PhD Program in Social Work

Ph.D. Student

HANDBOOK

WORDEN SCHOOL OF SOCIAL SERVICE

The Ph.D. Program Handbook serves as a resource for vital program information for

Ph.D. students in the Worden School of Social Service. However, it should not be viewed

as an exhaustive statement of all School and University policies. It's important to

recognize that the policies and procedures outlined in the Handbook may change at the

discretion of the Ph.D. Committee. Therefore, they should not be relied upon as a

comprehensive representation of the legal terms and conditions of student enrollment and

status.

Instead, the Handbook offers a condensed overview of important aspects of the Ph.D.

program. Students are also encouraged to consult the Student Affairs and Graduate

Student SharePoint site for additional information. All university policies and procedures

can be accessed through ConvergentPoint. Additionally, doctoral students can refer to the

graduate catalog for details on the course sequence in the Ph.D. program. It is the

responsibility of students to adhere to these graduate policies, forms, and procedures.

In cases of conflict between the Handbook and the policies of Academic Affairs, the latter

takes precedence. While the Handbook aims to provide accurate and comprehensive

information, changes to policy and program requirements may occur. Therefore, students

should seek guidance from their advisor, dissertation chair, and the Ph.D. Program

Director when uncertain about any matters.

When a new Ph.D. Handbook is issued with significant changes, the Ph.D. Program

Director will ensure that all currently enrolled doctoral students receive the updated

version along with information about the revisions.

Prologue

General Information

Address:

Our Lady of the Lake University

Worden School of Social Service

411 SW 24th Street

San Antonio, TX 78207

School Director:

Kimberly Gallegos, Ph.D., LCSW

Associate Professor

210-528-6735

[email protected]

Ph.D. Program Director:

Alegnta Felleke, Ph.D., MSW

Assistant Professor

210-431-3911

[email protected]

Ph.D. Administrative Assistant

Anna Marie Ramirez

(210) 528-7102

[email protected]

The Ph.D. Committee Members

Alegnta Felleke, Ph.D., MSW (Chair)

Ilan Kwon, Ph.D. MSW

Joy Patton, Ph.D., LMSW

Kimberly Gallegos, Ph.D., LSCW

Mo Cuevas, Ph.D., LCSW

Table of

Contents

iii

Meet Out Ph.D. Program Director.................................................................................. 1

About Our Lady of the Lake University ......................................................................... 2

About Worden School of Social Service ........................................................................ 3

Program Description..................................................................................................... 4

Academic Policies ........................................................................................................ 5

The Ph.D. Curricumum .................................................................................................16

The Comprehensive Examination.................................................................................. 22

The Dissertation Requirements...................................................................................... 25

The Dissertation Committee...........................................................................................26

Responsibilities of the Chair..........................................................................................27

Responsibilities of the Dissertation Committee Members ............................................... 28

Responsibilities of the Doctoral Student......................................................................... 28

The Dissertation Proposal............................................................................................. 29

Evaluating the Dissertation Proposal ............................................................................ 31

Conducting Research and Writing Dissertation ............................................................ 33

The Dissertation Defense.............................................................................................. 35

Campus Resources....................................................................................................... 37

Appendices................................................................................................................. 39

Appendix A: Ph.D. Student Core Competencies & Expectations ................................... 40

Appendix B: Teaching Assistantship Intent Disclosure Form .......................................... 45

Appendix C: Comprehensive Examination Report Form................................................ 46

Appendix D: Comprehensive Exam & Dissertation Committee Declaration Form ........... 47

Appendix F: Dissertation Proposal Approval Form ....................................................... 48

Welcome to the Ph.D. Program at the Worden School of Social Service, Our Lady of the

Lake University (OLLU). This Handbook is a comprehensive guide for doctoral students,

offering insight from admission to dissertation defense.

We're thrilled you've chosen our program over others nationwide. Expect intellectual

stimulation, enhancing critical thinking, writing, and research skills. Upon earning your

Ph.D. in Social Work, you'll contribute to the profession's knowledge base and mentor

future social workers. Our faculty and staff are dedicated to your success, offering

mentoring and assistance. To thrive:

Build relationships with faculty, staff, and peers.

Prioritize doctoral work.

Embrace learning opportunities and communicate openly with the program director.

Familiarize yourself with program requirements.

Utilize academic advisor support.

Understand setbacks are part of the journey; seek help when needed.

Maintain a healthy work-life balance.

Our students excel, publishing in journals and presenting at conferences. Many gain

experience as GTAs and GRAs, enhancing resumes. Whether aiming for academic,

research, or leadership roles, our graduates are prepared. We believe your experience

in the Ph.D. Program will be fulfilling, challenging, and rewarding.

Alegnta Felleke, Ph.D., MSW

Meet Our

Ph.D. Program

Director

Our Lady of the Lake University (OLLU) was established by the sisters of the

Congregation of Divine Providence (CDP), a religious order founded in 18th century

France. The CDP arrived in Texas in 1866, settling initially in Austin before

establishing themselves in Castroville in 1868. They remain the university's

sponsoring organization to this day.

Educational programs began at the current main campus site in 1895, initially

offering a two-year curriculum for women. By 1911, the program expanded to four

years, leading to membership in the Texas Association of Colleges in 1919.

In 1923, OLLU earned regional accreditation from the Commission on Colleges of

the Southern Association of Colleges and Schools, becoming the first San Antonio

institution to do so. It also gained approval from the American Association of

Universities in 1927.

Graduate programs started in 1942 with co-educational offerings from the outset,

transitioning to full co-education in 1969. The institution's name changed to Our

Lady of the Lake University of San Antonio in 1975.

Adhering to its mission of providing education to underserved populations, OLLU

introduced Weekend College to San Antonio in 1978, expanding to Houston in

1986 and Dallas in 1994. Today, scheduling options include summer sessions,

daytime and evening classes in San Antonio, and weekend programs in San

Antonio, Houston, and the Rio Grande Valley. The university also has articulation

agreements with community colleges in several Texas cities.

OLLU offers bachelor's degrees in 56 areas, master's degrees in 21 fields, and

doctoral programs in Counseling Psychology, Leadership Studies, and Social Work.

About Our Lady of

the Lake University

Located within the College of Professional Studies, the Worden School of Social Service is

the hub of Our Lady of the Lake University's social work programs. Pioneering social

work education in Texas nearly eight decades ago, OLLU stands as a beacon of

excellence, accredited by the Council on Social Work Education (CSWE) and offering

degrees at the bachelor's, master’s, and doctoral levels.

Central to the Worden School's ethos is a profound commitment to cultural and ethnic

sensitivity, a cornerstone in serving at-risk populations, particularly Hispanic children and

families. At the undergraduate level, students have the opportunity to obtain several

certificates: Biliterate, Violence Prevention and Intervention, Dismantling Oppression, and

Administration and Leadership. At the graduate level, the curriculum equips students with

specialized intervention skills for direct practice, with a dedicated focus on Hispanic

children and families. The doctoral program emphasizes advanced social work practice,

fostering practitioner-scholars adept at bridging the realms of academic research and

practical application. The Worden School garners acclaim for its outstanding contribution

to the field of social work education nationwide.

MISSION STATEMENT:

In alignment with Catholic principles of social justice, the philosophy of Our Lady of the

Lake University, and the goals delineated by the Council on Social Work Education, the

Worden School of Social Service is dedicated to:

Develop competent social workers for specialized intervention in direct practice with

Hispanic/Latin@ children and families;

Prepare social workers for professional practice in culturally diverse settings,

especially agencies that serve clients from economically disadvantaged backgrounds;

and

Generate and disseminate knowledge that advances social and economic justice,

enhances human well-being, and promotes effective practice with Hispanic/Latin@

children and families.

The Worden

School of

Social Service

Program

Description

The Ph.D. Program at the Worden School of Social Service is dedicated to cultivating

social work scholars. Our program empowers students to actively shape their learning

journey through personalized guidance from faculty and collaborative mentorship

opportunities. As students progress through the Ph.D. process, they become part of a

vibrant intellectual community committed to advancing the principles of the social work

profession and promoting scholarly excellence.

Key components of our program include:

Advancement of social work science

Mastery of scholarly inquiry methods

Development of effective teaching skills

Publication and presentation of scholarly work

Engagement in collaborative scholarship

Cultivation of an intellectual environment that fosters innovation and discovery

Upon graduation, our Ph.D. candidates are expected to:

Demonstrate conceptual and critical thinking skills in addressing social work issues

Apply theoretical and practical reasoning to social work practice and policy development

Conduct research that contributes to the advancement of social work knowledge.

