What questions do you have?
You’ve read what we have to say, but now it’s your turn. What questions do you have? Let our collective expertise and experience help you with the most challenging of situations. Our commitment to you is to have at least two of our advisors respond with advice. We recognize that your learning needs vary greatly, as does your experience, goals, skills, and responsibilities. Similarly, our advising techniques can vary, so let the group perspective help you make a more informed decision before you take your next steps.
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December 8th, 2008 at 5:46 am
One of my colleagues had a problem with his mentor. She had some personal problems that prevented her from reviewing his work, causing him to be delayed by two quarters. He had to pay for the two additional quarters. Has anyone else experienced this?
December 15th, 2008 at 11:23 am
Dear Sais,
Thank you for your question. It is unusual that anyone must pay for additional quarters because of a mentor’s personal problems. Remember that the dissertation process is a reciprocal process. The best way to avoid the scenario is to establish a working relationship with your mentor before you begin the dissertation process.
• Establish realistic timelines for each milestone.
• Establish communication schedule with your mentor and honor it.
• If you need to speak with your mentor at an unscheduled time, make an appointment.
• Keep in contact with your academic advisor; make an appointment.
• Post all emails and written communications to your mentor through the 9920 courseroom.
• If you don’t keep to the schedule; don’t expect your mentor to respond on schedule.
We know that occasionally the mentor/learner relationship is not working effectively and must be changed. If a learner’s mentor is unable to perform his or her duties, then the learner should seek a new mentor: this could be the original mentor’s chair, a current committee member, or a new mentor altogether. Most mentors will recuse themselves if they are not able to perform their duties. However, if the learner feels that the mentor is not responsive, then the learner should discuss this with his or her advisor and seek a new mentor.
Laura Hutt
Doctoral Advisor
School of Business and Technology
December 15th, 2008 at 12:16 pm
Sais,
An interesting and somewhat unfortunate scenario, yet a good reminder to all of us that when it comes to a dissertation, it really requires all parties to be present and accounted for.
Not having some critical information, it’s difficult to fully assess the situation and know exactly what happened, but a few initial thoughts:
(1) Was each party diligent? That is, were resources and communication channels exhausted? How did the mentor communicate her situation and establish expectations for the period of time she was facing her challenges? What did your colleague do after two weeks of delay/no response? Did your colleague call, email, post in the courseroom to his mentor and express his concern about the delay? Was the mentor truly absent or did she acknowledge the work and simply not get back to your colleague with feedback promised? After a quarter delay, did your colleague and the mentor discuss the situation further or did he continue to let it move forward unresolved? Upon entering the second quarter, what communication occurred to help curtail the now established delays? If empty promises were being made, did your colleague explore all options with his advisor? Options such as a change in mentor, perhaps?
(2) Where in the dissertation process is actually a significant variable to this equation too. A dissertation is rarely a linear process, so would be interesting to know what your colleague did these two quarters to continue his own progress. Certainly, there are points where a mentor’s review and approval is needed to move forward, but oftentimes, it important to remember that such delays can be minimized by approaching the dissertation on various fronts. Gets to the question, why exactly did this situation result in a two week delay?
(3) Finally, options. Every situation always has options, so important to always remember that there no one path through a situation. Dissertation especially, at any stage, the process never goes forward as first planned. Having a “Plan B” at the ready is an always must for me, so looking back on the situation, what should Plan B have been for both your colleague and the mentor?
Jon Gehrz
Doctoral Advisor
School of Education
December 15th, 2008 at 12:33 pm
Sais, thank you for your question.
The dissertation phase allows for the learner and mentor to establish a working relationship; this may be a bit different than in coursework. I agree with the factors that Laura outlined in her response so I will not repeat them.
It is your responsibility to be proactive in the mentor/mentee relationship. If you do not receive a response in a timely manner, reach out to them and inquire about a status on the situation. Creating a schedule for contact or even outlining a timeline structure from which to guide you through your dissertation is an excellent way to keep on track; when things don’t go according to plan you then have a reference for restructuring.
As much as there is variation in people’s style of working, so goes the mentor/mentee relationship. It is prudent to discuss expectations and work together to be cordial and productive. When adjustments need to be made, make them. Being clear in your communication is half the battle.
Sheryl Hess
Doctoral Advisor
School of Education
December 19th, 2008 at 6:17 pm
Question: What is the least number of literature review required for Comp’s and Dissertation purposes?
