OUR LADY OF THE LAKE UNIVERSITY - PHD PROGRAM STUDENT HANDBOOK 2020-2021
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Our Lady of the Lake University
PhD Program Student Handbook
2020-2021
1
Table of Contents
NOTICE TO STUDENTS .......................................................................................................................... 3
WELCOME – HELPFUL CONTACTS ................................................................................................... 4
OUR LADY OF THE LAKE UNIVERISTY ............................................................................................ 7
HISTORY ....................................................................................................................................................... 7
OLLU VISION & MISSION STATEMENT .................................................................................................... 8
CORE VALUES .............................................................................................................................................. 8
HISTORY OF THE WORDEN SCHOOL OF SOCIAL SERVICE ....................................................................... 9
WORDEN SCHOOL OF SOCIAL SERVICE MISSION ................................................................................... 10
INTRODUCTION TO PHD PROGRAM & HANDBOOK .................................................................. 10
OVERVIEW OF THE PHD PROGRAM ................................................................................................. 10
PROGRAM GOALS............................................................................................................................ 11
STUDENT LEARNING OUTCOMES ..................................................................................................... 11
QUALITY GUIDELINES - GADE........................................................................................................ 11
ETHICAL AND PROFESSIONAL CONDUCT ......................................................................................... 11
• STUDENT CODE OF ETHICS................................................................................................... 11
• ACADEMIC INTEGRITIY ...................................................................................................... 11
• RESEARCH RESPONSIBILITY ................................................................................................ 11
• ETHICAL MISCONDUCT IN RESEARCH ................................................................................ 11
• FITNESS TO PRACTICE ........................................................................................................ 11
ADMISSION ............................................................................................................................................. 12
ADMISSION REQUIREMENTS ............................................................................................................ 13
PROGRAM DESIGN........................................................................................................................... 14
PHD DEGREE PLAN ......................................................................................................................... 14
DEGREE REQUIREMENTS ................................................................................................................ 14
ADVISING ........................................................................................................................................ 14
MENTORING .................................................................................................................................... 15
PHD COMMITTEE ............................................................................................................................ 15
GRADUATE TEACHING ASSISTANTSHIPS .................................................................................... 15
STUDENT RESPONSIBILITIES............................................................................................................ 15
GRADUATE TEACHING ASSISTANT RESPONSIBILITIES ..................................................................... 16
ACADEMIC POLICIES .......................................................................................................................... 16
DISSERTATION COMMITTEE ............................................................................................................ 16
COURSE LOAD AND CONTINUOUS ENROLLMENT ............................................................................. 17
REQUESTING LEAVE OF ABSENCE ................................................................................................... 17
DEFERMENT POLICY ....................................................................................................................... 18 DISABILITY SERVICES ...................................................................................................................... 18 NON-DISCRIMINATION POLICY ....................................................................................................... 18 STATEMENT ON POSITIVE LEARNING ENVIRONMENT ...................................................................... 18 ACADEMIC DISHONESTY AND PLAGIARISM ..................................................................................... 19 GRADING SYSTEM AND GRADE POINT AVERAGE ............................................................................. 19 INCOMPLETE GRADES ..................................................................................................................... 19 TRANSFER OF CREDITS ................................................................................................................... 19 ACADEMIC STANDING ..................................................................................................................... 19 ACADEMIC GRIEVANCE ................................................................................................................... 19 DISSERTATION POLICIES AND PROCEDURES ....................................................................... 20 DISSERTATION PROPOSAL REVIEW-APPROVAL OF TOPIC ............................................................... 20 DISSERTATION DEFENSE ................................................................................................................. 21 OLLU INSTITUTIONAL REVIEW BOARD (IRB) ................................................................................ 22 RESOURCES ................................................................................................................................. 24 GRADUATION CATALOG .................................................................................................................. 25 SUELTENFUSS LIBRARY ................................................................................................................... 25 THE MARY FRANCINE DANIS WRITING CENTER ............................................................................. 25 REGISTRAR OFFICE......................................................................................................................... 25 FINANCIAL AID ............................................................................................................................... 25 PHI ALPHA ...................................................................................................................................... 26 APPENDIX..................................................................................................................................... 25 APPENDIX A (PHD COURSE SEQUENCE AND COURSE DESCRIPTION) .............................................. 27 APPENDIX B (ACADEMIC GRIEVANCE PROCEDURE) ....................................................................... 31 APPENDIX C (FITNESS TO PRACTICE POLICY AND PROCEDURES) ................................................... 33 APPENDIX D (FITNESS TO PRACTICE EVALUATION PROCESS) ......................................................... 34 APPENDIX E (FITNESS TO PRACTICE EVALUATION FROM) ............................................................. 36 APPENDIX F (PHD STUDNT CORE COMPETENCIES AND EXPECTATIONS) ......................................... 39 APPENDIX G (OLLU IRB MANUEL) ................................................................................................ 42 1 & 2. University of Oregon Graduate School (2019). Available online: https://gradschool.uoregon.edu/academics/policies/general/research-ethics
3 Notice to Students The PhD Handbook is not meant to supersede any of the policies and codes of conduct in Our Lady of the Lake University’s (OLLU) Student Handbook. OLLU and the Worden School reserve the right to delete, add, or change courses in this PhD Handbook and in the Degree Plan for any reason and cannot guarantee enrollment in specific courses or sections. The University also reserves the right to effect changes to tuition and fees without notice.
