Interdisciplinary Doctoral Program in Human Development || Ph.D. in Human Development || Admissions Policies

Director: Alan M. Levine, PhD

 

The Interdisciplinary Doctoral Program In Human Development

 

Mission

Marywood University has committed itself since its founding to the development and mastery of the professional and leadership skills necessary for meeting human needs. An emphasis on interdisciplinary studies that focuses on diversity has been incorporated to further this end. The Doctoral Program in Human Development enables the University to extend its sphere of influence in meeting society’s human needs by preparing professionals with an interdisciplinary perspective to respond to the challenge of increasingly complex social issues.

Program Objectives

In response to the mission of the Doctoral Program in Human Development, the following program objectives articulate the direction of the intended outcomes.

Students who complete the program will be able to:

1. Demonstrate an interdisciplinary understanding of human behavior that reflects the complexity of human beings from philosophical, physiological, psychological, spiritual, economic, social, and cultural dimensions.
2. Give evidence of an understanding of the ethical standards that undergird the principles of professional practice.
3. Show understanding of the interdisciplinary nature of scientific inquiry and its relevance to professional practice.
4. Demonstrate an understanding of cultural diversity and its relationship to practice.
5. Give evidence of a mastery of current theories of professional practice and the research that supports those theories.
6. Extend the knowledge base in their respective disciplines by conceptualizing, planning, producing, and communicating original research.
7. Demonstrate preparation and competence for leadership related to social change.

Objectives of the specialization areas support the overall mission of the doctoral program. More specific information about the specialty areas is discussed in the material that follows an overview of the program.

An Interdisciplinary Approach

The Doctoral Program in Human Development is designed to educate men and women with an interdisciplinary understanding of human development in the context of their professional specialization.

The program combines the knowledge and skills of more traditional doctorates including strong research skills with a balanced interdisciplinary focus.

An interdisciplinary approach enables students to make creative connections across disciplines and learn from the synergy of multiple points of view at the same time that they build expertise within a professional field. Furthermore, it better enables exploration of the complex relationships inherent in organizational problems and issues.

Graduates of the doctoral program are prepared to provide leadership in a number of professional fields: public education, higher education, social services, health care, state and federal agencies, and private practice.

Faculty from the education, counseling, psychology, social work, philosophy, family studies, nutrition and dietetics, nursing, science and public policy departments worked together to develop the interdisciplinary curriculum. Students benefit from the combined strengths in the liberal arts, human services, and health sciences for which Marywood is so well respected.

Program Structure

Flexible program options enable students to pursue the doctoral degree either ful-l or part-time and to design a program of studies geared to meet their professional objectives. The program does not require residency. The program offers five specializations:

• Educational Administration
• Higher Education Administration
• Instructional Leadership
• Health Promotion
• Social Work

The Educational Administration Specialization was developed for those planning a career pursuing a leadership position in K-12 school systems or similar academic institutions. It incorporates the regulations of the Pennsylvania Department of Education for the  postmaster’s Letter of Eligibility for School Superintendent.

The Instructional Leadership Specialization was developed for individuals who plan careers as faculty members in teacher and adult training at the college or university level. It also prepares individuals to direct corporate training and professional development. It incorporates the requirements for the Pennsylvania Department of Education post-master’s Supervisor of Curriculum and Instruction certification.

The Higher Education Administration Specialization was developed for those who are planning a career in the leadership of higher education institutions, serving as college/university faculty members, in student affairs or in adult training at the college or university level.

The Social Work Specialization was designed for those seeking a career within the broad scope of social work practice, such as in human services, administration, policy and program development, or as a faculty member of a school of social work in an accredited college or university.

The Health Promotion Specialization was designed for those interested in administration, consultation, and evaluative research in the evolving health care and health promotions environments. Students will develop knowledge, research and other skills for work opportunities, implementation, and evaluation of health promotion programs.