December 31st, 2008 at 3:31 pm
Cassandra,
Thank you for your question; it is one I am often asked. If I understand it correctly you are asking about the number of resources/references needed for the comprehensive exam.
This question should truly be directed to your comps courseroom mentor as s/he would know the particulars of your specialization and School. Aside from that I typically tell learners to think about the number of references used for their course papers; although that may not be a valid indicator either.
Consider how many sources you would need to thoroughly answer the comps question. I venture to say that 5 references is too few for one question and 50 may be too many – BUT once again, it depends on the topic and the extent of published scholarship. Have you addressed what you need to in order to answer the questions in a clear and concise manner.
A good question for an incredibly situational circumstance.
Respectfully,
Sheryl Hess
Advanced Learner Doctoral Advisor
School of Education
December 31st, 2008 at 4:46 pm
Cassandra,
The first answer that pops into my head is: “As many as it takes.” While that may sound a bit flip, it really gets to the crux of the issue. This is a question that is often posed by learners. But because it is truly a question that pertains to the academic side of your program, I suggest you discuss it with faculty when you reach these phases of your program. You will then have a better idea of the scope of the examination questions and your proposed dissertation topic.
With that said, I thought you might be interested in these examples. The bibliography (Capella uses the term References) in my dissertation contains 92 sources that provide the underpinnings of my study. I chose them carefully following a thorough review of the literature in my field. I also recently saw quite a good comprehensive exam paper that had around 120 references. Of course these numbers are not intended to suggest a miminum or maximum. I only provide them as a point of reference.
One final thought: as you approach your comprehensive exam and dissertation, try to view these phases as critical steps of your program in which you demonstrate your abilities as a budding researcher. Think in terms of being thorough rather than merely meeting a minimal standard. The remainder of your doctoral journey will require you to probe deeper, challenge existing thought and stretch yourself beyond your current intellectual imaginings. Above all, be prepared to receive critical feedback in all stages of your work. If you do these things, your goal will become easier to reach.
February 19th, 2009 at 5:55 pm
How can I get the College Officials that I speak to to say “yes” I can conduct the data collection at this college? I am stuck in a difficult situation. At first I kept on working, though I am not getting anywhere. Therefore, I took a sick day off yesterday but my brain would not quit. Then I got an idea.
Keep It Simple! I think, what I have been doing is simple.
I wrote a script for what I was going to say. Then, getting online and looking on college web sites for information and a phone number, so I would know a little about the college. Taking a few notes about their online program. Making a call and asking to speak to a decision maker, usually being routed to a VP. Introducing myself and asking if I could use their college to collect data for the research project. Then come the questions. So I had my proposal handy, and answered questions. Well, that was tough, so I put together a list of questions and answers, which helped. Then I was asked to send some information, So with the help of my mentor I put together a summary. I like that; it provides just enough information about the study providing a clearer picture about what the study is about. Well my script is now a letter and this past month I added my time-line. Deadlines that I proposed to follow. Only one problem with that, I gave myself deadlines that I thought were achievable, not happening.
Last night I had an idea. You know the Keep it Simple but not according to my idea, Keep it Simple with someone else in mind. Today I asked myself if I were someone else, what would be a simple way to sell my idea. Today, I am thinking like a designer, not a student. This is what I came up with:
My thoughts so far are to state what needs to be stated as if though I was asking someone if they would like some birthday cake.
Example:
Hello ___, my name is Marilyn. Would you like some birthday cake?
In other words:
Hello Dr. Ms. or Mr. ____, my name is Marilyn. Would you allow students at _ _ _ _ _ College to participate in a data collection process? ? I am designing a research project that requires:
Number of classes…
Number of students…
Data collection during the ___ term…
Answer other questions are asked.
This is a different tone, than reciting what I have been saying, which sounds just like the letter that I wrote.
What do you think? Should I try it? I’d appreciate your feedback and any suggestions you may have. My deadline for getting a college official to say “yes, you can collect your data here” is coming soon.
February 20th, 2009 at 9:15 am
Marilyn:
Obtaining permission to conduct research from most any site can be a very difficult process. I think that you have some good elements here: keeping it simple is not a bad mantra, but don’t under-sell your research.
You should at all times represent yourself professionally: no scripts, no birthday cake. You are applying for a position with these sites: how do you prepare for job seeking? First and foremost, you don’t apply to jobs that are not within your area of expertise – this means that you shouldn’t be looking at sites that perhaps have their own resarch departments, and aren’t going to let anyone in.
