This course provides broad knowledge and skills in special education for candidates in all teacher education programs. It mainly covers: models, theories, etiology, and philosophies, legal provisions, ethical and professional commitment, assessment and identification procedures and instructional strategies for students with exceptional learning needs. It also provides knowledge of different characteristics of learners with special needs and their educational implications. This course will stress adapting teaching strategies and differentiating instructions to meet the needs of individuals with exceptional learning needs. School visits are recommended
This is an introductory course in the education of special needs students. The course provides an overview of the current and historical issues in the field of special education. The intellectual, social, emotional, developmental, and educational characteristics of special-needs students will be introduced. In this course, students will also be introduced to different teaching approaches that help create equal educational opportunities for students from diverse groups and across grades 6–12, and provide candidates with strategies to make teaching more effective in increasingly diverse settings. Appropriate educational opportunities and programming as well as current research in these areas will be reviewed.
The primary focus of this course provides candidates with a practical approach for learning about the procedures of the assessment process of children and individuals with special needs. It introduces students to the basic concepts in assessment and types of assessment, including legal issues and ethical concerns of assessment. The course will proceed in a step-by step manner to address topics that are considered technical prerequisites of understanding assessment such as descriptive statistics, reliability and validity. Emphasis will be placed on the mechanics of both informal and formal assessment for assessing students as well as the interpretation of assessment for educational intervention
This course is designed to equip special education candidates with the knowledge and skills regarding assistive technology as means to help all students to succeed. Hardware and software, legislative rules and issues, and current professional readings are the focus of this class.
This course aims at helping candidates understand classroom management by recognizing differences in teaching and learning styles and how they influence classroom management to meet the needs of all learners. It also addresses the difference between rules and procedures, the roles of both student and teacher in academic accountability, and getting the school year off to a positive start. Well-organized and managed classrooms set the stage for student learning and achievement. Students will explore a range of models and strategies that will serve as a foundation for developing a personal approach to classroom management. Classroom management will be defined by exploring theory and research in the field. In addition, rationale will be examined in considering it as a system, as instruction, and as discipline. Field experience in public school settings is required.
This course provides candidates with knowledge of legal, social and educational aspects and their effects on children with disabilities and their families. Among topics covered are historical and current roles of parents, family characteristics, needs of parents of children with special needs, and the effect of disability on family functioning. The course emphasizes school visitation, family interview, and developing necessary skills that is responsive to the unique individual needs of parents and their children with special needs
Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, drug abuse, physical impairments such as cleft lip or palate, and vocal abuse or misuse. However, sometimes the cause is unknown. For example, it is estimated that communication disorders affect 1 in every 10 people in the United States. This course explores the etiology (cause), epidemiology, assessment, and educational implications of speech and language disorders. This course is part of the core program for the special education students. Speech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitution to the inability to understand or use language or use the oral-motor mechanism for functional speech. Some causes of speech and language disorders include hearing loss, neurological disorders, brain injury, mental retardation, physical impairments such as cleft lip or palate, and vocal abuse or misuse.
This course aims at introducing candidates to psychological, environmental, and cultural conditions that contribute to mild/moderate disabilities. It covers etiology, characteristics, development, prevention and intervention strategies, theories, and legal aspects. This course emphasizes development in academic, social, career, behavioral, medical, psychological, physical, and health conditions of individuals with mild/moderate disabilities.
The purpose of this course is to provide a forum for discussing current issues in early intervention of children with special needs and to encourage scholarly discussion and presentation among the class participants. The course provides an overview of the field of early intervention in special education including discussions of historical and empirical support for providing early intervention services, screening, assessment, instructional programming, integration of children with and without disabilities, family involvement, and service delivery models. Emphasis is placed on assessing and promoting the attainment of cognitive, language, social, self-help, and motor skills.
This course is designed to inspire educators to explore the many aspects of differentiated instruction and learning. Educators will experience the student-centered concepts of differentiated instruction through research, group work, and manipulation of methods, discussion, field trips to gather data on how differentiated instruction is implemented in real educational contexts, application of technology, guest lectures and creative presentations. Educators will enhance their ability to successfully deliver instruction and evaluate outcomes to both heterogeneous and homogeneous groups of students.
This course aims at introducing candidates to psychological, environmental, and cultural conditions that contribute individuals with visual impairments and blindness and other sensory disabilities. It covers etiology, characteristics, development, prevention and intervention strategies, theories, and legal aspects. This course emphasizes development in academic, social, career, behavioral, medical, psychological, physical, and knowledge specific technologies and resources available to enhance and improve the ability of individuals with visual and other sensory impairments to succeed in school, daily living activities and employment.
This is an introductory course in the education of gifted, talented, and creative students. The course provides an overview of the current and historical issues in the field. The intellectual, social, emotional, developmental, and educational characteristics of gifted students are introduced. Appropriate educational opportunities and programming are discussed. Issues in identification of the gifted, special gifted populations, and current research are reviewed.