Students are encouraged to identify potential mentors among our faculty upon enrollment.

A mentor is a faculty member whose scholarly interests, methodological approaches, or

interpersonal dynamics align with the student's goals. Mentors may include graduate

assistant supervisors, dissertation chairs, or other full-time faculty members within the

Worden School.

By fostering mentorship and scholarly inquiry, we aim to equip our Ph.D. students with

the skills and knowledge needed to make meaningful contributions to the field of social

work.

The PhD program in social work is academically rigorous and tailored to prepare

students for roles in research, service, and teaching, particularly within minority-serving

institutions. Emphasis is placed on pedagogy for diverse student populations, with a

program design that prioritizes support for underrepresented scholars through research

involvement and mentoring.

Upon completion of the program, students will possess a robust understanding of social

work theory and research methodologies, equipping them with the skills needed to

conduct meaningful research. Graduates are uniquely positioned to contribute to the

knowledge base regarding effective interventions for diverse populations.

This program is well-suited for individuals who aspire to careers in teaching and

conducting in-depth research within tertiary-level academic settings. Additionally, it is

ideal for those seeking to advance their roles as social work leaders and administrators,

particularly within minority-serving institutions.

Program Goals:

Providing a rigorous curriculum that challenges students to think critically about social

work practice, research, and teaching with diverse populations.

Offering mentoring and support services to strengthen students' professional skills

and promote competence and respect in their service to others.

Contributing to the advancement of the social work profession through the

development and dissemination of evidence-based knowledge and services.

Through these objectives, the program aims to empower students to become adept

scholars, and educators who can effectively address the needs of diverse communities

and contribute to positive social change

Student Learning Outcomes:

Demonstrate critical thinking skills in analyzing social work issues from diverse

theoretical and research perspectives, as demonstrated through successful completion of

dissertation defense and competency assignments in designated courses throughout the

curriculum.

Effectively communicate research findings in written form and contribute to the

advancement of the profession through scholarly activities, including presentations at

peer-reviewed conferences, publication in peer-reviewed journals, successful dissertation

defense, and completion of competency assignments in designated courses throughout

the curriculum.

Possess the ability to teach effectively in minority-serving institutions, as demonstrated by

successful completion of the pedagogy series, which prepares students for the unique

challenges and opportunities present in such educational settings.

Communication:

To ensure effective communication channels, it is mandatory for all doctoral students to

furnish the Ph.D. Program Office with current and precise contact details, encompassing

their telephone number, mailing address, and email address. It is imperative to highlight

that official ollusa.edu email addresses must be utilized exclusively for communication

with faculty and staff in the Worden School. Furthermore, students must coordinate with

the OLLU IT Help Desk to ensure their email address is added to the automatic

distribution list, which serves as the primary mode of communication within the school.

Additionally, doctoral students bear the responsibility of maintaining regular

communication with the Ph.D. Program Office, the program director, as well as their

academic advisor and mentor. Such regular interactions are vital for academic

guidance and support throughout the program.

It is important to note that all communications from the Ph.D. program adhere to Central

Standard Time (CST). Hence, students must ensure they adjust meeting times and class

schedules accordingly to align with their respective time zones.

Admission Process:

Admission decisions for the Ph.D. program are vested in the PhD Committee. The

application deadline for admission is annually during the fall semester, with the program

commencing in the summer. It is advisable to cross-verify the admission dates with the

OLLU Graduate Office, as they may vary from year to year.

The Admission Requirements

An MSW from a CSWE-accredited social work program.

A minimum of two years of post-MSW practice experience, unless the applicant

demonstrates the ability to fulfill this requirement before completing the PhD program,

in which case the requirement may be waived.

A graduate GPA of at least 3.0 on a 4-point scale.

Submission of three recommendations from academics or professionals who can

testify to the applicant’s potential for doctoral-level work. Preferably,

recommendations should be from academics.

Submission of a Curriculum Vitae (CV).

Crafting a 3-5-page personal statement covering various aspects:

Educational background.i.

Interest in pursuing the Ph.D. program.ii.

Professional experiences and approach to social work practice.iii.

Areas of research interest.iv.

Career plans and how a Ph.D. in social work aligns with those plans.v.

Presentation of a writing sample, comprising 5 to 10 pages, double-spaced, in APA

format. The writing sample should delve into a current social work topic of the

applicant's choice or be an original, scholarly writing that reflects academic and

critical thinking skills.

Participation in an interview with a member of the PhD committee.

Payment of a non-refundable application fee.

Prospective applicants are encouraged to exercise discretion in selecting a writing sample

that best showcases their potential for doctoral-level work and their dedication to social

work research.

Statement on Post-MSW Practice Experience:

According to the requirements set forth by the Council on Social Work Education

(CSWE), faculty members are mandated to possess a minimum of two years of post-

MSW practice experience to effectively teach social work practice courses. This

criterion ensures that faculty members are adequately equipped to teach across

various facets of the curriculum, as typically required at institutions classified under

Carnegie as baccalaureate, master’s, and R3 doctoral institutions. Such practical

experience is indispensable for securing employment within the field. Recognizing the

significance of this requirement, the Ph.D. program extends conditional admission to

students who intend to fulfill the two-year post-MSW experience during their tenure as

doctoral students.

Key Features of the Ph.D. Program:

The Ph.D. program at the Worden School of Social Service is tailored to

accommodate the needs of working professionals. Highlighted below are the salient

features of the program, encompassing the degree plan, requirements, and

dissertation guidelines:

A comprehensive 54-credit-hour online program.

Structured as a four-year endeavor.

Adopts a cohort model, with the academic year commencing every summer in

June.

Fall and spring courses incorporate a blend of synchronous and asynchronous

class sessions.

Summer courses entail a one-week residency on OLLU's main campus in San

Antonio.

Course Requirements:

Successful completion of the program necessitates fulfilling the 54 credit hours,

inclusive of core doctoral courses in the Ph.D. Program and dissertation credits.

Advancement to candidacy is contingent upon successfully passing the

comprehensive exam. Further details can be found in the graduate catalog.

Advising:

Students are mandated to engage in annual meetings with their advisors to assess

their progress against the Ph.D. Student Core Competencies and Expectations (refer

to Appendix A). These sessions serve as a formal avenue for advising on program

progression and scholarly development. Additionally, students are encouraged to

seek supplementary guidance from the Ph.D. program director as needed.

Mentoring:

Mentorship plays a pivotal role in the development of Ph.D. students. They are

encouraged to cultivate mentorship relationships with faculty members to foster

growth in research, pedagogy, and career guidance within academia. Rather than

being assigned formal mentors, students are empowered to seek out natural mentors

who provide supportive guidance.

Graduate Teaching Assistantships (GTA):

The Ph.D. program is committed to nurturing scholars for academic roles in minority-

serving institutions, with a focus on developing pedagogical expertise through hands-

on learning experiences. Collaborating with the MSW and BSW programs, students

may have the opportunity to serve as teaching assistants. These assistantships serve

as the primary means of support for many graduate students, allowing them to pursue

their degrees while gaining valuable professional experience and contributing to the

university's mission.

Graduate Teaching Assistants serve as Instructors of Records (IRs) and bear

responsibility for course instruction, including tasks such as grading papers and

student meetings. During the first year, GTAs are paired with teaching mentors and

may teach one 7-week course per semester, while in the BSW program, they are

limited to one 14-week or 16-week course per semester. Each GTA receives a stipend

of $2500.00 per course during the first year while working under teaching mentors.

Subsequently, GTAs transition to adjunct professor positions based on

recommendations from their mentors, becoming eligible for a $3,000 stipend per

course teaching up to two courses per semester. Doctoral students interested in

teaching in the MSW program are required to complete the Teaching Assistantship

Intent Disclosure Form (refer to Appendix B) and submit it to the Ph.D. Program

Assistant via email.

Doctoral Student Responsibilities:

Graduate teaching assistants (GTAs) and instructors of record (IRs) undertake various

teaching-related roles, each reflecting varying degrees of autonomy and direct

interaction with students. The allocation of responsibilities to GTAs and IRs is

determined by the program in collaboration with the Worden director, PhD program

director, and the respective program director (e.g., MSW or BSW). Assignments aim

to contribute to the intellectual and professional growth of graduate students. GTAs

and IRs are held to the same high standards of conduct as faculty members in fulfilling

their academic obligations, expected to uphold professional and ethical norms

consistently.