Second: You connect with the job site and find out who the important people are (which you have done!), then you create a short but effective cover letter and resume and send it out directly to those important people. This means that you know your audience. You write a letter of introduction explaining your reason for contacting them, and your research interest. You provide a curriculum vita and a summary of your proposal. You describe why the research is important, and how it will benefit the site. I think you have started this and have some strong elements of this going on. But, you need to insist on being scholarly in tone at all times, yet be able to again write to your audience.
Third: FOLLOW UP! As a former Career Counselor and Manager, I cannot stress enough that sending a resume and cover letter isn’t going to get you an interview or job. You have to follow-up. Check back in with the site via phone and verify that the important person received your inquiry. Ask if they would be available to schedule some time with you for an interview, so that you can provide them more details about your proposed study, as well as answer any questions they may have.
Fourth: Be prepared. If they ask you to come in for an interview, you have your foot in the door! But you have to be ready to discuss your research, ideaology, theoretical framework, and methodology on the fly. This means unscripted, coherently, and professionally. This is the expectation of an expert in their field for a job, or for a scholar-practitioner about to conduct research. They want to know that you will be an asset to their organization – you need to tell them why, and how you will do this.
Finally: If they hedge, know the art of negotiation. They may think your research is great, but maybe they haven’t had anyone come in before. and they aren’t sure of their internal process. They may like you, but aren’t sure that your research really will benefit them. Be prepared to sell your work in spite of their reservations. But knowing when to push or not push is an art – get comfortable with this.
I hope this helps reframe the situation a bit. Figuring out how to clarify your goals and convey them to a professional audience does take some practice! And remember that, in many “job” situations, you might mail 100 resumes and get interviews with 10% of the sites. Be strategic on how and who you target!
Johnna Williams
February 23rd, 2009 at 5:53 pm
Hi,
RE: Dissertation
Are we allowed to study Capella Learners in our study?
Thanks,
Nancy
February 25th, 2009 at 7:21 pm
I am working on a time line with my MRF. I have been granted a second extension. The problem I am running into is with the Dean(hasop) of the school. When I submit my MRF to my mentor he submits it to the dean. It usually takes the dean anywhere from 2-2 1/2 weeks to review the form. If he recommends changes, you go through the process again. In total this could take anywhere from 4-5 weeks. How long does the dean have to review your MRF? I’m sure he has tons of forms to review, and I am trying to be resonable. However, I am ready to move forward with my dissertation.
Thanks,
Tina
February 27th, 2009 at 12:41 am
I need to know how to research my topic to see if others are research it. The biggest problem is writing a concise topic and problem to guide my research. Presently, I am conducting a literature review, but I am not finding any information tailor to my topic. Can someone provide some suggestions?
February 27th, 2009 at 8:45 am
Janice,
Without knowing your specific topic, it’s hard to provide focused advice. I would recommend that you contact a librarian to talk about your topic and the avenues you can take for your research.
When conducting a literature review, you’ll want to look at a variety of resources to develop a comprehensive view of the literature on your topic. This means you will search multiple databases for articles, books, conference proceedings, and dissertations on your topic. You will also want to look at the bibliographies of the items you find, and use Google Scholar to find cited references going forward. As you become familiar with the literature, you’ll see trends and gaps that can inform your own dissertation topic.
If you contact a librarian, we’ll be able to recommend the best databases and tools for your search, and help you build effective searches for your topic.
Erin
librarian@capella.edu or 1-888-375-8221 to contact a librarian directly
February 27th, 2009 at 10:46 am
Hello Janice,
I would like to offer a perspective on your dilemma.
I will start with the fact, that very likely the topic you are interested in is being addressed by others. In working with a large number of learners as a doctoral psychology advisor, I can let you know that there are multitudes of learners all of whom are interested in addiction, in PTSD, in abuse issues, in assessment…When I was in graduate school I was told, somewhat facetiously, that “there is no such thing as an original research”, so don’t be discouraged. What you may bring to the research table is a unique perspective, a different population, and a compelling purpose.
I know that that you can find out more about how to do the actual searches and necessary steps from our librarian, which you can call or connect with on iGuide.