Welcome – Helpful Contacts Associate Professor / Worden Director Karina Gil, PhD, MSW kegil@ollusa.edu / 210-528-7062 Greetings! Welcome to the Worden School of Social Service. We are so pleased to have you joining us. Dr. Karina Gil is Director of The Worden School of Social Service and an Assistant Professor at the Worden School of Social Services at Our Lady of the Lake University. She holds a Doctorate of Philosophy in Leadership Studies from Our Lady of the Lake University and a Master’s Degree in Social Work with political concentration from the University of Houston. Her dissertation titled “Leadership Preferences of Latino Leaders in the United States” looked at the levels of assimilation of national Latino leaders to the main dominant culture and its effect on their leadership preferences. It was selected as one of the 10 semi-finalists for the 2013 Outstanding Dissertation Competition of the American Association of Hispanics in Higher Education, Inc. Additionally, Dr. Gil was awarded a Wiley Faculty Fellowship. Fellows are selected from a national pool of Wiley partner schools and share in a distinguished record of accomplishment in their profession and enthusiasm for new pedagogical and technological approaches to their instruction. In 2017, she was selected by the Council in Social Work Education into the Programs Director Academy. Dr. Gil has over 10 years of experience working with diverse populations in coalition building, managing multi-city campaigns, grassroots, community organizing and policy efforts. She has coordinated numerous citizenship and Get out to Vote campaigns. Her areas of expertise include multicultural competence, community organizing, issues affecting Latinos, women and other minorities, acculturation and leadership. Prior to joining the Worden School, she was a Lecturer for the School of Business and Leadership at Our Lady of the Lake University and the Graduate School of Social Work at the University of Texas at San Antonio, where she taught several foundational and advanced courses to students at a Master and Ph.D. level. 1 & 2. University of Oregon Graduate School (2019). Available online: https://gradschool.uoregon.edu/academics/policies/general/research-ethics
5 Associate Professor / PhD Director Rebecca Gomez, PhD, LCSW rjgomez@ollusa.edu / 210-431-5578 Rebecca Gomez, PhD, LCSW received her PhD in Social Work from the University of Texas at Austin. She is a Licensed Clinical Social Worker and a board approved supervisor in Texas with over 20 years of experience. Dr. Gomez joined the faculty at Our Lady of the Lake University Worden School of Social Service in 2013. During her time at the University she has served in several administrative positions and is currently Associate Professor and Director of the PhD program. Dr. Gomez specializes in emerging adulthood, complex trauma, family trauma and disruption, relational attachment, and substance and process addiction recovery. She serves as a reviewer for several social work journals including: Emerging Adulthood, Journal of Family Social Work, The Journal of Addiction, Recovery, & Aftercare, Substance Abuse, and Children and Youth Services Review. In 2015 Dr. Gomez received the Agnes M. (Lehman) Gloyna Award for Technological Innovation in Teaching and Learning. She was a 2016 Hazelden Betty Ford Foundation Professional in Residence. In 2017 she was honored as a Top 30 Technologist, Transformer, and Trailblazer by the Center for Digital Education, and in 2018 she was a member of the Council on Social Work Education Program Directors Academy. She is currently doing research on two projects funded by the Substance Abuse and Mental Health Services Administration. She is project trainer for Project Esperanza a mental health awareness training program, and evaluator for Project Launch a five-year project designed to improve child outcomes across the spectrum of development and wellness (social, emotional, cognitive, physical, and behavioral) for children ages 0-8 years old in Bexar county. She is also currently serving as the Council on Social Work Education Chair for the Addiction Research Track, and Co-Chair on the Council on Social Work Education Substance Use Disorder Curriculum Guild. Dr. Gomez also serves her local Bexar County Community as a member of the Bexar County Health Collaborative Community Health Needs Assessment Steering Committee.
PhD Assistant Professor Alegnta Shibikom, PhD, MSW afshibikom@ollusa.edu / 210-431-3911 Alegnta F. Shibikom, PhD, MSW, joined Worden School of Social Service at Our Lady of the Lake University as an Assistant Professor in Fall 2018. Dr. Shibikom graduated with his Ph.D. in Social Work from University of Kansas School of Social Welfare. His areas of interest include poverty and policy studies, financial capability and asset effects, wellbeing of low-income families, social and economic development, and international social development. Dr. Shibikom has more than five years of teaching experience in social work programs and four years of experience in professional social work practice at Family Health International. Currently, Dr. Shibikom is serving as a faculty member in the Ph.D. Program at Worden School of Social Service. Online Student Service Coordinator Monica Jones studentsupport@ollusa.edu / 210-338-3526 Monica Jones is a Student Services Coordinator, currently working with online MSW and PhD in Social Work students. She is one of the online students’ primary contacts through graduation. Monica was raised in El Paso, TX and is fluent in Spanish. She has a Bachelor degree in Organizational Management. Monica has worked as a certified group facilitator specializing in children’s trauma healing, and she currently volunteers as an anti-human trafficking advocate. Monica enjoys reading, baking and spending time with her husband and daughters. Monica is dedicated to empowering and helping student succeed in their educational journey. 1 & 2. University of Oregon Graduate School (2019). Available online: https://gradschool.uoregon.edu/academics/policies/general/research-ethics
7 PhD Administrative Assistant Anna Marie Ramirez amramirez@ollusa.edu / 210-528-7102 Anna Marie Ramirez was born in Chicago, was raised in Laredo, TX, and graduated from the University of Texas in San Antonio in 1988 with a BS in biology. She married thereafter and raised a family of eight children with her husband of 30 years, Jesus Ramirez. She joined Our Lady of the Lake University in 2013 as the administrative assistant to the BSW program providing undergraduate student and faculty support services at the Worden School of Social Service. Excellent customer service led her to be awarded the OLLU Rose Mary Saenz Award for Customer Service in 2017. In 2018, Anna Marie changed positions and became the administrative assistant to the PhD program and assisted the PhD Director, Dr. Rebecca Gomez, in launching the OLLU Ph.D. Program in social work in June of 2019. She is currently a part time student at OLLU and working on a second degree in English with a minor in technical and professional writing. Our Lady of the Lake University History Our Lady of the Lake University (OLLU) was founded by the Sisters of the Congregation of Divine Providence (CDP); a religious order founded in the 18th century in Lorraine, France. Members of the CDP arrived in Texas in 1866 and established themselves in Austin. In 1868, the CDP’s established themselves in Castroville. The order continues as the sponsoring organization of the University. By 1895 educational programs were started at the current site of the main campus of Our Lady of the Lake University. The first college program began in 1911 as a two-year curriculum for women. In 1919 the curriculum was expanded to four years, and the institution was admitted to membership in the Texas Association of Colleges. In 1923, Our Lady of the Lake became the first San Antonio institution of higher education to receive regional accreditation; it is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. In 1927 it became the third Texas school to be approved by the American Association of Universities.
