(for students admitted after 3/1/12)

Ph.D. in Education Program of Study

Program plan for Sara Montiel

1. Core Course (3)

EDUC 800 (3) Ways of Knowing – Spring 2014

2. Research Methods (15)

EDRS 810 (3) Problems and Methods in Education Research – Fall 2014
EDRS 811 (3) Quantitative Methods in Educational Research – Fall 2015
EDRS 812 (3) Qualitative Methods in Educational Research – Fall 2016

Electives:

EDRS 821 (3) Advanced Applications of Quantitative Methods – Spring 2016

One of the following: EDRS 820, EDRS 821, EDRS 822, EDRS 823, EDRS 824
EDRS 825, EDRS 826, EDRS 827, EDRS 828, EDRS 830, EDRS 831

3. Professional Specialization (24): Higher Education

1. CTCH 821 (3) History of Higher Education in the United States – Spring 2014
2. CTCH 792 (3) Access and Social Justice in Higher Education – Summer 2016
3. HE 710 (3) Leadership in Higher Education – Spring 2017 (substitution)

Electives:

4. CTCH 622 (3) Organization/Administration in Higher Ed – Fall 2011

5. CTCH 792 (3) Beyond GI Joe: Continuing College Student – Summer 2011
6. CTCH 626 (3) Assessment in Higher Education – Fall 2012
 (for students admitted after 3/1/12)

Ph.D. in Education Program of Study

7. CTCH 644 (3) Student Service in Higher Education – Spring 2013
8. CTCH 624 (3) Finance/Fiscal Management in Higher Ed – Fall 2013

4. Secondary Emphasis(12): Educational Psychology

1. EDEP 551 (3) Principles of Learner Motivation – Spring 2009

2. EDEP 652 (3) Process of Learning and Development – Fall 2009
3. EDEP 798 (3) Factors for EIP Success – Spring 2011
4. EDEP 821 (3) Socio-Cultural Processing of Learning/Instruction/Motivation -
Spring 2018

5. Dissertation(12)

EDUC 998 (3) Doctoral Dissertation Proposal

EDUC 999 (9) Doctoral Dissertation Research

PROPOSED DATE FOR COMPREHENSIVE PORTFOLIO ASSESSMENT:

March 18, 2019

PROGRAM RATIONALE (please review the Program Guidelines for directions):

I continue to pursue the doctoral degree in education while specializing in higher education and a
secondary emphasis in educational psychology. Many of points from the program of study of my
first portfolio are still intact; the emphasis of my studies continues to be widening the access points
to higher education for underrepresented groups while also identifying and recognizing the cultural
factors, motivations, and how the groups in question perceive and/or define success.
During my first portfolio defense it was recommended that I take a doctoral-level educational
psychology course. Considering my interest in cultural factors in college student motivation and
achievement I was compelled to register for EDEP 821: Sociocultural Processing of
Learning/Instruction/Motivation that I completed in spring of 2018. The curriculum of the Higher
Education Program went through significant changes in (year here) that included the removal of
CECH 830: Ethics in Higher Education – a required course of my catalog year. I was advised by
my then faculty advisor, Dr. Jan Arminio, to substitute CTCH 792: Access and Social Justice in
 (for students admitted after 3/1/12)

Ph.D. in Education Program of Study

Higher Education, which proved to be extremely beneficial considering my research and
professional interests. Lastly, I have taken EDRS 812: Qualitative Methods in Educational
Research since my last portfolio defense. While the focus of the course was to deepen knowledge
and practice of qualitative inquiry, I found it extremely helpful to be exposed to theoretical
frameworks, such as critical theory and critical race theory, which both rely heavily on qualitative
inquiry, as I had never been exposed to these theories in coursework until that point. Lastly, another
course I have taken since the last portfolio review was HE 710: Leadership in Higher Education,
another substitution to my original catalog requirements. When I began the program the
Leadership in Higher Education course was offered as a special topics course but was made an
(official) course with the change in Higher Education curriculum.
While I’m not yet sure of what my dissertation research question will be, I am starting to think
about what my last advanced education research course will be. I intend to have the course related
to what my methods will be however, I am considering taking EDRS 824: Mixed Methods
Research: Integrating and Qualitative and Quantitative Approaches as I believe the student
narratives will be necessary to incorporate in my dissertation. I also intend to concurrently take
EDUC998: Doctoral Dissertation Proposal with my last advanced methods class in the fall 2019
semester.
_______________________________
Student Signature Date

_______________________________________ ________________________________________

Chair, Date Margret Hjalmarson, Director Date

Doctoral Advising Committee Ph.D. in Education Program

______________________________________

Member, Date

Doctoral Advising Committee

(minor area representative)

______________________________________

Member, Date

Doctoral Advising Committee