Below is a strategy presented a few years back by Dr. Garvey House a Capella faculty, that you may find helpful:
1) look up two years of peer reviewed journals from your area of interest
2) single out about 25 – 30 article titles that you find relevant (emphasis is on titles only)
3) pull out abstracts from 10 – 15 articles and read them
4) get 5 – 7 full length articles
This will accomplish several things:
1) it will give you an idea what is being done (OR NOT) in your field and area of interest
2) it will let you know who is doing it
3) what kind of research methodology is being used
4) what research instrument may be used, and how you could adapt this to your population and study
5) it provides bibliography of relevant literature
6) IMPORTANTLY, frequently these articles conclude with identifying areas of need for future research
For a concise statement, try to finish the sentence:
The purpose of my dissertation research is to…..
Finally, below are a few headlines about choosing a topic from
http://graduate-schools.suite101.com/article.cfm/dissertation_and_thesis_topics
Choose a topic you love
Pick a topic that will be helpful in your career path.
Find a topic that establishes your niche in your field.
Think carefully before you choose a controversial topic.
Pick a topic that you already have some expertise about.
Pick a manageable topic.
PLEASE DO CONSULT WITH YOUR MENTOR ABOUT THIS!
Dr. Vera
February 27th, 2009 at 12:18 pm
Hi Nancy!
You asked, “Are we allowed to research Capella learners in our study?”
Short answer, yes. But a few pieces for you to consider:
Prior to using Capella University’s learner, staff, or faculty populations for primary research (data collection such as surveys) or Capella University’s existing data resources for secondary research (existing data such as course evaluation results), the Office of Assessment & Institutional Research (AIR) must approve a formal request to access the population and/or existing data. Obtaining approval for the use of these populations from the Office of Assessment & Institutional Research (AIR) must be obtained prior to submitting an application for IRB approval, so think about the timing of your request.
If you are proposing a primary research study, The population requested may not be asked to participate in more than one primary research project in a given six month period. (Capella University’s ongoing mid-course and end-of-course evaluations are not considered primary research.)
(1) Data collection may not occur during previously determined black-out dates:
a. Weeks 1, 5, and 10-12 of each quarter for quarterly courses
b. Weeks 1, 4, 5, and 10-12 for monthly-start courses
c. Weeks 1, 3, and 6 for MBA 9xxx courses).
(2) Your mentor must support the request.
If you are proposing a study for secondary research The data requested are not publicly available.
(1) The data are classified as “non-sensitive.”
(2) Privacy is protected at all times (AIR will not release any identifying information including names, university identifying numbers, section numbers, etc.)
(3) Other Capella University departments (Schools, Marketing, etc.) required to fulfill the requirements agree to accommodate the request.
(4) Your mentor must support the request and, if necessary, intervene to assure data privacy.
If you do pursue this avenue, be sure to consult with your mentor early in the proposal stage of your dissertation. Like any study, it always wise to have a Plan B research population, in the event your research request is denied.
Jon
February 27th, 2009 at 1:30 pm
Tina:
Your questions about the processing and approval of the Methodology Review Form (MRF) are specific to the Harold Abel School of Psychology, but I believe that there are some guidances that all dissertation learners (regardless of their school) will benefit from. The MRF is an important document, as it sets the tone for your proposal and provides your mentor, your Chair, and the School details about your proposed study. Notice I left the “Dean” out? It is actually the Chair of your specialization that reviews and approves the first section of your MRF.
The biggest piece that all learners must understand is this: Each and every time a faculty member reviews your work, they get 14 business days. This is a general guidance – they may take less time or they may sometimes take longer (if they become ill, have an emergency, etc). All faculty are charged with ensuring the voracity of your work. They aren’t editors – they review and provide critique which takes time.
Learners go through multiple iterations of each part of their writing process during the dissertation – Capella is not unique in this sense! You must write a dissertation that will stand up to the scrutiny of a global readership. I do not believe that anyone wants their name associated with a sub-standard piece of work, so the faculty will continue to ask for revisions until your writing satisfies a doctoral standard – not an easy feat for anyone.
One of my wise colleagues (who has a PhD) has indicated in a prior blog post that the number of iterations required for the dissertation is directly correlated to the writer’s skill. I promise that is not an easy thing for most learners to hear, but try to remember this is your first dissertation, and the first time you have been asked to write a publishable piece, as a scholar.
Some advice: Pay attention to details! If you change one thing in a section, does it impact any other parts of the work? If so, make the revisions yourself before you submit.
Make sure that you understand your study. You should be the expert on this topic! The faculty who reveiw your work will read everything, each time, as if it is a new document, and they check your references. They read the articles you cite. If you aren’t explaining the research problems, population, proposed study, etc., in a way the reader (PhD’s) understand, you will have to revise.