Graduate work, begun in 1942, was co-educational from its inception; all programs became fully co-educational in 1969. In 1975 the name of the institution was changed from Our Lady of the Lake College to Our Lady of the Lake University of San Antonio. Living up to its mission of providing education to those with limited access, the University introduced Weekend College to San Antonio in 1978. The undergraduate Weekend College was expanded to Houston in 1986 followed by graduate and MBA programs with complete class schedules on weekends. The Dallas Weekend College was opened in 1994 and later added graduate degrees and the MBA. Today, the University’s scheduling alternatives include summer sessions and daytime and evening classes at its main campus in San Antonio as well as undergraduate and graduate weekend degree programs in San Antonio, Houston, and the Rio Grande Valley. The University has articulation agreements with community colleges in San Antonio, Houston, Dallas, and El Paso. Our Lady of the Lake University currently offers bachelor’s degrees in 56 areas of study, master’s degrees in 21 areas of specialization, and doctorates in Counseling Psychology, Leadership Studies, and Social Work. OLLU Mission and Vision Statements OLLU MISSION STATEMENT As a Catholic university sponsored by the Sisters of Divine Providence, Our Lady of the Lake University is a community whose members are committed to serve students by: • Ensuring quality, innovative, undergraduate and graduate learning experiences • Fostering a spiritual, personal, and professional growth • Preparing students for success and continued service OLLU VISION STATEMENT Inspired by Catholic values and the heritage of the founding Congregation of Divine Providence, Our Lady of the Lake University is a community called to transform individuals as they discover their purpose in life. We aspire to be nationally recognized for our distinctive programs, our expertise in Mexican American culture, and our diverse graduates who lead and serve with faith and wisdom to improve the world. Core Values Our Lady of the Lake University is a Catholic community with a faith in Provident God at its roots. The quality of our relationships defines our work toward the mission and the vision. Our core values reflect what we believe and live in our daily lives as board of trustees, faculty, staff, and administration of Our Lady of the Lake University. 1 & 2. University of Oregon Graduate School (2019). Available online: https://gradschool.uoregon.edu/academics/policies/general/research-ethics
9 COMMUNITY We are a community who values and expects: • Respect for diversity of experience, thought and expression; • Transparency and accountability; and • Productivity, creation, and innovation. INTEGRITY We engage in consistent, professional practice through our relationships that involve: • Honesty, openness, and ethical behavior, and • Congruence between ideals and behavior. TRUST We recognize our individual and collective roles and responsibilities. As loyal and contributing members of the University, we demonstrate: • Conscientiousness in performing our duties; • Accountability to one another; and • Responsibility for University resources. SERVICE We are called to share our resources through: • Use of our personal skills and knowledge for the benefit of others; and • Promotion of the common good of the University and external communities. History of the Worden School of Social Service Founded in 1942, Our Lady of the Lake University’s Worden School of Social Service (WSSS) has enjoyed a long history of leadership in preparing professionally trained social workers. The Worden School was the first school of social work in Texas. The BSW and MSW programs are continuously accredited by the Council on Social Work Education (CSWE). The PhD program launched with a first cohort of 12 PhD students in June 2019. In 2009, WSSS won the coveted Council on Social Work Education Presidential Award for Excellence in Social Work Education. In April 2015, WSSS won the Outstanding Commitment to Excellence and Innovation in Distance Learning by a four-year higher education organization presented by Texas Distance Learning Association. The Worden School of Social Service continues to be nationally recognized with diverse faculty with a solid commitment to educational excellence for students.
Worden School of Social Service Mission
In accordance with the Catholic teachings of social justice and the philosophy and purposes of
Our Lady of the Lake University, and in adherence to the purposes of social work education
articulated by the Council on Social Work Education, the mission of the Worden School of
Social Service is:
• To develop competent social workers for specialized intervention in direct practice with
Hispanic/Latin@ children and families;
• To prepare social workers for professional practice in culturally diverse settings,
especially agencies that serve clients from economically disadvantaged backgrounds;
and
• To generate and disseminate knowledge that advances social and economic justice,
enhances human well-being, and promotes effective practice with Hispanic/Latin@
children and families.