Ph.D. in Human Development

60 credits

This sixty-credit program, leading to the degree of Doctor of Philosophy (Ph.D.), combines an interdisciplinary core, team-taught and common to all students, with discipline-based areas of concentrated specialization. The components of the
Doctoral Program in Human Development are:

I. THE INTERDISCIPLINARY CORE

12 credits

D/HD 1021	Development and Change: Theoretical Foundations	3
D/HD 1031	Social and Economic Dimensions of Human Development	3
D/HD 1041	The Physiological and Psychological Bases of Human Development	3
D/HD 1051	Selected Topics Dissertation Seminar	3

II. THE RESEARCH CORE

12 credits

D/RS 1011	Advanced Statistical Analysis	3
D/RS 1013	Advanced Correlation	3
D/RS 1015	Qualitative Research	3
*D/RS 1017	Quantitative Methodology	3

*New Course–Contingent upon approval by Graduate Curriculum Committee.

III. THE SPECIALIZATIONS

27 credits

Education Specialization – Administration

27 credits total

A. Required Courses
21 credits

D/ED 1011	School, Community and Public Relations	3
D/ED 1012	Communication Theory and Organizational Dynamics	3
D/ED 1013	Labor Relations and Negotiations	3
D/ED 1014	Business and Facilities Management	3
D/ED 1100	Professional Ethics	3
D/ED 1200, 1201	Administrative Internship	6

B. Electives
6 credits (choose 2)

D/ED 1015	Dynamics of Leadership and Change	3
D/ED 1109	Public Policy	3
D/ED 1112	The Grantmanship Process	3
D/HE 1021	Academic Curriculum	3
D/HE 1025	Student Issues in Higher Education	3
D/HE 1109	Law in Higher Education	3
D/HE 1140	Program Evaluation (Learning Outcomes/Assessment)	3

Education Specialization – Instructional Leadership

27 credits total

A. Required Courses
15 credits

D/ED 1005	Models of Teaching: Crossdiscipline Integrating Seminar	3
D/ED 1007	Instructional Design: Theory and Application	3
D/ED 1012	Communication Theory and Organizational Dynamics	3
D/ED 1100	Professional Ethics	3
D/ED 1150	Practicum I	3

B. Electives
12 credits (choose 4)

D/ED 1011	School, Community and Public Relations	3
D/ED 1013	Labor Relations and Negotiations	3
D/ED 1015	Dynamics of Leadership and Change	3
D/ED 1109	Public Policy	3
D/ED 1112	The Grantmanship Process	3
D/HE 1109	Law in Higher Education	3
D/HE 1021	Academic Curriculum	3
D/HE 1025	Student Issues in Higher Education	3
D/HE 1140	Program Evaluation (Learning Outcomes/Assessment)	3

Higher Education Administration Specialization

27 credits total

A. Required Courses
15 credits

D/HE	1020 History of American Colleges/Universities	3
D/HE	1030 College Finance and Strategic Planning	3
D/HE	1100 Professional Ethics	3
D/HE	1109 Law in Higher Education	3
D/HE	1202 Internship in Higher Education	3
OR
D/HE	1203 Internship in Higher Education	1.5, 1.5

B. Electives
12 credits (choose 4)

D/HE 1012	The Grantmanship Process	3
D/HE 1015	Dynamics of Leadership and Change	3
D/HE 1021	Academic Curriculum	3
D/HE 1025	Student Issues in Higher Education	3
D/HE 1140	Program Evaluation (Learning Outcomes/Assessment)	3
D/ED 1005	Models of Teaching: Crossdiscipline Integrating Seminar	3
D/ED 1007	Instructional Design: Theory and Application	3
D/ED 1012	Communication Theory and Organizational Dynamics	3

Social Work Specialization

27 credits total

A. Required Courses
9 credits

D/SW 1011	Paradigms of Social Work Practice	3
D/SW 1100	Professional Ethics	3
D/SW 1109	Models of Policy Analysis	3

B. Electives
12 credits
6 credits with Advanced Standing
18 credits without Advanced Standing

D/SW 1007	Social Work Education Curriculum Development and Policy	3
D/SW 1009	Mentored Teaching Experience	3
D/SW 1012	The Grantmanship Process	3
D/SW 1120	Program Administration	3
D/SW 1130	Planning in Human Services and Program Development	3
D/SW 1140	Program Evaluation	3
D/SW 1150	Ethnic and Cultural Dimensions of Professional Practice	3
D/SW 1160	The History of Social Welfare and the Social Work Profession	3

Students in Social Work may be eligible for up to 12 credits of Advanced Standing.

