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Professional Development Suggested Trajectory

 
 

Professional Development Suggested Trajectory

Ten Semester Outline

Semester One

The major expectation is for the student to acclimate to doctoral study. They should engage in all Colloquium activities.

Semester Two

The student should focus on their studies and be expected to participate in one or more professional development workshops given by the Program. These workshops may include teaching at the college level, grant writing, and issues in education policy, school reform, and teacher education.

The student takes their first exam after all the core courses have been completed.

Semester Three

The student should start thinking about the focus of their research. If interested in a career in teacher education, they might consider enrolling in the program seminar, Educating Educators, which is designed specifically to provide greater depth into the role and skills of a teacher/scholar who pursues a position in a school/department of education.

Semester Four

The student should continue to focus on a research question and meet regularly with their adviser to discuss appropriate literature to review.

Semester Five

The student is encouraged to attend a Writing for Publication Workshop given by the Urban Education program or another program at the Graduate Center so that they could actively engage in academic research and scholarship to strengthen their CV.

Semester Six

The student should now be working with their adviser and thinking about developing their dissertation proposal and selecting a committee for their second exam.

Semester Seven

Students are encouraged to consider writing for publication either alone, with another student, or with a faculty member. During this semester, the student should prepare to take their second exam. The goals for the Second Exam are:

  • Students will demonstrate written and oral fluency and in depth knowledge of a broad range of scholarship in their chosen field of study.

  • Students will initiate and sustain a dialogue with their supervisory committee about salient academic work relevant to their chosen field of study (as the field is agreed to by the student's supervisory committee).

  • Students will demonstrate high levels of written and oral competence regarding theories, methods, and research that are germane to their dissertation topic.

  • Students will initiate and sustain a dialogue with their committee regarding the salient values, ethics and morals associated with the research they propose to undertake for the dissertation. Through written and oral comments a student will demonstrate an in-depth understanding of the tenets of informed consent and the necessity to conduct research involving human subjects to provide participants with a sense of autonomy, beneficence and social justice.

Semester Eight

The student should continue to write and publish articles. By this time, they should also demonstrate to a dissertation committee that they can initiate and sustain a dialogue concerning a written proposal for a dissertation research project. This may or may not require IRB approval, depending on whether the student’s research involves human participants.

Semester Nine

The student is expected to continue their dissertation research. Also, with guidance from the dissertation chair, the student should discuss career possibilities.

Semester Ten

The student should be close to completing their dissertation. Students should consider converting part of their dissertation research into scholarly publication(s). Additionally, students should actively pursue career opportunities.