While nurturing graduate students' development as educators is integral to doctoral

training, the Worden School of Social Service prioritizes balancing teaching

commitments with other essential components of doctoral education. No TA is tasked

with instructional duties exceeding 20 hours per week, with students limited to

teaching a maximum of two classes per semester.

Key day-to-day responsibilities of GTAs and IRs include:

Facilitating the assigned curriculum

Guiding class discussions and addressing student inquiries

Assessing student assignments, including essays, projects, tests, etc.

Maintaining accurate records of student progress and grades

Graduate Teaching Assistant Responsibilities:

Allocate 12-20 hours per week (averaged over the term) to TA duties.

Approach teaching as a complement to broader graduate education.

Adhere to University policies on academic integrity, safety protocols, diversity, and

registrar procedures.

Develop proficiency in course content and teaching methodologies.

Manage TA responsibilities alongside academic pursuits, meeting deadlines and

progressing through academic milestones.

Regularly engage with faculty supervisors for feedback and continuous

pedagogical growth.

Hold regular office hours.

Respond to student inquiries within 48 hours.

The Summer Residency

The summer residency is a crucial component of the Ph.D. program, necessitating

all students' participation in a week-long session held at OLLU's main campus in

San Antonio, Texas. This intensive classroom setting offers invaluable opportunities

for faculty mentoring and integration into the academic community essential for

success as a social work educator. It serves as a platform for cohort members to

establish bonds with peers and faculty, explore the campus's historical

significance, and receive orientation for the upcoming academic year.

Attendance at all summer residency sessions is obligatory for doctoral students,

and residence in the dormitories is mandatory. In the event of extenuating

circumstances preventing attendance, students must promptly contact the Ph.D.

program office, providing a clear explanation of their situation. The Ph.D.

program director will assess these requests and determine their approval or

denial. Students granted permission to forgo in-person attendance must watch

session recordings and submit essays reflecting on the lessons learned, with

detailed instructions provided upon approval. It's important to note that remote

attendance options will not be offered by the Ph.D. program.

Furthermore, even students excused from attending in person are still obligated to

pay the $550 fee associated with the residency

Academic

Policies

The Ph.D. Committee:

The Ph.D. Committee plays a crucial role in guiding the Ph.D. program under the

leadership of the Ph.D. program director. Comprising five members, including the

program director (Chair) and faculty appointed by the Worden director in consultation

with the Ph.D. program director, the committee assumes various responsibilities. These

include admission of Ph.D. students, oversight of the Ph.D. curriculum, and revision of

program policies and procedures. Additionally, Ph.D. student representatives from each

cohort serves on the committee for one academic year, subject to annual reevaluation.

While student representatives are non-voting members, they may be excused from

meetings involving confidential matters.

Faculty Requirements for Ph.D. Committee Membership:

Preference is given in the following order:

Doctorate in social work with tenure

Doctorate in a non-social work field with tenure

Doctorate in social work without tenure

Doctorate in a non-social work field without tenure

(Note: Master's level faculty are ineligible for Ph.D. committee service).

Responsibilities of Ph.D. Committee Members:

Regular attendance at biweekly or monthly Ph.D. Committee meetings

Review of all application materials and participation in admissions decisions

Conducting applicant interviews to inform admission choices

Collaboration on curriculum revisions

Discussion and voting on program policy, procedure, and curriculum changes

Assistance in document development for the Ph.D. Program Office

Support for additional tasks as assigned by the Ph.D. program director.

Course Load and Continious Enrollment

Maintaining continuous enrollment is imperative for program progression. This

policy is particularly pertinent to students who have completed coursework but

have yet to finalize their dissertations. Such students must remain enrolled each fall

and spring semester until dissertation completion. In cases where the dissertation

remains unfinished during designated dissertation courses, enrollment in a one-

credit-hour dissertation course is required until completion.

Leave of Absense

Students enrolled in the doctoral program may request a leave of absence for one

term (Fall or Spring) for a maximum duration of one year. Circumstances such as

illness or injury, active military service, or caregiving responsibilities for a family

member may impede active participation in the degree program. OLLU follows the

University's guidelines in this regard. For further details, please refer to OLLU’s

Student Handbook.

Deferment Policy

The Ph.D. program does not grant deferment of admission to the Ph.D. program.

Students who are unable to begin their studies at the University as planned will

need to submit a new application for consideration.

Disability Services

Our commitment to diversity and inclusion cultivates an environment conducive to

learning, preparing students to thrive in a diverse and complex society.

Accessibility Services provides reasonable accommodations to ensure that students

with disabilities can fully participate in and benefit from campus life, programs,

and activities.

Students with disabilities covered under the Americans with Disabilities Act (ADA)

Amended or Section 504 of the Rehabilitation Act who require assistance are

encouraged to contact Accessibility Services at (210) 431-4010, email

[email protected], or visit the office located in the Walter Student Service Center,

Suite 206, Room 211. Alternatively, students can apply for services online.

Non-Discrimination Policy

Our Lady of the Lake University is committed to providing equal employment

opportunities to all qualified applicants and employees, irrespective of race, color,

ancestry, religion, gender (except where gender is a bona fide occupational

qualification), sexual orientation, age, national origin, veteran status, disability,

genetic information, or any other characteristic protected by federal or Texas law. The

University ensures that all aspects of employment, including recruitment, hiring,

training, education, promotion, and other employment actions, are administered in

accordance with these principles for the benefit of all employees.

Statement of Positive Learning Environment

Our Lady of the Lake University upholds the core values of community, integrity, trust,

and service, striving to foster an educational environment free from sexual harassment,

misconduct, violence, or discrimination. Faculty members are designated as

"responsible employees" mandated to promptly report any incidents of sexual

misconduct within 72 hours of awareness. If you are a student who has experienced

sexual harassment, misconduct, violence, or discrimination, please visit the Title IX

website to contact a Deputy Coordinator: www.ollusa.edu/titleix.

Academic Dishonesty & Plagiarism

Academic dishonesty encompasses actions by students in academic assignments or

settings that contravene the standards of the academic community. This includes acts

such as cheating or plagiarism. Our Lady of the Lake University distinguishes between

academic dishonesty, managed by the Academic Affairs Division, and other breaches

of the Student Code of Conduct, handled by the Office of Student Life. Consequences

for academic dishonesty range from expulsion or suspension to grade reduction or

failure in the affected course, depending on the severity of the infraction.

Grading System & GPA

Students must demonstrate mastery of course objectives to earn credit, with faculty

employing various evaluative methods such as exams, papers, presentations, and

projects. While faculty may use plus or minus grades, these distinctions do not impact

the GPA. Grading scale: A = 100 - 90, B = 89 - 80, C = 79 - 70, D = 69 - 60, F =

59 or below.

Incomplete Grades

In exceptional circumstances, it may become necessary for an incomplete grade to be

assigned. The decision to assign an incomplete grade rests solely with the instructor.

An incomplete grade can only be given when more than 75% of the coursework has

been completed. Students are allowed to enroll in courses in the semester immediately

following the assignment of an incomplete grade, but they must resolve the incomplete

before registering for subsequent semesters.

Transfer of Credits

Doctoral coursework from other institutions is not eligible for transfer.

Academic Standing

To maintain satisfactory academic standing, students must uphold a minimum GPA of

3.0 and achieve a grade of at least "B-" in all courses. Grades “C” and below (“D”

and “F”) are not applicable towards doctoral degrees. Students who fail to meet these

minimum requirements will be placed on academic probation, and their continuation

in the program will be subject to review by the Ph.D. program director, in consultation

with the doctoral faculty and the director of the Worden School of Social Service.

Academic Grievance

Our Lady of the Lake University offers a structured process for students to address

academic grievances. An academic grievance refers to an allegation of a violation of

existing University academic policy or established practices, or an inherent injustice.

Academic grievances may include complaints regarding alleged breaches of

academic policies (e.g., application of grading policies), unfair treatment in policy

application (e.g., accusations of plagiarism or cheating), or other academic concerns.

Evaluation of a student’s academic performance, when conducted by a faculty

member, is presumed valid unless there is evidence indicating significant prejudice

(bias against the student individually or as part of a group) and/or capriciousness

(unjustifiable departure from accepted academic standards or procedures, or from

explicit agreements established through the course syllabus. Students must adhere to

each step of the Academic Grievance Procedure outlined for review.

The Ph.D.

Curriculum

This section outlines the curriculum framework and expectations of the PhD program,

ddetailing the list of courses in the curriculum. Designed to be academically

demanding, the PhD social work program equips students for roles in research,

service, and teaching, especially within minority-serving institutions. Notably, the

program places significant emphasis on pedagogical strategies tailored to diverse

student demographics. Upon completion, graduates emerge equipped with a

comprehensive understanding of theory, a wealth of knowledge, and proficient

research skills. This section offers an exhaustive catalog of courses along with

detailed descriptions for each.