Introduction to PhD Program and Handbook
This handbook describes the structure and requirements of the PhD program and presents the
policies and procedures that guide students’ progress through the PhD program. When
applicable, links to other university units, external sites, and their policies and documents are
provided.
Overview of the PhD Program
The PhD social work program is an academically rigorous program that prepares students for
research, service, and teaching within minority serving institutions. Particular focus on
pedagogy for diverse student populations is emphasized. The program design is particularly
focused on supporting under-represented scholars through research involvement and mentoring.
Students will finish the program armed with an extensive repertoire of knowledge and theory and
the ability to conduct research. With this background, graduates of the program are in a unique
position to contribute to the knowledge base about what interventions are most effective in
addressing the needs of diverse populations.
This program is ideal for students who have a desire to teach in Carnegie classified* baccalaureate,
master's, and R3 doctoral institutions --which make up the majority of CSWE** accredited
institutions. PhD level social work faculty are in high demand in these types of institutions. The
program is not appropriate for students with a goal of employment in a R1 or R2 doctoral
university. This program is also a good fit for students who wish to advance their careers as social
work leaders and administrators. The program aims to train educators who are especially skilled
for employment within minority serving institutions.
1 & 2. University of Oregon Graduate School (2019). Available
online: https://gradschool.uoregon.edu/academics/policies/general/research-ethics11
Program Goals
1. Students will be able to demonstrate practice of culturally informed and distance
education pedagogy.
2. Students will be able to independently conduct and disseminate research.
3. Students will contribute to the social work profession through the development and
transference of evidence-based knowledge and service.
Student Learning Outcomes
1.1 Think critical about social work issues from a broad range of theoretical and research
perspectives, as evidenced by successful dissertation defense and competency
assignments in designated courses throughout the curriculum.
2.1 Students will be able to effectively communicate their research in writing and
contribute to the profession through scholarship, as evidenced by a presentation of
research at peer reviewed conference, publication in peer reviewed journals,
successful dissertation defense and competency assignments in designated courses
throughout the curriculum.
3.1 Students will demonstrate ability to teach in minority serving institutions, as
evidenced by successful completion of the pedagogy series.
2.2 Demonstrate competency in grant development as evidenced by: 1) developing parts
of a grant application with a mentor or 2) writing and submitting a grant application
to fund dissertation research or 3) participating in a workshop on grant writing.
Quality Guidelines - GADE
Worden School of Social Service believe in the quality guidelines set by the Group for the
Advancement of Doctoral Education (GADE) to promote excellence in doctoral education in
social work.
Quality Guidelines for PhD Programs in Social Work
Ethical and Professional Conduct
The PhD program abides by prevailing principles of academic integrity, research, responsibility,
and social work ethics. Students are expected to adhere strictly to the standards and polices
identified below and may be dismissed by the program director for any violation thereof.
A. STUDENT CODE OF ETHICS-NASWIn addition to the University standards, applicable to all OLLU students, the Worden School also
adheres to the NASW Code of Ethics as an enhancement of the OLLU Student Handbook
policies. PhD students must abide and are expected to act ethically, morally, and honestly by
these standards in all program domains and capabilities. Alleged violations may be referred to
the Fitness to Practice committee that will conduct a thorough review and recommend
consequent action to the director. The procedure for this review follows the steps found on page
14 in the PhD Handbook.
NASW Code of Ethics
B. ACADEMIC INTEGRITY
The PhD Program follows the OLLU Graduate School’s academic integrity policy and
procedures found in the OLLU student handbook. These apply to all work conducted while a
student is in the program. This includes coursework, comprehensive exams, dissertation, and
any affiliated research projects.
OLLU Student Handbook
C. RESEARCH RESPONSIBILITY All students have a responsibility to conduct and report the results of
their research in an open and ethical manner.
• A dissertation represents the culmination of years of academic preparation and uniquely
expresses a student's training, skills, and ideas.
• A dissertation therefore deserves the student's greatest effort and demands compliance
with the highest ethical standards.
D. ETHICAL MISCONDUCT IN RESEARCH
• Ethical misconduct in research is any "fabrication, falsification and plagiarism in proposing,
conducting or reporting research or other scholarly activities."1
• Fabricating research findings refers to making up fictional results, while falsifying research
results refers to altering, misrepresenting, or selectively reporting findings.2
Each of these acts violates the integrity of the research process and constitutes a serious breach
of accepted ethical standards. Ethical research practice therefore requires that students at all
stages of the research process conduct their research in an open and honest manner and make
every effort to ensure the accuracy of their findings.
