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The traditional means of giving form to this general spirit
of doctoral residency is to indicate
maximum employment, distance of home from campus, and minimum
number of coursework
hours to be taken during a year or longer period of time.
Another means to achieve residency
goals, the approach taken in your doctoral programs, is to
identify the indicators that could be
used to establish that residency outcomes such as those listed
previously have been accomplished.
In essence, fulfillment of doctoral residency in the Department
of Educational Psychology consists
of achievement and documentation of accomplishments. The nature
of these accomplishments
and the procedures used to implement the policy are also presented.
Quality of participation is important, but so is quantity
and variety. As residency requirements,
these activities should be conducted in addition to other
doctoral requirements and in many cases
should be different from what you have already done outside
the doctoral program. Many
activities should be accomplished during the residency as
the means by which you continue to
transition from student to junior colleague within your chosen
profession area. Our best students
have traditionally done many activities during their residency
and have been stronger job
candidates and professional colleagues as a result. Criteria
for residency are described on the
following pages. |