Try and keep in mind that the dissertation is the culmination of a doctoral program. Once completed, you will be among an extremely small percentage of people who have earned this degree. I am sure you are working really hard, and really want this.
The final thing I would say is that anythig you can do to improve the relationship you have with yoru mentor is key. If you aren’t understanding what your mentor’s expectations are, you need to verify! And, you should have an open forum between you and your mentor to discuss your frustrations as well as celebrate your accomplishments.
I wish you the best in your process!
Johnna Williams
April 21st, 2009 at 3:44 pm
I am trying to find a company on which I can perform my dissertation research study. It is a job satisfaction study, and I will need to collect at least 150 responses. The company should use a team based structure; and enforce an adverse action/corrective action process.
I had a company who previously agreed to allow me to conduct research, but that company has since changed its mind.
Looking for help.
Thanks
Jan.
April 24th, 2009 at 8:51 am
Morning Jan,
An excellent question, securing a viable research site for any study can present challenges and you always want to be cognizant that the site will produce sufficient data for a robust analysis.
So a few recommendations/avenues to explore:
Consult with your mentor, advisor, and/or committee. As scholar-practitioners in the field, they may have recommendations or knowledge of a company that would fit the need and well worth approaching further.
Do some Google searching using key words or phrases that reflect your needs. Here, example, “team based companies,” or “corrective action process,” or “companies supporting job satisfaction.” Start by doing your homework and research to identify viable sites.
Go to the Capella library and explore the completed dissertation collection. Can you find a similar or like study that may identify potential appropriate sites?
Ask your colleagues in your dissertation courseroom, you might find that someone else in the program is a perfect position to help you and actually represents such a company (also gives you a connection or “in” when it comes time to approach the institution for permission.)
Contact Career Services to see if they have any information on job satisfaction friendly organizations.
Review the literature you’re utilizing in your lit review. Where are the published researchers doing their work? Are any of those locations viable?
Tap your circles of support. Are there other faculty, colleagues, friends, or co-workers that might have information that could help clue you into further opportunities.
The good news Jan, there are many, many, MANY opportunities out there. The bad news, there are many, many, MANY opportunities out there. Be smart about your approach. You don’t want this to become an exhaustive search in itself.
Good luck!
May 5th, 2009 at 6:37 pm
Greetings,
I have started the PhD program for I/O Psychology. I had Psychology way back in my bachelor program over 25 years ago. I am concerned that I may not have enough of a background in Psychology to support my studies and research in this program. The reason for entering into this program was not for money but in hopes of becoming an executive coach and thereby create an increased profit for the company. I have taken informal polls of those who are dissatisified with thier supervisors and it is astonishing how much of a percentage is not satisfied with thier present supervisors. I would hope to add value to not only the company but to man in general as it seems to me that we need to take an honest personal inventory more often.
Your thoughts
Thank you
Rick
May 8th, 2009 at 7:12 am
Hi Rick,
There are several points to consider:
What is more important to you: PhD in Industrial Organizational Psychology OR Coaching License/Certification? If you are in the I/O program you will create expertise through the coursework and through your dissertation research project, reflecting your supervisor satisfaction interest. Within the PhD in I/O there is one specialization coaching course PSY 8768 Theory and Practice of Psychological Coaching that you would be taking. When it comes to not having sufficient background in Psychology, it is not necessary detrimental, since we have people who come with business background into I/O who don’t have psychology background either.
Having said that, we do offer a MS in Leadership Coaching Psychology. You may want to check the more detailed description of that program on the Capella website (not iGuide) http://www.capella.com under Programs by Degree.
Apart of that there are numerous quality coaching programs that provide certifications. You may want to check CTI (The Coaches Traning Institute) or Newfield Network, just out of curiosity. There is also a substantial website on the International Federation of Coaching. (IFC). It seems that you need to do some cost and benefit analysis what makes most sense to you professionally.
Please consult with your doctoral advisor and the resources of Capella, like the Careers Center.
I offered a few points for you to reflect upon. Let me know what makes sense for you.
Best,
Dr. Vera
May 8th, 2009 at 11:39 am
Hello, Rick. You raise an interesting point about the value of taking an honest personal inventory. I have often thought it is a good annual activity, perhaps as a way to celebrate a birthday, or New Years Day. (The flip side is that we aren’t always in a reflective mode just because the calendar says so!)
