Doctoral students conduct the team-based TDiLP project during Year 3 in the EDLR program. Students primarily will be doing so in teams of three to six comprised of other members of their cohort. EDLR faculty and/or TDiLP supervisors will present students with several possible TDiLP projects and students will indicate first and second preferences. Then faculty will arrange TDiLP teams based on a variety of considerations, including student preferences, strengths, professional concentration/context areas, etc.
In Year 3 doctoral students participating in the TDiLP project register for:
Each individual student earns a letter grade each quarter for each registration—i.e., letter grades will be earned/submitted for EDLR 6510, EDLR 6520, and EDLR 6530, separately and respectively.
Each individual’s grade each quarter will be assessed/determined by criteria specified in the TDiLP Grading Rubric as articulated by current policy.
During spring quarter of each academic year, students completing Year 2 of the EOLL program will be presented with potential TDiLP research topics, each connected to a community partner organization and a TDiLP inquiry supervisor. A variety of topics will be presented (taking into consideration the professional concentration areas of those who will be conducting TDiLP projects), after which each student will identify a first and second preference among the alternatives. Teams typically will consist of three to six students. EOLL program faculty will arrange teams by considering student preferences as well as student strengths, areas of interest, and overall professional goals.
Inquiry Supervisors are paired with specific topics based on their expertise and availability to work with a dissertation team. Students will be notified of their assigned inquiry supervisor, team and topic by the end of Year 2—i.e., most likely near the conclusion of spring quarter that ends Year 2. Year 3 begins in summer quarter, during which time students are expected to obtain, read, and take notes on research studies relevant to their team topic to be prepared to share with teammates once Year 3 Fall Quarter begins.
Registration for TDiLP credits and formal TDiLP team meetings will begin Year 3 Fall Quarter. The TDiLP inquiry supervisor will coordinate, facilitate, mentor, and guide all TDiLP processes and practices that formally begin Year 3 Fall Quarter. one’s stage in the process. The role of the chair is discussed more in Part 2, but the role of the committee covers four areas:
The main role of committee members is to:
The TDiLP inquiry supervisor is the primary point of contact and support provided by Seattle University for doctoral students and community partner throughout the TDiLP project/process. The TDiLP inquiry supervisor has final approval authority concerning all aspects of the TDiLP project. Students and community partners always should first contact their inquiry supervisor regarding all issues relevant to the TDiLP project.
Every dissertation is guided by a faculty chair and a committee. The size and composition of the committee can vary by the degree program and Your TDiLP committee shall include a minimum of three qualified professionals: 1) TDiLP Inquiry Supervisor, 2) one other full-time SU faculty member, and 3) one member from outside the university, typically from the workplace, including schools, districts, nonprofit and other organizations. The 3rd member is also required to have a terminal degree from an accredited institution of higher education.
The overall role of your committee is to supervise, examine, and approve your TDiLP products. This section describes the role of an inquiry supervisor as distinct from committee members. The next section explains the purpose of the proposal and TDiLP defense, respectively. Reflect on both sections as you consider who to request for your committee and which professionals may best serve in which roles.
The main role of the inquiry supervisor is to:
As articulated in Seattle University’s Graduate Catalog, graduate courses graded C- or below will not count toward a graduate degree or certificate. Therefore, any student who receives a course grade of C- or below will be placed on academic probation the following quarter and must successfully fulfill probation requirements by the end of that same following quarter to remain in the TDiLP project. If probation requirements are not successfully fulfilled/completed, the student will be recommended for dismissal from the EOLL program. See Seattle University’s Academic Probation and Dismissal GR Policy.
Students must complete the Ed.D. degree by the end of Year 6 in the program. Entrance into the EOLL program begins Year 1 Summer Quarter upon matriculation. The Seattle University and College of Education academic calendar consists of four quarters that begin in summer and end in spring—i.e., one complete academic year is Summer Quarter, Fall Quarter, Winter Quarter, Spring Quarter. If circumstances beyond students’ control make it necessary to complete the TDiLP project after Year 3 Spring Quarter, then all TDiLP teammates must register for EDLR 6100 Dissertation Support (1 credit) each quarter thereafter through the quarter in which the TDiLP project is completed and TDiLP Form 4 is signed.
If a student takes an official Student Leave of Absence (SLOA) during Year 3 while engaged in the TDiLP sequence of registrations, then the Seattle University Student Leave of Absence Policy applies. When a student returns from an official leave, that student will be eligible to start the TDiLP sequence at its beginning with a new team, forfeiting prior work and registrations that no longer apply to the new TDiLP project. Starting TDiLP anew is necessary because the TDiLP requirement is a team-based project conducted through a sequential process that demands full participation of all teammates in all aspects throughout its duration.
Doctoral students from previous cohorts may join a TDiLP project at its beginning if deemed eligible and approved by EOLL faculty.