A student must earn a minimum of 85 course credits in order to earn a PhD. As a general academic guideline, one credit of course credit is equivalent to ten hours spent in class and a corresponding twenty hours spent studying outside of class. Thus one credit of course credit is equivalent to a total of thirty hours of academic work. Credits are earned for:
- Clinical Supervision (CCF)
- Colloquium on the Integration of Clinical Theory and Practice in Cultural Context
- Epistemological Considerations:
- Research Concepts, Methods and Process
- Writing Seminar
- Independent Study Courses
- Dissertation Proposal Tutorial
A significant portion of the student’s course credit is earned in independent study that is measured both qualitatively and quantitatively in relation to hours spent in study. A minimum of thirty-two credits are earned through independent study in the six learning areas listed above. Credit are assigned for student work that reflects doctoral level proficiency in keeping with the study hours assigned. The student is responsible for submitting to the Mentor and the Institute Office all required quarter reports, papers, evaluations, and forms documenting completion of academic work for credit to be granted. All submissions are made electronically with the exception of the transcripts, which must be signed by the mentor and student and submitted in hard copy.
A two-credit content course requires approximately sixty hours of independent work in conjunction with the mentor. The two-credit content course must reflect adequate doctoral level knowledge that includes the ability to identify and assess a major clinical and theoretical issue and to discuss it lucidly with knowledgeable peers. At least three of the required number of two-credit courses must be written papers. The remaining two-credit courses may be completed through oral presentations or written papers.
A four-credit integrative course is a written work that entails approximately 120 hours of work in independent study in conjunction with the mentor. The quality of work submitted must reflect an extensive investment in research time and writing and must demonstrate integration of theory and practice, including case material, at an advanced level.
Sixteen credits are granted for the completed and accepted dissertation.
A minimum of three years of academic work and completion of a dissertation study are required for the degree. The student should anticipate from four to six years of work to complete requirements for the degree. Since the PhD program is designed for clinicians who intend to work in the field while they earn the degree, carrying a full-time workload may extend the time required to complete the program.
To graduate and be awarded the PhD degree, a student must complete a minimum of 85 quarter credits, 16 of which are granted for the dissertation. Prior to beginning work on the dissertation, the student will have advanced to candidacy, based on completion of all curriculum requirements described in the Catalog and in Section 8 of The Sanville Institute Student and Faculty Handbook, and submission of an approved Final Educational Plan. The student is also responsible for paying specific fees associated with graduation, listed in the Schedule of Current Tuition and Fees and Tuition Refund Policy for the current Academic Year.
Plagiarism is the deliberate use of someone else’s language without acknowledging its source, and is considered a form of academic dishonesty. If plagiarism is suspected in a student’s work, Institute faculty may ask the student to submit the paper electronically to a third party plagiarism detection service. If a student is asked to submit the paper and refuses to do so, the student must provide proof that all work is correctly cited and/or original.
Students may unintentionally plagiarize because of confusion over the difference between quoting, paraphrasing, and summarizing. Students are encouraged to read the article by Purdue University’s Online Writing Lab (OWL) on “Quoting, Paraphrasing, and Summarizing” to avoid unintentional plagiarism. Another helpful resource is from the Council of Writing Program Administrators: “Defining and Avoiding Plagiarism: The WPA Statement on Best Practices.”
The Institute retains all records for current students, withdrawn students, and graduates for a minimum of 5 years. This includes all materials submitted with the student’s application and all reports, evaluations, and forms documenting student progress through the doctoral program. As required by law, transcripts will be kept on file permanently.
Under the Family Educational Rights and Privacy Act of 1974 (FERPA), students of The Sanville Institute have the right to inspect, review, and request copies of their education records; request amendment of their education records; and consent to disclosure of personally identifiable information contained in their records. FERPA policies can be found here.
The Institute endorses the principles set forth by the American Association of University Professors, as edited by Louis Joughin in Academic Freedom and Tenure (1967). These principles state that, although faculty are appointed by the Board of Trustees, once they are appointed they hold an equal and independent place, carrying primary responsibility with respect to educational matters. The freedom of individual faculty members to study and communicate ideas is one dimension of academic freedom, and another dimension is the freedom of students to learn in an unrestricted environment. Accordingly, the Institute endorses the principles set forth in the 1967 Joint Statement on Rights and Freedoms of Students, drafted jointly by the American Association of University Professors and the United States National Student Association, together with other educational organizations.
Both the Dean and the Associate Deans are available for consultation with students about anything that pertains to the Institute program and their participation and progress in it, and students should feel no constraint in contacting them. As a matter of policy, every effort is made to be responsive to student input and needs, and, over the years, this has been a major source toward Institute program and policy development. Much of this input tends to be developed in the quarterly student and student/faculty meetings at the convocations, but individual input is always welcome.