When I think about the field of I/O Psychology, and the folks here at Capella involved in it, I am struck by the breadth of the field as well as the depth. So whether or not you may need to be concerned about having enough of a background in Psychology depends largely on what your professional and academic experiences have been since your undergrad days. Here in the Career Center we often recommend that you gather real information from others who are doing the work you want to do. What sort of people are they? What backgrounds to they come from? What credentials have they earned? How does your experience measure up? What degree or certificate is most respected in the market you want to work? etc. These conversations are the single best way I know of to measure potential fit.
“But how do I find these people to talk with?” I hear you asking. If you can, attend a meeting of the Society for Industrial/Organizational Psychology, the International Coach Federation, of perhaps even Society of Human Resource Management (since oftentimes HR is the entry point for coaching into an organization). And please make use of the resources available in the Career Center on iGuide, especially the Connecting with Others section.
Regards,
Nona Haller
Career Counselor
May 13th, 2009 at 1:07 pm
I am struggling with developing a concise direction of study in my dissertation for the instructional design online track withing the school of education. My focus is to validate Elaboration Theory in course design, but as I exchange with my committee chair, (who has been great help), I get back into the literature and start feeling like a hamster on the running wheel. My question here is…When validating an ID theory, is it best to narrow it to a single component of the theory and examine how it works for development of specific cognitive ability such as analysis?
Thanks in advance,
Kathy
May 18th, 2009 at 9:20 am
Hi Kathy,
Thank you for your question.
The ‘hamster running on the wheel’ feeling is understandable as often times a literature search yields a variety of related resources. It is easy to get off track from the intended topic while sifting through reference lists, yet related literature can establish a rich foundation from which to build upon.
The literature holds the general parameters to guide your research. Some questions to consider include:
What are the sub-categories of the topic?
What has not been said about the topic (such as what are the gaps or holes)?
What has been said but is now outdated?
What has been said but is contradictory to other studies?
What are the scholars saying about trends in respect to the topic?
And perhaps more importantly, how can you add to the “trend-talk”?
Dissertation topics need to have a narrow focus in order to make them manageable. In other words, using your example, a specific component of a theory related to a specific cognitive ability to a specific sample seems appropriate. The more specific one can tailor their research the better.
I suggest you continue to engage in conversations with your mentor as s/he can best direct you to a successful pre-proposal as well as proposal. It is also advisable to read published dissertations on your topic to ascertain other approaches and suggested future research.
All the best as you continue on your dissertation journey.
Sheryl
Advanced Learner Doctoral Advisor
School of Education
June 7th, 2009 at 10:00 am
Regarding the IRB, and consent documents- if I am using archived data regarding pre and post test scores from an independent testing company and district information management system for attendance etc, (with students under the age of 18) do I need to ask the participants for consent? The student names will not be used, just the test data for comparison purposes.
And, how do I represent that on my IRB app?
Thanks
June 15th, 2009 at 8:59 am
Pat:
Our IRB staff member responded with the following:
Great question! If you will be utilizing archived data regarding test scores that are de-identified, you do not need to obtain informed consent from each individual test taker. You will need to apply for a waiver of informed consent by completing Supplemental Form F located on IRBNet (under the Designer page, Step 1 or the Research and Scholarship Center on iGuide) when you apply for IRB approval. When applying for IRB approval, be sure to provide documentation that you have permission from the records holder stating you have permission to utilize the records for research purposes. Remember that you cannot conduct any research related activities until you have IRB approval from Capella University.
June 15th, 2009 at 2:23 pm
I am a PhD learner in the SOHS, Public Safety, Criminal Justice. With the implementation of the new School of Public Safety Leadership, I am unclear as to how my program will be affected. I was looking at the current core classes and requirements and they do not match my current degree plan. Will I need to change my plan and if so, how will this affect my program completion? Im a little lost in the change….
June 16th, 2009 at 6:12 am
Tracey:
GREAT question. If you are having questions, others will, too. I would encourage you to connect with your doctoral advisor for information on what changes and what does not. We want all our learners to be moving forward in their program so they can achieve their goals.
Thanks for asking.
Lynn
June 21st, 2009 at 9:25 am
How can I find the name of my academic advisor? I want to switch specializations and need to get information about how to do this. I am in the school of Education.
Thanks!
Norma
June 22nd, 2009 at 5:34 am
Norma:
Good question. And this follows for any learner, wanting to talk with their advisor or someone on their team:
You can call the 1-888 CAPELLA ( 227-3552) and follow the prompts to advising… 2, 4, and then follow the prompts for degree level and school.