E. FITNESS TO PRACTICE
All standards are evaluated based on student performances in programmatic, academic,
supervisory, and interpersonal contexts. (Appendix C)
ADMISSION
1 & 2. University of Oregon Graduate School (2019). Available
online: https://gradschool.uoregon.edu/academics/policies/general/research-ethics13 Admission Requirements Admission decisions are made by the PhD committee. Application deadline for admission to the program is every fall semester for summer start. Verify with the OLLU Graduate Office on the admission date as it may change from year to year. The admission requirements are: Required: • A MSW from a CSWE-accredited social work program • At least two years (three preferred) of post-MSW direct practice experience • A graduate GPA of at least a 3.0 on a 4-point scale • Three recommendations from academics (preferred) or professionals, who can attest to the applicant’s potential for doctoral work. (Request may be made through the application request form) • Curriculum Vitae (CV) showing at least two (three preferred) years of post-MSW direct practice experience. A resume is not sufficient and will not be accepted. Only a CV will be evaluated. • A writing sample (three to five pages), APA formatted on a current social work topic of your choice, or an original, professional, solely authored and documented scholarly writing that demonstrates academic and critical thinking writing skills. If a student has a published manuscript with multiple authors they may submit it, but must indicate their contribution to the work and also include a three to five page sample of their own writing. Published works are not required to adhere to the three to five page limit and may be submitted as published. Include a reference list (not included in the three pages). Students are encouraged to use their judgment on what best illustrates the student’s potential for doctoral work and their commitment to social work research. • Interview with a PhD committee member Preferred: • Preferred licensure at the advanced clinical practice level • 3 years post MSW experience Statement on Post MSW Practice Experience: The Council on Social Work Education (CSWE) requires that faculty have a minimum of two years of post MSW practice experience in order to teach social work practice courses. This means that in order to teach throughout the curriculum faculty members must have 2 years post MSW. Teaching across the curriculum is generally necessary at Carnegie classified baccalaureate, master’s and R3 doctoral institutions. This experience is critical to employability and under no circumstances will a student be admitted without 2 years post MSW practice experience.
Program Design
• 54 credit hour online program
• Three-year program
• Cohort model (first start beginning during the summer)
• Fall and spring courses will feature a combination of synchronous (everyone online at the
same time) and asynchronous class sessions
• Summer courses will include a one-week face-to-face classroom environment on OLLU's
main campus in San Antonio
PhD Degree Plan
It is a 54-credit hour online program with an onsite summer residency at OLLU every summer
until proposal defense. Program begins in the summer of each year.
Degree Requirements
COMPLETION OF COURSEWORK
All students must complete 39 hours of foundational courses, 12 hours of dissertation credits,
and a 3-hour colloquium.
ADVANCEMENT TO CANDIDACY
Students advance to candidacy after successful defense of the dissertation proposal.
Dissertation Guidelines and Procedures
In order for students to defend their proposal they must complete the first 36 hours of
foundational courses starting from SOWK 9300 Introduction to Pedagogy to SOWK 9368
Proposal Development. PhD students will pick their dissertation committee by the end of Fall II
and will defend their proposal by the end of Spring II. Student who have successfully defended
their proposal will advance to candidacy.
PhD Degree Plan
COMPREHENSIVE EXAM
Students admitted Summer 2019 and Summer 2020 do not have a comprehensive exam.
Advising
All students will meet annually during summer residency with PhD faculty to review the PhD
Student Core Competencies and Expectations (Appendix A). This is an opportunity for students
to participate in formal advising about their progress in the program, and their development as a
scholar. Students may seek additional advising at any time with the PhD program director.
1 & 2. University of Oregon Graduate School (2019). Available
online: https://gradschool.uoregon.edu/academics/policies/general/research-ethics15 Mentoring Mentoring is a critical piece of PhD student development. Students are encouraged to form mentorship relationships with faculty to support their development in research, pedagogy, and career guidance in academia. Students are not assigned formal mentors and are free to connect with natural mentors they find supportive. Worden Mentoring Guidelines PhD Committee The PhD committee has a responsibility for the direction of the PhD program. The committee consists of the PhD program director, and members of the faculty appointed by the Worden director in consultation with the PhD program director. The committee also has responsibilities for admitting PhD students, supervising the PhD curriculum, and implementing the policies and procedures of the PhD program. A PhD student from each cohort serves as a student representative on the PhD committee. The term is for one academic year and every summer the term is revisited for a vote. There is no term limit. Student representatives are non-voting members and will be asked to leave meetings that address confidential student information to protect student privacy. Graduate Teaching Assistantships Graduate assistantships serve as the primary means of support for many graduate students, enabling them to work toward their degrees and grow professionally while providing the University the benefit of high-quality services. The graduate assistant (GA) is expected to perform well academically and to meet teaching, research, and/or service obligations. Graduate Teaching Assistants/Instructor of Record (GTA-IR) are responsible for the instruction of a course as well as the responsibilities that accompany that assignment such as grading papers, meeting with students, etc. Each GTA-IR is eligible for a $2500.00 stipend per term. Each GTA-IR must be listed as the class secondary instructor of record. Teaching assistantships should be structured around both the needs of the teaching assistant and the needs of the curriculum in which they teach. Student Responsibilities Graduate teaching assistants/instructor of record perform a variety of roles related to teaching that represent different levels of independence and direct contact with students. The level of responsibilities assigned to GTA-IRs is determined by the program in consultation with the Worden director, PhD program director, and the program director for the program they are teaching in (ex. MSW or BSW). To the extent possible, assignments are made that contribute to the intellectual and professional development of graduate students. Graduate teaching assistants/instructors of record are governed by the same standards of conduct in the
performance of their academic duties as are members of the faculty. They are expected to
maintain the highest levels of professional and ethical standards.
Although the professional development of graduate students as teachers is considered an
important part of doctoral training, The Worden School of Social Service is committed to
ensuring that the students have sufficient time for other, equally important, components of
their doctoral education. No TA is expected to perform instructional duties that would take
more than 20 hours per week. Students are limited to teaching a maximum of one class per
term.
