During the first summer, all students are required to attend Duquesne University's campus for a continuous, two week mandatory residency component. During this time, students are oriented to the program, attend classes, interact with faculty and cohort members, review graduation requirements, and participate in social activities. Students are expected to make their own arrangements for housing during this time. A limited number of dormitory rooms may be available on campus and a variety of off-campus options are also available. The residency program starts on the first day of the Summer semester, each year.
The Doctoral Program in Instructional Technology and Leadership consists of at least three years of full-time course work in addition to the year(s) required to complete a dissertation. Full-time graduate study is defined as 6 credit hours (9 credit hours for international students) per semester for fall, spring, and summer semesters. Once admitted to the program, it is expected that all students be enrolled continuously. All program requirements (including a dissertation) must be completed within eight years of beginning the first semester of coursework. If a student has completed all course work and dissertation credits, but has not yet successfully completed a dissertation, they will be required to register for continuous enrollment in order to maintain student status at Duquesne.
Unless a student has applied for and been granted an official Leave of Absence, students who do not register for any course during any term for a full year must apply for readmission to Duquesne University before they can again register for classes.
Comprehensive exams must be completed by all students prior to beginning their dissertation. Specifically, students will prepare an electronic portfolio that contains artifacts of their work demonstrating the alignment of their coursework with professional standards. Students will not be admitted to candidacy until their portfolio has been reviewed and found to be acceptable by the Program Advisory Committee.
To better prepare for the dissertation, all students are required to prepare, submit, and have accepted, a scholarly paper by a journal or conference. Manuscripts must be submitted for publication or presented prior to registering for dissertation credits.
Students are expected to demonstrate knowledge of learning theories and pedagogical strategies for teaching in technology-enhanced environments. Knowledge and competencies include the ability to:
- Analyze, design, and develop technology-based materials for instruction which reflect the needs of students with diverse needs and backgrounds
- Select, integrate and evaluate technologies to support the teaching-learning process
- Apply empirically based research and assessment practices to evaluate applications of current instructional technologies
- Model leadership in the uses and benefits of instructional technologies
- Interpret and apply principles of scientific inquiry and research design to the study of instructional technology
- Describe, analyze, critique, and interpret research findings to enhance the field of instructional technology
- Develop an understanding of the strengths and weaknesses of various research methods and designs needed to evaluate the efficacy of instructional technology initiatives
- Produce research that makes a contribution to professional knowledge and practice in the field of instructional technology