You can speak with any advisor for the basic information you are seeking.
Lynn
June 23rd, 2009 at 7:52 am
I have had a blog for a few years now. How may I become an author on the blog site at Capella?
June 23rd, 2009 at 10:53 am
Janora:
Thanks for asking.
This blog is authored by Capella staff for learners.
I do know Capella learners have blogs, sharing about their experiences. I need to find out more information about that, to share with you. More later.
Lynn
June 24th, 2009 at 3:00 pm
Does Capella have a medical psychologists program?
June 25th, 2009 at 2:16 pm
I just returned from the Jacksonville, FL colloquium. I have decided to take ED7006 which is a writing course, but have some concerns. I live in Georgia and we return to work about a week after the next quarter begins for Capella. The beginning of the school year is quite hectic and the demands are great. I do not know what are the time demands of ED7006. I read the course description but I need to know more about the time I need to devote to writing for it!
Thank you in advance for your response!
June 26th, 2009 at 7:46 am
A response from our Writing Center contact:
Great question about 7006. When taking that course, you are offered the opportunity to spend 10 weeks looking at your writing process–from the time you begin reading to the time you turn in your polished academic paper. I taught that course for years and never had one learner regret taking it. I did have many learners say they wished they had taken it sooner because the course gives so many new ways to think about academic writing–ways to make writing faster and more efficient.
My advice: look at 7006 as you would look at any other course; budget the same amount of time you would for a course in your subject matter, and you should be in great shape to absorb all of the terrific lessons on writing-as-process that the course has to offer.
Hope this helps, and best-
Stone
June 30th, 2009 at 9:19 am
Paige:
I think that the answer to this questions lies in what you are considering as a “medical” psychologist? As the title of psychologist is given out by states based upon their individual licensure requirements, this will definitely vary! I can say that to be license-eligible (and able to call yourself a psychologist), your state will likely require both a practicum and an internship. Check with your state! Capella offers the PsyD program in Clinical Psychology, which is intended to try and meet most states’ licensing requirements, while the PhD programs do not.
My best guidance would be to clarify what things a medical psychologist does that differ from, say, a psychiatrist. Also check with your state on their requirements to hold the title of “psychologist”. Finally, then you can look to see if the programs Capella offers will meet those criteria.
I hope this helps!
Johnna Williams, M.S., NCC
Advanced Learner Doctoral Advisor
Harold Abel School of Psychology
School of Human Services
July 5th, 2009 at 6:11 am
Hi, my interest lies in psychoeducational assessment of individuals and i would like to become a certified/liscenced assessor and/or an online professor or a regular professor in the University for which i would like to do Phd in either special education leadership or educational psychology. i already have a Master in special Education from India.
*I would like to know if my choice of subject area is correct?
*Are there any other options of subjects that are better suited for my goals?
*Will an online degree hold me at par with other students who do a regular degree?
*Are there any capella university students in Ghana-Accra whom i can contact since i m in Ghana now?
July 6th, 2009 at 8:49 am
Thank you for your rich questions, Aparna; I am really happy to hear that you want to align your academic program closely with your career goals.
Your areas of interest are broad, and any career outcomes could be impacted by licensure requirements (depending on which path you take), the age groups you want to work with and the environments you want to work in. If you plan to live and work in the United States, you can contact the licensure board of the state in which you plan to live to learn the requirements and ensure the program you select will meet their criteria.
You mentioned that you already hold a master’s degree. Building upon your existing master’s foundation as closely as possible will allow you to deepen your expertise, while pursuing a PhD in a related but different niche will broaden your knowledge base. So an important question to ask yourself is “What do I really want this degree for?” You may want to explore several job descriptions on ONET (http://online.onetcenter.org/) to gain some clarity about what job titles and functions most closely represent the work you want to do. Another important step to take is to gather information from professionals who are doing the work you are interested in, to learn first hand what degrees/credentials are required.
To teach at the college level, whether online or ground-based, it will be most helpful to have some teaching/training experience, or to begin getting some exposure to institutions in which you are interested, by volunteering, for instance, or by offering yourself as a guest speaker in your area of expertise. There are many great resources and journals, including the Chronicle of Higher Education (http://chronicle.com/).
If you are a learner at Capella, Aparna, we have many resources and webinars to help you in the Career Center, as well as way to get connected with other learners (beyond colloquia and the Courseroom).
I wish you luck in your educational and career pursuits.
