
2. The performance improvement plan should be submitted to the Director of the Ed.D. Program in Educational Leadership.
3. After the performance improvement plan is approved by the Director of the Ed.D. Program in Educational Leadership, the student and
mentor will meet with the Director of the Ed.D. Program in Educational Leadership and the Dean of the College Education to discuss the student's performance and the plans for improving it.
4. The Dean of the College of Education will decide whether and when all tasks in the improvement plan have been successfully completed.
The recommendation by the mentor will be taken into account for this decision.
Students who are asked to leave the program at mid-program review may appeal the procedure by notifying the Dean of the College of Education in writing within two weeks of the date on the letter of notification. The letter should state the grounds of the appeal. If new information is forthcoming, it must be given to the Dean of the College of Education. The Director of the Ed.D. Program in Educational Leadership will reconvene the Review Committee to consider the appeal within one week of the date on the letter of notification, and the final decision will be conveyed to the student within a reasonable period of time thereafter.