This course provides broad knowledge and skills in the field of teaching students with visual impairments, mainly covering basic concepts and principles related to visual impairments, the role of inclusion teacher in teaching, assessment, sensory training and literacy skills. The course focuses on modifying the scientific material and teaching methods to meet the needs of people with visual impairments (with emphasis on field visits to schools).
In this course, candidates will develop their understanding of individuals with severe disabilities. The course will emphasize functional‐skills curriculum and educational planning according to individual needs. An examination of modification of the state standards will be addressed. The topics addressed in this course will include curriculum modification for students with severe disabilities. Students will also demonstrate knowledge of the theoretical‐research base and service delivery models and options related to the education of students with severe disabilities.
This course provides candidates with the strategies and techniques that they can use to meet the academic and emotional needs of the gifted and talented. Course content includes practical approaches for challenging the most able students in the regular classroom, pull-out, or full-time classes for gifted students. The course emphasized on the appropriate pedagogy to specifically enhance each student's giftedness.
This course will develop candidates’ skills for understanding characteristics of students with severe disabilities. Issues related to state regulations, issues and trends in the assessment (formal and informal), education, health care, motor development, self‐help skills, school/home/employment partnerships and transition procedures, and instructional strategies for individuals with severe disabilities.
The course provides theoretical basis and practical techniques for implementing defensible practices in classes for the gifted. Candidates will be expected to relate the characteristics and learning needs of the diverse population of gifted students to appropriate instructional methods and materials that are needed to implement effective educational programs for all gifted and talented students. Candidates will be expected to assess learners and develop and modify instructional content and methodology to meet the learning needs of gifted students and demonstrate this knowledge by creating and implementing an instructional unit of study in their content area.
The overall goal of this course is to provide students with a comprehensive introduction to the field of disability rehabilitation and the related types of specialties within this field such as educational, social, physical, vocational and community-based rehabilitation. Students in this course will achieve an appreciation and understanding of the history, philosophy, legislative influences, organizational structure, and various service-delivery models of rehabilitation. This foundation of study is intended to provide the groundwork for continued and progressive study in disability leading to the achievement of a degree in special education. Competencies will be developed through formal lectures, assigned readings, class activities and discussion, and at-home assignments.
This course introduces students to developmental speech and language disorders in school-aged children and adolescents, examining the phonological, syntactic, semantic and pragmatic aspects of these disorders, and highlighting the impact and issues that they present during primary and secondary education. It provides students with knowledge and skills required to assess and remediate language impairments in children from the pre-linguistic level through adolescence. Students are instructed in understanding language impairment, assessment, and intervention, collecting and analyzing language samples, and the skills required to address challenges specific to the school-aged and adolescent population.
This course aims at understanding mild/moderate disabilities. Topics include characteristics of children with mild/moderate disabilities, identification of specific problems within each disability category, cognitive, academic, and emotional skills of mild/moderate disability students, curriculum planning and implementation, alternative instructional strategies, class organization, maintenance and generalization of skills, and integration of services into instructional settings. This course emphasizes how the process by which content is taught within various educational settings could fit the needs of students with mild/moderate disabilities.
This course provides broad knowledge and skills in the field of teaching students with hearing disabilities. It covers basic concepts and principles related to hearing impairment and the role of the teacher of hearing impaired students in education as well as in assessment, training of the senses and literacy skills. The course focuses on modifying the teaching materials and methods of to meet the needs of students with hearing disabilities (with emphasis on field visits to schools)
This course is designed to train Special Education candidates in instructional planning, management and delivery of instruction for students with severe disabilities. This course covers a variety of issues including teaching strategies in teaching independent living skills, instructional program planning, classroom management and organizational practices designed to establish optimal learning environment for students with severe disabilities. The course also focuses on developing an IEP for students with severe disabilities. Field experiences are a critical component in this course.
The purpose of this course is to provide a forum for discussing current issues in diagnosis and remediation of literacy and math problems. Students will be made aware of various assessment tools to diagnose reading, writing and mathematics difficulties of students in addition to select and implement appropriate classroom techniques to plan and conduct effective math and literacy instruction. The course also provides an overview of the types of math and literacy difficulties encountered in the classroom, identification and assessment techniques and effective intervention strategies to ameliorate math and literacy challenges.
The purpose of this course is to provide a forum for discussing current issues in the education of gifted students and to encourage scholarly discussion and presentation among the class participants. This course provides students with the basics of gifted education beginning with its history to application of best practices. The class will examine the identification process and the characteristics of the gifted. They will focus on students? social and emotional needs and the conflicts experienced from the nature of giftedness and the environment in which they function. The special needs of underachievement, motivation, and twice exceptional students will also be addressed with a focus on intervention strategies and issues surrounding appropriate assessment.
This course aims at providing students with a wide range of exploratory educational experiences. It is a field-based experience where special education majors will directly work with children with special needs. In this course Special Education majors will have an opportunity to observe and work directly with students with special needs. This experience will assist students in discovering, developing and refining necessary competencies and skills to teach students with special needs. This field-based experience will occur prior to student teaching.