SUMMER I

SOWK 9301: Introduction to Pedagogy

Focusing on social work curriculum policy and issues, course development and

content, teaching techniques, and classroom management. Emphasizing skill as well

as conceptual content and theory. Students will identify and develop a variety of

specific concrete strategies for teaching and evaluating the practice of teaching

course will cover several considerations for developing these strategies to address the

complex system of concerns including multiple learning styles, developmental needs

of students, and diversity. Evaluating and teaching will be addressed as a strategy

for scholarship. On-campus residency required. Course fee: $550

FALL I

SOWK 9308: Epistemology and Theories

Covers the conceptualization, development, and application of social work theories.

Philosophical, theoretical, and empirical underpinnings of different social work

practice theories will be studies with an emphasis on understanding and critically

analyzing the philosophical assumptions and scientific basis of various theories.

Students will become familiar with the historical context of different theories covered

and research on their effectiveness within social work. Since social work has relied

on other social science disciplines for much of its theoretical base, major theories will

be covered from diverse disciplines.

SOWK 9311: Pedagogy of Distance Education

Applying what has been learned in Introduction to Pedagogy to the online

environment covering curriculum development, working with instruction designers,

implementation, and evaluation, integrating technology across the curriculum,

classroom environments and management, critical issues in distance education

paradigms and developing community and student engagement. Includes guest

teaching lecture requirements.

Prerequisite: Successful completion of SOWK 9301 (Introduction to Pedagogy).

SPRING I

SOWK 9315: Statistical Methods I

The course is designed to provide a basic introduction to the conceptual and

quantitative tools used to analyze, describe, and interpret data in social work

research. Students will learn how to select, calculate, and interpret appropriate

statistics applicable to common data analysis situations in social work research. The

course provides students with the opportunity to acquire personal computer skills in

SPSS statistical software to calculate statistics and present results. Subjects include

univariate and bivariate analysis, hypothesis testing, inferential statistics, and

regression.

SOWK 9319: Qualitative Research

Introduction to qualitative research paradigms, their epistemologies, theories, and

methods. The major focus is to survey qualitative methods of inquiry including research

designs, specific data collection methods, and analytic and interpretive procedures. A

major portion of the class time is distributed toward a qualitative field experience

where students work on a qualitative research project with a faculty member.

SUMMER II

SOWK 9321: Scholarly Writing and Publication

To prepare students to develop and improve skills in scholarly writing and proposal

development and providing students with both scholarly and practical knowledge on

writing and publishing scientific manuscript in peer reviewed social science related

journals. It will cover techniques for writing clear and well-organized manuscripts and

ethical issues involving manuscripts preparation and publication. Emphasis will be

placed on writing, editing, reviewing, revise and submit, and other applicable skills.

At the end of this course, students will submit their paper publication. On-campus

residency required. Course fee: $550

FALL II

SOWK 9325: Statistical Methods II

Students apply complex research designs building upon Statistical Methods I.

Students will study pre-analysis data screening and multivariate techniques in social

work research. The focus is on advanced and multivariate statistical methods.

Subjects include pre-analysis data screening, ANCOVA, MANCOVA, Path Analysis,

Regression, Discriminant Analysis, and Factor Analysis. Prerequisite: Successful

completion of SOWK 9315 (Statistical Methods I).

SOWK 9330: Quantitative Research

This course provides students an in-depth understanding of the quantitative research

process and the competence necessary to design a quantitative research study. This

process includes ethical research practices, problem formation, developing

hypotheses and research questions, experimental and observational research

designs, measurement, sampling strategies, and data collection methods.

Prerequisite: Successful completion of SOWK 9315 (Statistical Methods I)

SPRING II

SOWK 9335: Mixed Methods Research

Provides an overview of mixed methods research, with an emphasis on its

application in social work research. Students are expected to have a basic

understanding of quantitative and qualitative research methods prior to beginning

this course. “Mixed methods” refers to the intentional mixing of quantitative and

qualitative approaches within one study or across a program of research.

Engagement in mixed methods research is intended to enhance that researcher’s

ability to study complex social phenomena holistically, while minimizing some of the

limitations posed by mono-method (qualitative or quantitative) designs. The

foundation for conducting mixed methods research in social work is laid by

exploring the historical, philosophical, and epistemological, roots of this emerging

research methodology. Methods for collecting, analyzing, and presenting data will

also be discussed.Prerequisite: Successful completion of SOWK 9319 and SOWK

9330.

SOWK 9337: Social Welfare Policy

Overview and analysis of social welfare systems in the United States as a response

to social problems with special attention to the history of social work. Emphasizes on

analysis of policy and programs aimed at addressing poverty and social justice.

SUMMER III

SOWK 9342: Grants and Proposals

This project-based course covers the complete process of grant proposal development:

identification of achievable and fundable project, research and assessment of viable

funding sources, funder relations, proposal writing, budget development, preparation

of a full proposal package for submission, and post award or rejection follow-up with

funders. Students gain an understanding of the academic research funding

environment and became familiar with tools and resources available to assist them as

they seek funds for their projects/ institutions. Students must have a specific project or

fairly-well developed idea that they build upon as the basis for their coursework and

final grant proposal. On- campus residency required. Course fee: $550

FALL III

SOWK 9345: Comprehensive

Designed to help students demonstrate knowledge in the substantive issues, key

research questions, theory, empirical evidence, and implications in their area of

specialization. The equivalent of three lecture hours a week for one semester. Offered

on the credit/no credit basis only. Prerequisite: Successful completion of all courses

prior to Fall III in the course sequence.

SOWK 9352: Decolonized Pedagogy

This course is theoretically grounded in writing studies and academic literacy from a

(de) colonial and anti-racist framework. This course prepares students to conceptualize

approaches from a decolonized perspective. The course will address ethical debate

and conversations on the current state of the academic job market, including the

challenges and controversies of the profession, and lesson plans and teaching

strategies from a decolonized perspective. Prerequisite: Successful completion of

SOWK 9311 (Pedagogy of Distance Education).

SOWK 9164: Dissertation I

Selecting dissertation committee chair, forming dissertation committee, engaging in

literature review, select dissertation topic, and approval of the dissertation topic.

Pass/fail.

SPRING III

SOWK 9366: Academic Leadership

Colleges and universities are unique institutions, but they increasingly resemble the

complex organizations typically found in business and public administration.

However, their special missions of teaching, research, and service put them in a

distinct category where collegiality and university traditions of academic freedom

introduce powerful crosscurrents of equality. The course critically examines the theory

and practice of leadership and management in academia. Students work to master

leadership theories and apply them within higher education settings. The course

emphasizes the conceptual framework and skills, as well as the values and beliefs,

which inform effective leadership in academic institutions.

SOWK 9367: Proposal Development

Designed to provide on-going support and feedback concerning the process of

developing the area of focus and the various components of the proposal. Designed

to maximize progress on the paper. Unlike other courses in the doctoral sequence,

this course focuses more on the process of developing this document than on the

mastery of content from lectures and readings. The writing assignments should support

the objectives of the proposal. Students responsible to complete the various sections

leading to the final document and the various writing assignments are meant to

facilitate the process. Prerequisite: Successful completion of SOWK 9164

(Dissertation I)

SOWK 9167: Dissertation II

Completion of student’s literature review, theoretical underpinning, and the draft of

the first three chapters of the dissertation proposal. Pass/fail. Prerequisite: Successful

completion of SOWK 9164 (Dissertation I)

SUMMER IV

SOWK 9369: Dissertation III

Completion of student’s literature review, theoretical underpinning, methods sections

of dissertation, and defending the dissertation proposal. Pass/fail. On-campus

residency required. Course fee: $550. Prerequisite: Successful completion of SOWK

9167

FALL IV

SOWK 9372: Dissertation IV

Engaging in data collection and/or data analysis for approval of dissertation study.

Pass/fail.Prerequisite: Successful completion of SOWK 9369

SPRING IV

SOWK 9183: Dissertation V

Engaging in data analysis and finalizing all dissertation chapters for the approval of

dissertation study. Pass/fail. Prerequisite: Successful completion of SOWK 9372. May

be repeated for credit if students do not transition to candidacy.

