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 first-year review committee consists of the student, temporary advisor (chair), permanent advisor, and one additional faculty member. If the student does not change from the temporary advisor, the Department Head may choose an additional committee member.
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):
Recommended Outline
Below is a recommended outline of the format for the First Year Review (times are approximate and may vary from student to student):
● Overview and introductions (5 minutes):
The student’s temporary (or permanent) advisor should chair the First Year Review, introduce participants, and review the sequence of activities (e.g., student presents their background and goals, student reviews article and addresses questions, etc.).
● Student background and goals (10 minutes):
The student is allowed up to 10 minutes to review their background, reasons for pursuing a doctoral degree, and employment goals. The student may use their CV and draft doctoral plan to share this information. Following this period, the committee may ask questions for up to 5 minutes.
● Research article review (25 minutes):
The student presents a review of the assigned research article for up to 15 minutes. The review should consist of a short overview of the purpose, methods, and findings of the study. The student will critique the article by sharing their opinion on the article’s strengths and weaknesses. Faculty should hold questions until the student completes the review. After the student completes the article presentation, the committee asks the student questions and discusses the article (15-20 minutes).
● Student presentation of original paper (20 minutes):
The last paper written in SPED 592 will be used for this requirement. The student presents an overview of the purpose and major conclusions of the original paper (10 minutes). Committee members should hold questions until the student completes the overview, at which time they will spend approximately 15 minutes discussing and asking questions about the paper.
● General issues in special education (10 minutes):
Committee members and the student discuss general issues in special education. The student should be prepared to demonstrate their basic knowledge in special education in response to committee members’ questions. The purpose of this discussion is to reflect on the scope and depth of the student's knowledge and identify potential needs. The student does not need to study for this component of the review.
● Supervision and Qualifying Exam Plans:
The committee members and the student discuss plans for supervision and for the special fields qualifying exam.
● Committee discussion:
The student is asked to leave the room while committee members discuss their recommendations. The student is asked to return to discuss these recommendations and subsequent events or actions to be taken. The First Year Review Evaluation Form is completed and signed by the committee members.
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 permanent advisor will complete the online First Year Review Evaluation Form.
Participant Responsibilities
All participants in the First Year Review have specific responsibilities. Each participant’s responsibilities are listed below.
The Department Head: Chooses a third member of the first-year review committee.
Temporary or Permanent Advisor: (a) Arranges a meeting time and room with committee members and the student; a minimum of 1.5 hours should be scheduled; (b) select a research article for the student to critically analyze; (c) distribute materials to the student and the committee members, two weeks prior to meeting, including the research article to critique, the student’s original paper from SPED 592 (first draft of paper #3), student’s CV, and Doctoral Plan; (d) complete and sign the First Year Review Evaluation form and send a copy to the student and to the Director of Graduate Studies.
Permanent Advisor & Committee Member: All committee members will (a) read the materials for the meeting prior to the review; (b) reflect on the student’s discussion of the original paper, oral critique of the article, Doctoral Plan, CV, and knowledge of special education as a field of study; and (c) confer to determine their recommendations for the student’s Doctoral Plan based on the student’s strengths and needs.
Doctoral Student: At least two weeks prior to the review, the student will submit the following items to the advisor who will schedule the First Year Review: (a) an updated copy of their Curriculum Vitae (CV) and (b) a completed Doctoral Plan.