Health Promotion Specialization

27 credits total

A. Required Courses
18 credits

D/HP 1100	Professional Ethics	3
D/HP 1101	Scientific and Theoretical Basis of Health Promotion	3
D/HP 1102	Health Promotion Epidemiology	3
D/HP 1103	Management of Health Promotion Programs	3
D/HP 1104	Health Promotion Methods, Material and Delivery	3
D/HP 1105	Health Promotion Economics	3

B. Electives
9 credits

D/HP 1012

The Grantmanship Process

3

Nine credits of elective course work are to be selected in consultation with the
student’s advisor.

IV. QUALIFYING PRESENTATION

Upon completion of course work, the students will participate in qualifying presentations, choosing and responding to a reflective question which integrates ethical principles and a specialty area within the context of human development. This experience will include an oral presentation open to the doctoral community.

V. THE DISSERTATION

9 credits

Transfer of Credits

The core interdisciplinary courses will not be waived in any case.

Normally, no more than six credits will be accepted as transfer credits. In special cases, where students have successfully completed comparable advanced level graduate courses, a greater number of credits may be transferred. Academic rigor and curricular parallels of transferable graduate level courses will be determined by the specialty area faculty. Such a determination will be made after the student has matriculated in the doctoral program.

VI. STANDARDS FOR CONTINUATION

A cumulative Q.P.A. of 3.25 is the minimum for continuation in the program. Students who fail to maintain a 3.25 average in their course work will be given one semester to re-establish the required 3.25 average.

VII. TIME LIMITATION POLICY

All work must be completed within seven years of the beginning of doctoral study. The beginning of doctoral study is defined as the beginning date of the earliest doctoral course, whenever taken, listed on the approved doctoral plan of study. Extensions of the terminal date are considered only when there is substantial evidence that the student has made regular and consistent progress toward completion of degree requirements.

Extensions will be granted only if the student has been granted a leave of absence for medical or other good reasons. Written application for extension, with full documentation of serious cause, must be made to the Dean of the Reap College of Education and Human Development. This period of time is rarely extended. Any extension must have the approval of both the Program Director and the Dean.

Admission to the doctoral program in Human Development is competitive. The faculty are seeking a diverse student body which manifests superior academic achievement, a sensitivity to interdisciplinary inquiry, and evidence of professional leadership in their respective careers.

In general, the Admissions Committee will look for diversity among the members of the cohort. In particular, within each specialization, the Committee will look for diversity in academic and employment history.

I. Common Admissions Requirements

1. A master’s degree from an accredited college or university.
2. Recent graduate-level courses in Research Methodology and in Statistics.
3. Three letters of recommendation from people (at least two from teachers or current supervisors) who can address in depth the academic achievement and professional accomplishments of the applicant.
4. A reflective essay of approximately 1,000 words, addressing the personal and/or professional goals which would be met through participation in this interdisciplinary program.
5. Graduate Records Examinations (GRE) General Test scores. Official scores from exams taken within the past five years may be submitted.
6. TOEFL (Test of English as a Foreign Language) score, if an international student.
7. Personal interview and writing sample. A preliminary review and screening of applications will be done based upon the submission of the materials described above. The Admissions Committee will then invite a small number of applicants to campus for personal interviews.

While on campus each applicant will be required to write a brief essay on a topic selected by the committee. Final selection will be made after the on-campus interview.

II. Specialization Admissions Requirements

Health Promotion

A master’s degree in a related field.

Social Work

 

1. An M.S.W. degree.
2. An interest in Social Justice

 

Education Specializations

A master’s degree in a related field.

Human Development Program Courses