The Comprehensive

Examination

The Ph.D. program at Worden School establishes overarching policies governing the

social work doctoral program. One crucial requirement set by the program is the

successful completion of a comprehensive examination, a test tailored to assess

students' progress at Our Lady of the Lake University. The primary aim of this

examination is to allow students to demonstrate their ability for independent and

methodical scholarly work, aligning with the educational goals of the doctoral

program. Moreover, the examination serves as a benchmark for evaluating the

student's readiness to embark on their doctoral dissertation. While the objectives of the

examination may differ from those of the dissertation, there's recognition that, at times,

the interconnectedness between the two can enhance the student's comprehension of

issues relevant to their dissertation research problem.

The comprehensive examination within the Ph.D. program comprises both a written

proposal and an oral examination. In terms of timing, students are required to submit

their comprehensive examination proposal by their third year of study and complete

the examination process by the conclusion of the spring semester. Should revisions be

necessary, students will be requested to submit the revised proposal accordingly. It is

expected that all students will have successfully passed their comprehensive exam by

the culmination of their third year in the program.

The Comprehensive Exam Committee

The comprehensive exam committee consists of three full-time tenured or faculty

members holding doctoral degrees (either Ph.D. or DSW) from the Worden School of

Social Service. Among them, one faculty member assumes the role of chair (a full-time

tenured or tenure track Worden faculty), while the remaining two serve as reading

members. It's important to note that each faculty member can chair a maximum of

three comprehensive exam committees per cohort.

The Comprehensive Examination Proposal

The comprehensive examination centers on a chosen issue of significance within the

realm of social work. Students collaborate with their chairs to select the

comprehensive exam topic. The comprehensive examination proposal is crafted with

guidance from the mentor/advisor. While students may express preferences for

members of the Comprehensive Examination Committee from among Worden

faculty, the Ph.D. program director retains discretion in finalizing the committee.

It's important to clarify that the comprehensive examination proposal is distinct from

a dissertation proposal. At this stage, the purpose of the proposal is to ascertain the

suitability of the topic for examination, ensuring its relevance to the field of social

work. The proposal, limited to 15 pages (excluding title and reference pages),

should articulate a case for a substantive area of interest central to social work.

Given the constraints, the proposal should justify the inclusion or exclusion of specific

content in each section. For instance, if space limitations preclude addressing all

relevant theories or policies, the proposal should delineate the selected theories and

policies, along with the rationale for these choices.

The comprehensive exam proposal should encompass the following areas:

A. Statement of the substantive/problem area

B. Analysis of theoretical frameworks for examining the problem area

C. Review of key policy approaches in the problem area

D. Critical review of relevant research

E. Conclusion and Implication (including the research question(s) that emerged from

the literature)

All proposals must adhere to scholarly standards, including APA format, scholarly

language, and grammatical accuracy. Once completed, the proposal should be

submitted to the comprehensive exam committee. The committee will have two weeks

to review and provide written feedback, highlighting strengths and offering critiques.

The feedback is then returned to the student. Subsequently, the student and the chair

schedule an oral examination within two weeks of receiving faculty feedback, if the

student passes the written examination.

Except for the chair, members of the Comprehensive Exam Committee function solely

as reviewers, evaluating the final examination proposal without consultation. The chair

provides active consultation during the proposal's preparation phase but assumes an

administrative role once the proposal is accepted. Their responsibility as chairperson is

to advise the student and ensure a fair hearing, adhering to established criteria.

While general consultation on logistics or structure is permitted, faculty members,

excluding the chair, should refrain from offering content-related consultation on the

exam itself. Furthermore, no faculty member, other than the advisor, should review any

part of the proposal before it is submitted to the comprehensive exam committee.

Given that the comprehensive examination is an individual assessment, students must

ensure that their proposal represents solely their own work.

The Oral Comprehensive Examination

The oral comprehensive exam serves as a forum for students to address critiques and

respond to questions raised by the readers regarding their comprehensive exam

proposal. This examination typically lasts around ninety minutes.

Attendance at the comprehensive exam oral meeting is mandatory for both the student

and all members of the Comprehensive Exam Committee, either in person or virtually.

The committee determines the student's performance through a majority vote, with

options limited to pass or fail.

Following the oral examination, the advisor is responsible for completing and

submitting the "Comprehensive Examination Report Form" to the Ph.D. Program Office

within two days (See Appendix C). In the event of failure, the student may undertake

the examination process a second time, with only two attempts permitted before

withdrawal from the Ph.D. Program.

The Dissertation

Requirements

Introduction

The completion of a dissertation stands as a major requirement in any Ph.D.

program. Specifically, the Worden Ph.D. program at OLLU mandates the satisfactory

completion of a dissertation within the realm of social work. This dissertation, a

scholarly work, originates from collaborative efforts between the student and their

dissertation committee. It serves as an original research endeavor, tasked with

upholding the highest standards of scholarship while significantly contributing to the

knowledge and practice within the realms of social welfare and social work.

The dissertation requirement aims to provide students with a platform to showcase

their capabilities in various domains: conducting proficient research in social work,

structuring materials coherently, articulating ideas clearly, and deriving sound

interpretations and conclusions from presented facts. Moreover, it emphasizes a

student's ability to contribute meaningfully to the field.

The supervision of dissertations within the Ph.D. program operates under a

committee-directed approach. Although the specific methodologies and procedures

may vary between candidates and committees, the foundational principles

necessitate active involvement from all committee members in decision-making

processes and checkpoints. Collaboration among committee members throughout the

dissertation process is paramount. Additionally, to ensure equitable application of

policies, the Ph.D. program director may assume a role in reviewing and endorsing

decisions should concerns arise.

The Dissertation Committee

When selecting a dissertation committee members, students are advised to seek

guidance from their advisor and the Ph.D. program director. Committee composition

should align with the candidate's requirements for substantive consultation, research

methodologies, and statistical analyses. Typically, committees consist of members with

whom the student has established working relationships, faculty possessing specialized

knowledge relevant to the research topic, and experts in research methods or statistics

pertinent to the proposed research. Notably, faculty members approached to serve on

a dissertation committee retain the prerogative to accept or decline the invitation.

Dissertation committees consist of either three or five members; a committee

comprising four members is not permissible. In a committee of three, two members

must be full-time doctorate faculty within Worden, while the third member should be

either a doctorate faculty or a subject matter expert external to Worden. For a

committee of five, four members, including the chair, should be full-time doctorate

faculty within Worden, with the fifth member being a doctorate faculty or content

expert external to Worden. It is recommended that students select their chair first and

consult with them before inviting additional committee members. Once formed,

doctoral students are responsible for submitting the Dissertation Committee Declaration

Form to the Ph.D. program office, adhering to university dissertation procedures (see

Appendix D).

Faculty serving on Dissertation Committees must meet specific criteria:

Dissertation Chair: This role is reserved for a Worden faculty member holding a

doctoral degree and maintaining full-time tenure or tenure track status.

Dissertation Committee Member: Any member of the committee must hold a

doctoral degree.

External Committee Member: This position may be filled by a faculty member

holding a doctoral degree and an expert in the field external to Worden.

Internal Members: These members must be doctoral faculty of Worden.

Additional points to note: Students have the option to request a non-tenure track, full-

time Worden faculty member to serve as committee chair. Such requests necessitate

strong justification and approval from the Ph.D. committee.

A faculty member may chair a maximum of three committees per cohort. However,

there are no limitations on a faculty member serving as an internal member.

Responsibilities of the Dissertation Committee Chair

The chair is chosen based on their content expertise, which may include

proficiency in the topic area, subject matter knowledge, experience in dissertation

supervision, or expertise in research methodologies. The responsibilities of the

Dissertation Chair encompass various aspects:

Guidance and Support: Throughout the dissertation journey, the chair is

tasked with advising the candidate, starting from the proposal stage and

extending to the final defense of the dissertation. This includes assisting the

candidate in selecting appropriate committee members and establishing a

feasible timeline for completing the dissertation.

Evaluation and Progress: The chair is responsible for assessing the candidate's

progress each semester in the dissertation phase, determining whether it meets

the standards of successful advancement or requires intervention.

Quality Assurance: Ensuring the dissertation maintains high standards of

technical and ethical quality is paramount. The chair supports the candidate in

crafting a well-developed dissertation proposal, navigating the approval

process, and establishing clear expectations for timely completion.

Methodological Guidance: Providing guidance on the structure, formatting,

and content of the research proposal, as well as aiding in the selection of

appropriate methods and procedures for data collection and analysis, falls

within the purview of the chair's responsibilities.

Defense Preparation: The chair assists the candidate in preparing for both the

dissertation proposal defense and the final dissertation defense, including

navigating the Institutional Review Board (IRB) approval process, facilitating

data collection and analysis, and ensuring readiness for the defense

proceedings.