Nona Haller, M.A.
Career Counselor
Capella University
July 16th, 2009 at 7:02 pm
How do I make my class more interesting if the topic is not exciting. I find it difficult to tackle and complete a post when the discussion question does not spark something in me. I am more of a kinesthetic learner, therefore I need real stories to keep my attention. Not sure what to do.
July 20th, 2009 at 5:42 am
Frangelle,
It’s a wonderful question. Quite often we encounter courses where the curriculum lacks personal interest or the content is dense or whatever the reason, it’s just hard to focus any energy on it. So how do you turn that around?
Few suggestions:
First, start by stepping back assessing why this course is part of your core curriculum? Think about how this course is connected to others in your program. Is it the course that doesn’t excite you or something larger – the specialization, the program delivery, etc? What is it about this course specifically that lacks what you need and how might you go about acquiring that? If you can reestablish what it is you are interested in this field, you are more inclined to reestablish interest in those materials you struggle to find motivation and interest.
You noted the need for “real stories to keep [your] attention.” Such needs should not be ignored, but you should ask yourself Frangelle, why are such needs not being met? Why would the course have an absence of “real stories?” Is there something preventing you from bringing such elements into the weekly dialogue?
Which, a further recommendation, have you considered how responding to a different question that wasn’t necessarily posted could produce a better outcome? That is, while you certainly must honor and appreciate the intent of the original discussion questions, they should not prevent you from engaging or presenting more individually meaningful questions. If you can present a “better” discussion question, I would encourage you to do so in a way that not only further contributes to the depth of the subject being discussed, but also presents a greater opportunity for scholarly discourse. It not to abandon the original materials of the course, but as a doctoral learner, you should be engaging critical thinking skills that sometimes require us to divert from the prescribed path.
Finally, consider speaking with your faculty and/or advisor about your own interests. They will invariably have suggestions about how this course can become more exciting and relevant to that subject.
September 12th, 2009 at 6:02 pm
I finished my coursework for my Ph.D. program in the March of this year. Since I had a long trip planned in early August, I was advised to postpone Comps until Fall.
Other than reading back thru my theory and research texts and articles, what is the best way to prepare for comps when I’ve been away from this level writing and working for so long?
September 13th, 2009 at 2:09 pm
What is the difference between a dissertation and an applied dissertation and where can I find resources on how to format and write one.
September 21st, 2009 at 12:06 pm
Lynda
Reading the Comprehensive Exam Manual and writing every day will also help you prepare for the exam. In the former, you will have a better understanding of the purpose, components, and grading rubric for the exam. In the latter, you will stay in the flow of academic writing.
Congratulations on entering the next stage of your degree!
Dana
September 22nd, 2009 at 8:01 am
Hi!
I am Vijay from INDIA.
I am very much interested in Ph.D. in Information Assurance & Security/Technology in October 2011. Due to not good economical conditions i was unable to pursue Bachelors in IT so did B.Sc (Physics,Chenistry, Maths).
Being in Bachelors I learn many IT aspects at my own like Web Services, Networking, IT fundamentals, Programming Languages(C, C++, FORTRON, VB, JAVA, AutoIt 3.0 Scripting etc), Web Application Development & Designing(XHTML, JAVASCRIPT, CSS, PHP, Jsp, Servlet, etc), Web Server Management/Security and much more. Also worked as Programmer, Developer, Project Manager. currently working as a Chief Information Officer as well as pursuing Masters in Statistics.
But Now I want to go for Ph.D. in Information security in 2011 as i believe in Life-long Learning & Research.
I hope Capella will give me Scholarship & Ph.D. allowances so that i can do my PhD and can leave my Job.
I hope i will get here information & guidance for PhD in Capella.
September 23rd, 2009 at 5:12 am
Hello Vijay!
I will ask our Enrollment Services department to contact you. You can always go to http://www.capella.edu/ to explore the business programs.
Best.
Lynn
October 13th, 2009 at 5:00 am
Morning Natasha,
Can you provide me a little more context to the question? My instinctual answer is the difference goes to the difference between a scholar-practitioner program v. a pure research program, but I’d like to know more about the context to better understand the word “applied.”
November 5th, 2009 at 7:43 am
Hello,
I have come a long way and I have been working very hard on my dissertation proposals but I do not think it will be approved by the board before my final extension expires. I need to know what Capellas academic policies are and what course of action students can take concerning not meeting time requirements for final extensions. Thank you
Andrea