The most important day-to-day duties of a graduate teaching assistant include:
• Teaching the assigned curriculum
• Leading class discussions and answering student questions
• Evaluating student essays, projects, labs, tests, and other assessments
• Maintaining records on student progress/grades
Graduate Teaching Assistant Responsibilities
Dedicate 12-20 hours per week (averaged over the term) to TA duties.
• Approach the teaching as a learning experience complementary to other aspects of
graduate education.
• Adhere to University school policies, requirements, and deadlines pertaining to topics
such as academic integrity, safety protocols, maintaining a classroom respectful of
diversity, as well as the registrar’s procedures and deadlines.
• Acquire proficiency in the course content and methodologies, complemented by
appropriate pedagogical methods.
• Manage the assigned TA responsibilities along with other academic work,
keeping to deadlines, advancing appropriately through academic milestones.
• Meet regularly the faculty supervisor, request feedback, and seek opportunities to
continually develop pedagogical proficiencies.
• Hold regular scheduled office hours.
ACADEMIC POLICIES
Dissertation Committee
The student may choose either three faculty or five faculty to serve on their committee. The
committee must be comprised of one outside member which may be a faculty from another
discipline on campus, or a content expert from outside of campus. The remaining members of
the committee must be full-time Worden faculty members and should follow the faculty
requirements for doctoral committees. Students are encouraged to choose the chair of their
1 & 2. University of Oregon Graduate School (2019). Available
online: https://gradschool.uoregon.edu/academics/policies/general/research-ethics17
dissertation first and meet with their chair for advisement prior to inviting other committee
members.
Faculty Requirements for Doctoral Committees
Although students may choose from any of the classifications below (with the exception of 5),
generally the preference is ordered as:
1. Doctorate in social work and tenured
2. Non-social work doctorate and tenured
3. Doctorate in social work non-tenured
4. Non-social work doctorate
5. Master's level faculty or faculty outside of Worden will not be allowed to chair a
dissertation
For most students this will ensure the integrity of the both the process and the work. There are
exceptions as the dissertation is a specialized body of work. Students are encouraged to work
closely with their chair in selecting their committee.
Faculty requirements to serve as Dissertation chair
Although your chair is a member of your committee (your committee is either 3 or 5 including
the chair). They also have the larger responsibility of shepherding your process. The
responsibilities of the chair require that they have a doctorate (preference given to a social work
doctorate) and are a full-time tenure track faculty member of Worden faculty.
Course Load and Continuous Enrollment
Failure to remain continuously enrolled may lead to dismissal from the program. This policy is
particularly relevant to students who have completed coursework but have yet to complete their
dissertations. Students who have completed coursework will be required to maintain continuous
registration each fall and spring semester until the dissertation is completed.
Requesting Leave of Absence
Students in the doctoral program may apply for a leave of absence each term (Fall or Spring) not
to exceed one year when events such as illness or injury, active military service, or the need to
provide care for a family member prevents active participation in the degree program. OLLU
adheres to the guidelines of the University.
Leave of Absence
Deferment PolicyThe PhD program does not defer an offer of admission. Students who are not able to attend the University for the specific term to which they have applied, and have been admitted, will need to re-apply for admission. Disability Services Our Mission: The Services to Students with Disabilities Office (SSD) strive to empower students with disabilities to gain success in and access to their educational, professional and personal opportunities afforded with the skills of self-reliance and self-advocacy on campus and in the community. The SSD is committed to diversity and a campus culture of inclusion that is necessary for a rich learning environment and essential in preparing students to work, live and contribute to an increasingly complex society. The SSD Office provides reasonable accommodations to ensure students with disabilities to participate in and benefit from all of our campus, programs and activities. Students who wish to apply or who have qualified disabilities covered through the Americans with Disabilities Act Amended or Section 504 of the Rehabilitation Act and who desire assistance should contact the Office of Services for Students with Disabilities at (210) 431-4010, email ada@ollusa.edu, or visit the office located in the Academic Center for Excellence, Library Room 125. Students can also apply for services online. Non-Discrimination Policy Our Lady of the Lake University provides equal employment opportunities to all qualified applicants and employees without regard to their race, color, ancestry, religion, gender (except where gender is a bona fide occupational qualification), sexual orientation, age, national origin, veteran status, disability, genetic information, or any other characteristic or status that is protected by federal or Texas law. The University’s policy is to ensure that recruitment, hiring, training, education, promotion and all other employment actions, such as compensation, benefits, transfers, layoffs, return from layoff, tuition reimbursement, social and recreational programs are administered in accordance with these protections for all employees. Statement on Positive Learning Environment Our Lady of the Lake places a high commitment to the core values of community, integrity, trust, and service, and it is our policy to provide an educational experience free of sexual harassment, misconduct, violence or discrimination. Faculty members are considered “responsible employees” who must report all incidents of sexual misconduct with full detail within 72 hours of learning of the event. If you believe you are the victim of sexual harassment, misconduct, violence or discrimination, and you are a student, please visit the Title IX website to contact a Deputy Coordinator: www.ollusa.edu/titleix. 1 & 2. University of Oregon Graduate School (2019). Available online: https://gradschool.uoregon.edu/academics/policies/general/research-ethics