Responsibilities of the Dissertation Committee Members

The responsibilities of committee members are integral to ensuring the production of

high-quality scholarship by the candidate. They must adhere to a minimum 14-day

timeframe for reading manuscripts, offer substantive and/or editorial suggestions,

and provide clear rationale for their support and critiques. Any committee member

identifying significant flaws that may jeopardize the candidate's defense should

promptly discuss these concerns with the candidate and chair.

The specific responsibilities of committee members include:

Collaborating with the chair to advise the candidate throughout the dissertation

process.

Offering subject matter expertise as required by the chair or candidate.

Providing comprehensive feedback on drafts at various defense stages.

Assisting the candidate in selecting appropriate methods and procedures for data

collection and analysis.

Collaborating with the candidate on data collection and analysis, if necessary.

Engaging in correspondence with the chair and candidate to address

methodological issues during the dissertation process (exclusive to

Methodologists).

Methodologists, if separate from the chair, should be chosen based on their

expertise aligned with the candidate's research methodology, whether

quantitative, qualitative, or mixed methods.

Responsibilities of Doctoral Students

As for the doctoral student, proactive engagement in the dissertation process is

expected from the outset of the doctoral program. Responsibilities include selecting a

topic, submitting polished drafts to the chair, adequately preparing for meetings, and

thoroughly understanding university dissertation policies and procedures. Regular

communication with the chair, conducted in a respectful and professional manner, is

essential.

Maintaining consistent contact with the chair throughout the dissertation process

ensures alignment with the agreed-upon plan. It is the candidate's duty to keep the

chair informed of progress and to promptly communicate any significant personal or

professional changes that may affect program completion. Virtual meetings with the

chair, methodologist, or the entire committee can be arranged as needed.

The Dissertation Proposal

The dissertation proposal is a major document that demands substantial research and

careful construction. Typically encompassing the initial three chapters of the

dissertation, it delineates the research focus, conceptual framework, literature review,

and study design and methods. Various research designs necessitate different

proposal formats and emphasize diverse information types. However, across all

formats, the proposal should present a coherent, systematic, and theoretically

grounded overview of the intended study, elucidating why and how the study will be

executed and its integration within scholarly literature.

The doctoral student collaborates closely with the dissertation chair throughout the

proposal's development. While the candidate may seek input from other committee

members regarding specific queries, their involvement in reviewing intermediate

drafts is usually limited.

When selecting a topic, students should consider the following:

The subject's relevance to social work theory, knowledge, practice, or research

methodology, or its potential contribution to synthesizing or analyzing existing

social work knowledge.

The problem's temporal context, whether past or present, and its utilization of

library or field materials, which may derive from primary or secondary sources.

The feasibility of the study in terms of program timelines and available resources.

The Structure of the Dissertation Proposal

The dissertation serves as an original scholarly endeavor, showcasing the student's

research capabilities in addressing significant issues within social work or social

welfare. It demands the utmost rigor and scholarly excellence. After passing the

comprehensive examination, students embark on the development of a written

dissertation proposal in collaboration with their dissertation chair. This proposal

represents a crucial precursor to commencing dissertation research.

The proposal must furnish comprehensive details regarding the study's purpose,

objectives, and methodology, ensuring clarity on its appropriateness and feasibility.

Adherence to APA style (7th edition) and OLLU's Writing Guidelines for Dissertations

and Theses is mandatory. Below are the recommended structural guidelines for

crafting the proposal, though adjustments may be made at the discretion of the

dissertation chair or committee members:

I. Cover Page

Ensure adherence to university formatting guidelines.

Refer to the sample dissertation title page required by the university.

II. Abstract

Clearly state the problem's significance.

Describe the affected individuals or context.

Explain the research methodology, including data collection and subject sampling.

Provide a brief overview of supporting theories.

Address the potential implications of the research on social work practice, theory,

research, or welfare policy.

III. Table of Contents

List all chapters and major sections in APA style.

Include all tables and figures in APA style.

IV. Chapter 1: Introduction/Statement of the Problem

Provide background information on the topic's importance, supported by literature.

Describe the affected individuals or context, if applicable.

Discuss the prevalence of the problem and its historical context.

Formulate a problem statement, identifying the gap in existing literature.

Define terms (for quantitative studies).

Explain the relevance of the topic and supporting theories.

State the purpose and the researcher's stance explicitly.

Introduce central research aims.

Conclude with a transitional statement outlining the proposal's organization and

objectives.

V. Chapter 2: Literature Review

Describe historical issues or policy context.

Discuss conceptualizations of the problem by others.

Review previous research, significant findings, and current studies.

Introduce factors or variables explaining the problem.

Thoroughly explore theories supporting the research.

Address gaps in the literature.

Summarize the literature review, reiterating the research question/purpose.

VI. Chapter 3: Methods

Explain the research method and design, with supporting literature.

Detail data collection techniques and instruments.

Provide operational definitions, sampling methods, and sample size for

quantitative methods.

Outline statistical data analysis.

Discuss ethical considerations and IRB concerns.

For qualitative methods, discuss context, participant recruitment, sample size,

and data analysis procedures.

Outline a tentative timeline, including time for the IRB process.

VII. References

Follow APA formatting guidelines.

Ensure all listed sources are cited in the proposal.

Evaluating the Dissertation Proposal

Upon completion, each student submits an electronic copy of the dissertation

proposal to the dissertation committee. Committee members are expected to

provide written feedback within two weeks of receiving the proposal, forwarding

it to both the dissertation committee chair and the doctoral student. However,

students submitting proposals during holiday or summer breaks must coordinate

with their chair and faculty readers to ascertain committee member availability, as

faculty presence during these times cannot be presumed. Consequently, the two-

week feedback window may extend for these students.

Within two weeks following the distribution of feedback, an oral defense of the

proposal convenes, with all committee members in attendance. Similar to proposal

submission, students receiving feedback during holiday or summer breaks must

coordinate for extended scheduling, as faculty availability may vary. The dissertation

proposal meeting is typically conducted virtually and lasts approximately 90 minutes.

However, students may opt for an in-person defense at OLLU or a hybrid defense

with some committee members attending virtually, in which case the Ph.D. program

office will arrange a suitable venue.

The oral dissertation proposal review aims to address any deficiencies identified in

the proposal. Attendance is restricted to individuals on the examining committee. An

approved proposal sets the standard for assessing the adequacy of the student's

completed dissertation. In evaluating a student's proposal, the dissertation committee

examines the relevance of the research to social work, the clarity of the study's

purpose, research questions, and specific aims, the rigor and originality of the

proposed study, and the feasibility of the overall proposal.

Once the dissertation chair and student schedule a meeting of the dissertation

committee, the primary objectives are to discuss the document, seek clarification, and

evaluate the proposal's viability as the foundation of a dissertation. Approval of the

proposal hinges on the majority “Pass” decision by the dissertation committee

members.

A student is granted up to three defenses to secure approval of the dissertation

proposal. In the event that the proposal fails to garner approval after three oral

defenses, the student may choose to dissolve or reconstitute their committee and

initiate the process anew. This process can be repeated as necessary, or until the

university's doctoral study timeline is exhausted, which is 10 years.

Upon satisfaction with the problem formulation and study design, the Dissertation

Proposal Approval Form is completed (See Appendix E). This form entails written

endorsement of the student's dissertation proposal by the committee members.

Subsequently, the dissertation chair assumes responsibility for submitting the approval

form within one week from the defense date.

Conducting Research and Writing the Dissertation

The dissertation chair assumes the primary responsibility for coordinating the

student's work in completing the dissertation. However, active involvement of all

committee members in decision-making and checkpoints is crucial. Any deviations

from the approved dissertation proposal require consultation with the committee

members, and subsequent changes must obtain committee approval. Depending on

their expertise, certain committee members may play a more significant role in

specific sections of the research process. For instance, a methodologist may

contribute more substantially to aspects such as research design and sampling plans

than to substantive sections.

Writing the dissertation necessitates adherence to the most current version of the APA

publication manual for formatting and procedural instructions. Additional formatting

guidelines for the dissertation can be accessed through the OLLU Graduate Student

SharePoint site.

For research involving human subjects, students must complete the Application to the

Institutional Review Board (IRB) for the Protection of Human Subjects. The OLLU

Institutional Review Board (IRB) oversees all human subject research to comply with

university regulations and federal guidelines. If a dissertation involves human subject

research, applying to the OLLU IRB is mandatory.

