Towards the completion of the first year (typically March or April), doctoral students will complete a First Year Review. The purpose of this review is to discuss the student’s progress to date in the doctoral program and make a plan to accomplish all necessary requirements for successful completion of the doctoral program. The student, temporary advisor, permanent advisor, and one additional faculty member participate in the meeting. The Qualifying Exams Committee Chair determines the composition of the First Year Review committee for each student.
The First Year Review should provide the student and committee members with information regarding the student's strengths and potential needs in the doctoral program. On occasion, the committee may determine that the student’s current strengths or interests do not indicate that they should continue their doctoral studies in the Department of Special Education. In this case, the committee may recommend alternative courses of action on the First Year Review Evaluation Form completed at the close of the meeting.
Below is a recommended outline of the format for the First Year Review (times are approximate and may vary from student to student):
Following the review, the doctoral student and permanent advisor should meet to discuss both the committee’s recommendations and how the doctoral plan can be revised to respond to those recommendations. The advisor should provide a copy of the First Year Review Evaluation Form to the student and to the department for placement in the student's permanent file.
All participants in the First Year Review have specific responsibilities. Each participant’s responsibilities are listed below.
Qualifying Exams Committee Chair
During the review meeting, the student will present a critical analysis of a research article selected by the advisor, including the purpose, methods, findings, strengths, and weaknesses of the study. The student also should be prepared to discuss the purpose and major conclusions of his/her SPED 592 paper. The student will discuss his or her basic knowledge of special education, but should not attempt to study for this component of the review.
Temporary or Permanent Advisor
First Year Review Committee