19 Academic Dishonesty and Plagiarism Academic dishonesty refers to student conduct in academic assignments or situations that violates the norms of the academic community of students and scholars. In practice, it usually refers to academic cheating or plagiarism. Our Lady of the Lake University distinguishes between academic dishonesty, which is handled through the Academic Affairs Division, and other violations of the Student Code of Conduct, which are dealt with by the office of student life. Penalties for academic dishonesty may include expulsion or suspension from the University, failure or grade reduction in the affected course or assignment, or a lesser penalty as appropriate. Grading System and Grade Point Average In order to receive course credit, students must be able to demonstrate attainment of the course’s specified academic outcomes. Faculty members may use various kinds of evaluative tasks for this purpose, including quizzes, examinations, papers, presentations, special projects and external assessments. Students are expected to meet faculty specifications and deadlines for these assessment activities. Students who are unsatisfied with their course grades can follow the Academic Grievance Procedure located in the appendix. The grade point average is obtained by dividing the grade points earned by the semester/term hours attempted. The cumulative grade point average used for most records is based on the total grade points earned at Our Lady of the Lake University. Although faculty may at their discretion add pluses or minuses to letter grades, these distinctions are not calculated in the grade point average. Grading scale: A = 100 - 90, B = 89 - 80, C = 79 - 70, D = 69 - 60, F = 59 or below. Incomplete Grades In special circumstances it may be necessary for a grade of incomplete to be assigned. The assignment of incomplete grades is at the discretion of the instructor. An incomplete grade may only be assigned when more than 50% of the coursework has been completed. A student may only not receive incomplete grades in two continuous semesters. A student may register for courses in the semester immediately following the issuing of an incomplete, but that incomplete must be resolved before the student can register for subsequent semesters. Transfer of Credits Students may not transfer previous doctoral coursework. Academic Standing In order to maintain acceptable academic standing, each student must maintain a minimum GPA of 3.0 and receive a grade of at least "B-" in all courses. A “C” grade shall not be counted towards doctoral degrees. Students who fail to maintain these minimal requirements will be placed on academic probation with continuation in the program subject to review by the PhD program director, in consultation with the doctoral faculty and the director of the Worden School of Social Service.
Academic Grievance http://catalog.ollusa.edu/content.php?catoid=8&navoid=514#student-academic-grievance Our Lady of the Lake University provides a uniform method by which students can pursue academic grievance issues. Definition: An academic grievance is an allegation that something has occurred that violates existing University academic policy or established practices, or is intrinsically wrong. Academic grievance issues include but are not limited to complaints about alleged violations of the institution's academic policies (e.g., application of grading policies), unfairness in the application of policies (e.g., accusation of plagiarism or cheating), or other academic matters. Evaluation of a student’s academic performance in a course or program of the University, when conducted by a faculty member, is presumed to be valid unless there is proof that the evaluation was significantly and adversely affected by prejudice (bias against the student as an individual or as a member of a group or class) and/or capriciousness (unjustifiable deviation from generally acceptable academic standards or procedures, or from explicit understandings established for the course or through the course syllabus, which is the de facto contract for course objectives, requirements and expectations). Students must follow each step of the Academic Grievance Procedure as detailed in order to be reviewed. DISSERTATION POLICIES AND PROCEDURES Once a student has successfully defended their dissertation proposal they advance to candidacy and are officially a doctoral candidate. The dissertation proposal is an agreement between the dissertation committee and the student on the scope of the dissertation work. Changes may not be made to the dissertation after proposal defense without the approval of the committee and may require a new defense. Dissertation Proposal Review-Approval of Topic The student will work under the supervision of their chair and doctoral committee members to draft a paper outlining the dissertation work to be completed. Please see requirements for the chair and doctoral committee below. The proposal paper must be approved in writing by all committee members prior to scheduling the oral defense of the proposal. The proposal defense is private and will include the student and committee members only. The oral proposal defense is a 40-60 minute conference-style presentation to the candidate’s committee. The presentation is graded using criteria of pass, conditional pass, or fail. The 1 & 2. University of Oregon Graduate School (2019). Available online: https://gradschool.uoregon.edu/academics/policies/general/research-ethics
21 presentation is intended to be a summary of the candidate’s plan for the dissertation. The formal presentation is followed by a question and answer period with the candidate’s committee. Dissertation Defense The dissertation defense will be open to other Worden students and faculty who must be notified of the defense at least two weeks in advance. A formal invitation will be sent from the PhD committee so the candidate must provide the PhD office with the date, time, room number, and dissertation title with enough advance notice to ensure that the two-week deadline can be met. The candidate is responsible for delivering all required documents to members of the Supervisory committee. The chair and committee members must receive a fully revised and finalized version of the dissertation proposal at least four weeks before the dissertation defense and the PhD director should receive a copy at least two weeks in advance of the defense. “Fully revised” means that the student has received feedback from each committee member, has addressed the feedback, and the committee members have read and approved the revisions. “Polished” means that the document needs no more than very minor copyediting. Candidates are expected to receive and incorporate feedback from each committee member in the review copy before the defense. A candidate may be asked to make changes in the dissertation, postpone a defense, schedule a second defense, or complete changes to the satisfaction of the committee Chair and/or committee members.” The oral defense will be a 40-60 minute conference-style presentation to the candidate’s committee. The presentation is graded using criteria of pass, conditional pass, or fail. The presentation is intended to be a summary of the candidate’s dissertation. The formal presentation is followed by a question and answer period with the candidate’s committee, faculty members, and interested guests. This final oral examination should be passed early in the semester (i.e. before the semester break) in which the candidate wishes to graduate. The dissertation defense will be scheduled after the student has received and addressed feedback from all committee members, and they have given written approval to move ahead with the defense. Candidates are responsible for setting up the virtual meeting via University approved video conferencing technology and invite all committee members. Because some faculty members work on a nine-month calendar, candidates should usually not plan to defend their dissertations during the summer. If a student fails fail the defense, they are given a second opportunity to re-defend their proposal three months after the first attempt.