The IRB conducts three levels of review for research involving human subjects:

Exempt: Studies meeting specific criteria may qualify for Exempt status, requiring

no further review or yearly follow-ups after initial IRB determination. However,

this does not imply no IRB review; it signifies agreement between the researcher

and the IRB that further review is unnecessary. Common exempt projects include

anonymous online surveys.

Expedited: Studies involving minimal risk to subjects may undergo Expedited

review, which does not require a full IRB meeting. Most qualitative projects fall

under this category.

Full Review: Studies posing greater than minimal risk to human subjects

necessitate review by the full IRB with the involvement of outside experts if

required. Such reviews are rare on campus.

The IRB review process requires electronic submission via the OLLU online IRB system.

Various documents typically need to be attached to the online application, including

CITI Ethics & Compliance Training Certificate, informed consent documentation, data

collection instruments, permissions for copyrighted materials, recruitment materials,

and outreach templates.

Submission, Review, and Approval Timelines

Upon confirmation of completeness by the IRB Coordinator, your application

undergoes routing for electronic signatures from various individuals, including the

principal investigator, faculty advisor, co-investigators, department chair, dean, and

IRB Coordinator. Once the signature process concludes, applications proceed to

review within the indicated timeframe as outlined below. For detailed information on

the IRB process, refer to the IRB Manual.

Expedited Review:

Risk Level: No more than minimal risk

Final Review to Approval: 15 OLLU business days*

Exempt Review:

Risk Level: No personal risk of physical, psychological, or social harm

Final Review to Approval: 5 OLLU business days*

Full Board Review:

Risk Level: More than Minimal Risk

Final Review to Approval: Protocols must attain 'complete' status two weeks before

the next scheduled IRB board meeting to be placed on the agenda.

*The review time begins upon the IRB coordinator deeming the application complete

(after receiving signatures) and forwarding it for final review.

Follow-Up Forms & Notices

Protocol Change:

Any alterations to an approved study necessitate submission online by the principal

investigator using the IRB Protocol Change Form available on the OLLU IRB page. Changes

encompass additions or eliminations of investigators, modifications to forms, supportive

materials, questionnaires, surveys, interview scripts, etc. Upon approval, the principal

investigator receives an amendment approval email listing the sanctioned changes, which

cannot be implemented until receipt of the approval email. Protocol Change reviews may take

up to 10 OLLU business days.

Continuing Review:

If research activities associated with a protocol extend beyond one year past the official

approval date, the principal investigator must submit an online Request for Continuing Review

per Federal Regulations. Continuation Request reviews can take up to 10 OLLU business days;

thus, it is advisable to apply approximately three weeks before study expiration. Missing this

deadline necessitates resubmission of the study for IRB approval.

The Dissertation Defense

Before scheduling the dissertation defense, the complete dissertation draft undergoes review

by the dissertation committee for comments and recommendations. Candidates are required

to revise the manuscript to meet the satisfaction of all committee members before proceeding

with scheduling the defense. Following revisions, the final draft is submitted to the committee

members for a second review, with the defense date scheduled approximately two weeks

thereafter. It is the student's responsibility, in consultation with the dissertation chair, to

schedule the oral examination.

The dissertation must be in the possession of the examining committee at least two weeks

before the scheduled examination, unless an alternative timeline is agreed upon by the

committee members. The dissertation chair formally confirms the date, time, and location of

the examination in writing to each committee member. While the examination is open to

individuals not on the examining committee, their role is clarified by the dissertation

committee chair if they attend. During deliberations, committee members use breakout

sessions, with non-committee members prohibited from voting or expressing opinions on the

dissertation's quality. If time allows, the audience may pose questions about the dissertation

once the committee has concluded its questioning and discussion.

The dissertation defense meeting is typically conducted virtually. However, if the

student prefers an in-person defense at OLLU or a hybrid format with some members

attending virtually, the Ph.D. program office arranges the venue.

The dissertation chair bears the responsibility for ensuring the examination's

professionalism and providing the student with a fair opportunity to defend their

dissertation. The chair facilitates participation from each voting member of the

examination committee, maintains the examination's quality within appropriate

bounds, and votes on the committee's recommendation to pass or fail the doctoral

student based on their academic expertise. The decision to pass the candidates

dissertation hinges on the majority vote of the Dissertation committee members.

Campus Resources

OLLU Student Handbook

The link below will direct you to key University resources including the Our Lady of the

Lake Student Handbook.

Website: https://myollu.ollusa.edu/UniversityResources/Pages/default.aspx

Graduation Catalog

The link below will direct you to the University Graduate Catalog. In the event that

there is a conflict between Worden policy and University policy, University policy

supersedes Worden Policy.

Website: http://catalog.ollusa.edu/index.php?

catoid=18&_ga=2.104109827.2050523148.1638538239-

2132857741.1632236591

Sueltenfuss Library

To get information on the library hours, services as well as online services and much

more, please visit their website.

Website: https://library.ollusa.edu/library Phone: 210-431-3923

The Mary Francine Danis Writing Center

The Writing Center staff help people overcome writer's block, offer suggestions for

focusing and organizing assignments, and provide a "second pair of eyes" for a

nearly finished piece of writing. The staff works with students at all levels and in all

subjects. Consultations are available in person or over the phone.

Website: https://www.ollusa.edu/academics/academic-support/academic-center-for-

excellence/index.html

Phone: 210-528-7160

Registrar Office

The Registrar's Office handles information regarding the academic calendar dates as

well as information on graduation and commencement. For more info, please visit their

website. Website: https://www.ollusa.edu/registrars-office/index.html

Phone: 210-434-6711 EXT. 2316 TOLL FREE: 800-436-6558

Financial Aid

Our Lady of the Lake University understands the economic realities of financing a

college education. It is part of the OLLU mission to provide resources and options that

make a quality, private education affordable for all families. Visit their website for

further information.

Website: https://www.ollusa.edu/costs-aid/index.html

Phone: 210-434-6711 EXT 2299

Phi Alpha

“Through knowledge - the challenge to serve” is the motto of the Phi Alpha National

Honor Society for social work students. Membership in the Worden School of Social

Service Delta Delta chapter of Phi Alpha is open to all graduate and undergraduate

social work students who have demonstrated excellence in academic achievement and

are willing to promote social work goals and ideals through volunteer activities in the

local San Antonio community. The Delta Delta Chapter accepts applications for

membership twice per academic year accepting applications in the beginning of the

Spring and Fall school semester. PhD of Social Work students are eligible for active

membership after achieving:o A minimum of one semester (or six credit hours) of

coursework. o A minimum grade point average of 3.5 on a 4.0 scale.

Students entering the program may apply for provisional membership for the first

semester, until such time they meet the membership requirements or are deemed

ineligible due to failure to meet eligibility requirements.

Students will receive the email address of the President of the Phi Alpha Honor Society.

Students (online and on –campus) that are eligible are encouraged to contact (staff

advisor for Phi Alpha), at [email protected] if interested in joining the Honor

Society.

Appendices

Appendix A

PhD Student Core Competencies and Expectations

This document is designed to aid Ph.D. students in cultivating core competencies and

fulfilling expectations for the successful completion of their doctoral education. The

suggested activities listed below can either be undertaken in collaboration with a

mentor or independently as part of the student's research pursuits.

Throughout their time at OLLU, students will encounter various opportunities beyond

those highlighted below. We urge students to collaborate with their mentors to:

Strike a balance between these additional opportunities and their professional

development expectations.

Develop strategic approaches to integrate practice, service, teaching, and

research-related endeavors.

Examples of such additional opportunities include:

Engaging in service activities such as committee work or assuming leadership

roles.

Providing editorial assistance, such as aiding a mentor in organizing edited

volumes or assisting with journal editor responsibilities.

Delivering guest lectures outside of pedagogy classes.

Crafting op-eds.

Participating in community service and advocacy initiatives.

Engaging in community-based activities linked to research, professional

development, or leadership.

Exploring learning opportunities beyond the Worden School of Social Service,

both within and outside OLLU.

In the following pages, you will find the details of the core competencies in the Ph.D.

program for each year and competency domain. These core competencies and

activities are designed to guide Ph.D. students through their academic journey,

ensuring they develop essential skills and knowledge in writing, research, career

development, and pedagogy each year of their program.

Core Competencies and Expectations:

Year 1

Writing:

• Disseminate ideas through professional written and oral communication.

• Submit an abstract for presentation at a regional or national conference.

• Attend Cafecitos relevant to writing core competency.

Research:

• Complete IRB training.

• Develop expertise in beginning data analysis.

• Attend Cafecitos relevant to research competency.