University of Utah/College of Social Work. (2019). p 18. Retrieved from
https://socialwork.utah.edu/phd/handbook-and-resources/index.php
OLLU Institutional Review Board (IRB)
Note: The information below is a condensed version of the materials located on the OLLU IRB
Portal Page. Please visit this page before submitting your application.
The Our Lady of the Lake University (OLLU) Institutional Review Board (IRB) reviews all
human subject research conducted by faculty, staff, and students in accordance with the Rules
and Regulations of the Board of Trustees of the University and to comply federal regulations
regarding Human Subjects Research.
It is the mission of the Our Lady of the Lake University Institutional Review Board to ensure
that OLLU complies with federal regulations, and also that all OLLU research activities
involving human subjects meet the highest ethical standards. The IRB is responsible for
protecting the rights and welfare of human subjects when they participate in research conducted
by the University's faculty, students, or staff.
If you are conducting research for a thesis, dissertation, conference paper, or other
publication that involves any form of human subject research, you are required to submit an
application to the OLLU IRB.
There are three levels of review by the IRB for the use of human subjects in research. The three
are differentiated by the extent of review and requirement for follow up reviews. In each case,
the IRB, acting as an agent of the university, determines and conducts the level of review
required. The three levels are:
• Exempt
A researcher may ask for their study to receive a review at the Exempt status level. If the
requirements for Exempt are met, after initial IRB review and determination, no further
review is necessary and no yearly follow ups are required. Exempt review should not be
misinterpreted as meaning no IRB review is required, but rather that the IRB agrees with
the researcher that the study needs no further review. Common exempt projects include
anonymous online survey research.
• Expedited
A study can receive an Expedited review involving less than all IRB members if the
study involves no more than minimal risk to the subjects. An expedited review does not
require a meeting and consideration by the full IRB. For more information on expedited
reviews, click here. Most qualitative projects fall under the expedited review process,
these might include: a focus group discussing experiences with sex education, in-depth
interviews regarding the emotional labor of elementary school teachers, etc.
1 & 2. University of Oregon Graduate School (2019). Available
online: https://gradschool.uoregon.edu/academics/policies/general/research-ethics23
• Full Review
A study may require review by the full IRB with outside experts as needed if the study
places human subjects at greater than minimal risk. These types of reviews are fairly rare
on our campus.
The Process
All requests for IRB review must be submitted electronically via the OLLU online IRB
system. The Application Form and Research Protocol are submitted online from the OLLU
Portal-Institutional Review Board page. Every study is different, but here are some
documents that typically need to be attached to your online application:
• CITI Ethics & Compliance Training Certificate
o Watch this short video to ensure you correctly register for CITI.
o Once you watch the video, start creating your account.
• Informed Consent Documentation exactly how the respondents will see it.
• Instruments for data collection
o Interview guides, focus group questions, demographic questionnaires, etc.
• Documentation of permission to use any copywritten scales or survey tools, etc. (If
applicable)
• Recruitment materials
o Outreach email templates, social media post templates, phone call scripts, fliers,
etc.
Submission, Review and Approval Timelines
Once the IRB Coordinator determines that your application is complete, your application will be
routed for electronic signatures to the following individuals:
• Principal investigator
• Faculty advisor
• Co-investigators
• Department Chair
• Dean
• IRB Coordinator
Once the signature process is complete, applications will be reviewed within the timeframe
indicated below.
Review Level Risk Level Final Review to Approval
Exempt Review No personal risk of physical, 5 OLLU business days*
psychological, or social harm
Expedited Review No more than minimal risk 15 OLLU business days*Full Board Review More than minimal risk ** *This time starts at date IRB coordinator deems the application complete (after signatures are received) and forwards for final review to reviewer. ** Protocols must be in ‘complete’ status 2 weeks prior to the next scheduled IRB board meeting in order to be placed on the agenda for that meeting. Follow-Up Forms & Notice Protocol Change Changes to an approved study must be submitted online by the principal investigator using the IRB Protocol Change Form which can be found on the OLLU IRB page. Such changes include but are not limited to: the addition or elimination of an investigator, changes to a form, supportive materials, flyers, questionnaires, surveys, script for interviews, etc. After approval, the principal investigator will receive an amendment approval email listing the approved changes. The changes cannot be implemented until the approval email is received. Protocol Change reviews can take up to 10 OLLU business days. Continuing Review If the research activities associated with a protocol require a time period greater than one year past the official approval notice date, the PI must submit an online Request for Continuing Review of the protocol per Federal Regulations. Continuation Request reviews can take up to 10 OLLU business days, so we recommend applying approximately 3 weeks prior to study expiration. If you miss this deadline, you must resubmit the study for IRB approval. Contacts OLLU IRB Coordinator Madison Taber-Smith, M.A mtaber-smith@ollusa.edu OLLU IRB Chair Dr. Christine Carmichael irb@ollusa.edu RESOURCES The link below will direct you to key University resources including the Our Lady of the Lake Student Handbook. Website: https://myollu.ollusa.edu/UniversityResources/Pages/default.aspx 1 & 2. University of Oregon Graduate School (2019). Available online: https://gradschool.uoregon.edu/academics/policies/general/research-ethics
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