Career Development:

• Join professional social work organizations (e.g., CSWE, SSWR, NASW).

• Network at professional conferences.

• Attend a workshop on professional development.

Pedagogy:

• Culturally informed pedagogy course (required).

CORE COMPETENCIES AND EXPECTATIONS:

YEAR 2

Writing:

Submit a co-authored paper in a professional journal.

Submit an abstract for presentation at a national conference.

Attend Cafecitos relevant to writing core competency.

Research:

Develop expertise in intermediate, multivariate data analysis.

Participate in primary data collection.

Qualitative Methodology II.

Quantitative Methodology.

Develop and submit an IRB proposal.

Attend Cafecitos relevant to research competency.

Career Development:

Develop and maintain a curriculum vitae.

Order business cards.

Establish profile online.

Develop individual development plan in collaboration with mentor.

Network at professional conferences.

Attend a workshop on professional development.

Pedagogy:

Guest lecture (optional).

AI position (optional)

CORE COMPETENCIES AND EXPECTATIONS:

YEAR 3

Writing:

Submit a first-authored paper for publication.

Submit an abstract for presentation at a national conference.

Write a full grant proposal based on a published RFP.

Gain experience in grant proposal development.

Attend Cafecitos relevant to writing core competency.

Research:

Begin dissertation research.

Develop expertise in advanced, mixed-methods analysis.

Create and submit an IRB application for dissertation study.

Actively seek opportunities to advance learning and research skills.

Attend Cafecitos relevant to research competency.

Career Development:

Update and maintain a curriculum vitae.

Attend Cafecitos relevant to career development competency.

Pedagogy:

Pedagogy in Distance Education course (required).

Fully developed online social work elective course built in Blackboard (required).

Guest lecture (optional).

Core Competencies and Expectations:

Year 4

Writing:

Successfully defend and submit dissertation.

Attend Cafecitos relevant to writing core competency.

Research:

Finalize dissertation research.

Attend Cafecitos relevant to research competency.

Career Development:

Develop a research statement.

Participate in mock interviews.

Attend Cafecitos relevant to career development competency.

Pedagogy:

Develop a teaching philosophy statement.

Guest lecture (optional).

AI position (optional).

APPENDIX B

Our Lady of the Lake University

Worden School of Social Service

TEACHING ASSISTANTSHIP INTENT DISCLOSURE FORM

The mission of the PhD program at the Worden School is to prepare scholars for academic

appointments in minority serving institutions. An important component of this is expertise in

pedagogy. In partnership with the MSW program, there may be an opportunity to serve as a

teaching assistant. This provides students with the opportunity to gain experience in teaching

at the University level while under the mentorship of Worden faculty. The teaching

assistantship also offers the student a stipend of $2,500.00 per course.

Expectations will be reviewed in detail during summer residency; however, please be aware

of the basic requirements below:

Courses are a 7-week, asynchronous, fast-paced format

Post a weekly video and announcement

Respond to emails and forum questions within 24 hours

Post grades within 7-10 days; a minimum of 2 assignments are submitted weekly

Instructors must be available for the entire term of the course

To express interest, please submit this form to [email protected]. Questions about the

teaching assistantship can be emailed to the Ph.D. Program Office.

Name (please print): _________________________________________________

Signature: ______________________________________ Date: ______________

Area of Research Interest(s): ___________________________________________

Course Preference(s): _________________________________________________

____________________________________________________________________

I would like to be considered a teaching assistantship for one term in ___ spring semester.

(TA’s are assigned one course either in term A or term B)

Spring Fast Track A for MSW Program start/end date ____ Spring Fat Track B for MSW

Program start/end date ____ Fall BSW online start/end date____

Spring BSW online start/end date____

APPENDIX C

OUR LADY OF THE LAKE UNIVERSITY

WORDEN SCHOOL OF SOCIAL SERVICE

COMPREHENSIVE EXAMINATION REPORT FORM

This form should be completed by the comprehensive exam committee chair and submitted to

the Ph.D. Program office. It is intended exclusively for use by the Ph.D. Program Office to

monitor the progress of doctoral students as they transition to candidacy following the

successful completion of their comprehensive exams. It is imperative that the completed form

is delivered to the Ph.D. Program Office within one week of the oral examination date.

Student Information

Candidate’s Name: _______________________________________ I.D. Number: _________

Title of the Comprehensive Exam

Proposal______________________________________________________________________

_____________________________________________________________________________

Defense date: _______________________________

Comprehensive Exam Outcome (Check)

Written examination successfully completed: _____

Oral examination successfully completed: _____

Written examination failed and must be rescheduled: ____

Oral examination failed and must be rescheduled: _____

To Be Completed by the Comprehensive Exam Committee

We hereby certify that the comprehensive exam proposal has undergone a thorough review

for both form and content. Consequently, we recommend that the doctoral student

commence the development of the dissertation proposal.

______________________________________________________________________________

Signature (Chair) Signature (Committee Member) Signature (Committee Member)

_______________________________________________________________________________

Name Date Name Date Name Date

APPENDIX D

OUR LADY OF THE LAKE UNIVERSITY

WORDEN SCHOOL OF SOCIAL SERVICE

COMPREHENSIVE & DISSERTATION COMMITTEE DECLARATION FORM

The Comprehensive Exam Declaration Form and the Dissertation Committee Declaration

Forms are both electronic documents. Therefore, please utilize the provided links to declare

your committees. utilize the provided links to declare your committees.

The Comprehensive Exam Committee Declaration Form

As you approach your comprehensive exam, we strongly encourage you to initiate the

formation of your comprehensive exam committee. Starting this process early allows ample

time for developing your comprehensive exam proposal.Crucially, ensure you reach out to

the faculty members of your choice beforehand, confirming their willingness to serve on your

committee. This step is essential before submitting their names via the provided form.

LINK: https://forms.office.com/r/UmmXWnCvxU

The Dissertation Committee Declaration Form

The dissertation committee is composed of three or five members. A dissertation committee of

four members is not allowed. Minimally three are voting members, including the dissertation

chair (student’s advisor). In the case of a committee of three, two of the faculty members

should be full- time doctorate faculty in Worden while the third member should be a

doctorate faculty or content expert outside Worden. In the case of a committee of five, four

of the faculty, including the chair should be full-time doctorate faculty in Worden while the

fifth member should be a doctorate faculty or content expert outside Worden. Students are

encouraged to choose the chair of their dissertation first and meet with their chair for

advisement prior to inviting other committee members. Once dissertation committee is

formed, doctoral students are responsible to submit Dissertation Committee Declaration

Form.

LINK: https://forms.office.com/r/AHL6n4bsp7

APPENDIX E

OUR LADY OF THE LAKE UNIVERSITY

WORDEN SCHOOL OF SOCIAL SERVICE

DISSERTATION PROPOSAL APPROVAL FORM

To be signed at the dissertation defense meeting. This form must be submitted to the Ph.D.

Program Office no later than one week after the dissertation proposal defense date.

Student Information

Name: _________________________________________________ ID:______________

Defense Date:__________________________

Proposed Dissertation Title: _______________________________________________________

_______________________________________________________________________________

Institutional Review Board Status

The dissertation chair must check one of the following indicating whether the proposed study

requires IRB approval.

_____Yes – The proposed study involves the use of human participants. [Evidence of IRB

approval must be submitted with the final dissertation defense approval].

_____No – The proposed study does not clearly involve the use of human participants (e.g.,

meta-analysis of publicly available research studies, computer and mathematical simulations,

analysis of public records or policies).

______Unsure- It is unclear whether this study require IRB approval (e.g., analysis of archival

data). In this case, consult IRB and get its approval when needed. Submit either IRB’s

confirmation that the study does not require IRB review or evidence of IRB approval with the

final dissertation defense approval form whichever is applicable.

Dissertation Proposal Status

_____Pass: The candidate may proceed or may proceed after making revisions specified by

the committee

______Deferred: There were significant concerns about the proposal, and the committee will

conduct a follow-up meeting to evaluate the proposal after substantial revisions are made. A

new Dissertation Proposal Approval form shall be filed after the follow-up meeting.

_______Fail: The candidate does not meet the committee’s expectations.

Dissertation Committee Approval

_______________________________________________________________________________

Signature- Dissertation Committee chair Name Date

_______________________________________________________________________________

Signature- External Member Name Date

_______________________________________________________________________________

Signature- Internal Member Name Date

_______________________________________________________________________________

Signature- Internal Member (if applicable) Name Date

_______________________________________________________________________________

Signature- Internal member (if applicable) Name Date

Comments: _______________________________________________________________

_________________________________________________________________________