This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the real world" and measures the student's achievement of the institution's general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze
This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the "real world" and measures the student's achievement of the institution's general educational objective and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyse, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
This course is a crowning experience coming at the end of the program with the specific objective of integrating knowledge, concepts, and skills associated with an entire sequence of study in the program. The course is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the "real world" and measures the student's achievement of the institution's general educational objective and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyse, synthesize, evaluate and reflect on learned knowledge in a project having a professional focus, while demonstrating capacity for being a teacher leader and fostering school change.
This course is a crowing experience coming at the end of the program with the specific objective of integrating knowledge concepts, and skills associated with an entire sequence of study in the program. The course is team-taught and is designed to build on skills acquired in earlier courses. It emphasizes situations and challenges that exist in the real world" and measures the student's achievement of the institution's general educational objectives and the learning outcomes of the teacher education program. It is expected that students in the capstone experience will creatively analyze
During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE'S teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester practice teaching in one of the training sites (schools, centers, hospitals). (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
Candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE’s teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the schools around the country.
Candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE’s teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester of practice teaching in one of the schools around the country.
During this course, candidates must demonstrate mastery of all standards for beginning teachers that have been adopted by COE's teacher education programs. Planning, instruction, the classroom environment, and interactions with students, parents, and colleagues should reflect knowledge gained through courses and field experiences. However, in addition to application of theory and strategies learned in university courses, mastery of the professional standards for beginning teachers will require new learning throughout student teaching. Students are expected to spend a full semester practice teaching in one of the training sites (schools, centers, hospitals). (This course is conducted in the last semester. Capstone Course (3 Cr. Hrs.) should be taken during the internship semester).
This course is designed to teach students how people change develop and grow over time. It covers a wide range of ages and topics; from studies that focus on early language development, to the growth of social skills in preschool settings, the dramatic changes in cognitive skills in school, and studies of adolescent and adult development.
This course is designed to cover a great deal of material and to be as functionally oriented as possible. Graduate students will exit this course with knowledge, skills, and dispositions they can employ in their positions in school districts. More specifically, this course is designed to teach students the skills necessary to perform educational evaluation of individuals with mild and moderate disabilities and to utilize diagnostic data to construct appropriate educational recommendations. The course will be focused on the use of various formal and informal assessment in real life situations.
The primary purpose of this course is to provide graduate students with a multiple path to knowledge and expertise related to students, special education, resources, and practice in applying effective instructional and behavioral techniques with students identified as having mild/moderate disabilities in the classroom. By providing in-depth examination of individuals with diverse cognitive, social-emotional, behavioral and physical characteristics and their educational needs, graduate students will be more able to use this information to design effective and relevant instruction. This course explores accommodations related to teaching techniques and academics for students with mild/moderate disabilities in the regular education setting.
In this course graduate students learn effective practice in the processes of interpersonal, cross-disciplinary, and organizational collaboration and consultation. This course will focus on the skills necessary for working with trans-disciplinary teams in the inclusive school. Among topics covered are historical and current roles of parents, needs of parents of children with special needs, and the effect of disability on family functioning. The course emphasizes family interview and developing necessary skills that is responsive to the unique individual needs of parents and their children with special needs.
This course provides graduate students with knowledge of legal, social and educational aspects and their effects on inclusive learning environment for students with disabilities. Among topics covered are introduction to inclusive teaching, teaching students with disabilities in inclusive school, effective differentiated instruction for all students, improving classroom behavior and social skills, promoting inclusion with classroom peers, teaching subjects for students with disabilities into inclusive school. The course emphasizes school visitation,, and developing necessary skills that is responsive to the unique individual needs of children with special needs.
This course will focus on the concepts and skills necessary for teaching in special education classes including inclusive and collaborative settings. Modifications of instructional methods and materials for the teaching of reading, math, language arts, social studies and science for children with disabilities. The emphasis of the course is on setting up the physical environment of the classroom to foster literacy development, maximize learning productivity and prevent unnecessary behavior problems.
The purpose of the thesis course is to integrate and apply knowledge from earlier relevant courses in the program and to tackle a specific research problem. Each student should select a specific topic within the area of their specific specialization and adopt appropriate procedures for data collection and analysis. The graduate student will work with an advisory committee of three faculty members from the same academic discipline. One of the committee members will assume the role of the major advisor and will guide the student throughout her/his entire work on the thesis. Upon completion, the student must defend his/her thesis in a special session and evaluated and approved by the examination committee which must include 3 members and one of the committee members should be an external examiner. The discussion session is made public for the academic community.
The aim of this course is to assist students in preparing their final project which will be a summative of what they have learned throughout their graduate program. Students are expected to complete this course within 6 credit hours. The Master’s graduation project could be completed as a creative project or an action research project. So, master students will have an opportunity to choose whether they are interested in preparing a creative project or action research. Creative projects are the tangible products of creative behavior and/or creative thinking. Creative projects are expected to benefit school. For instance, creative projects may include, but not limited to, activities, art, crafts, websites, games, applications and toys.
This course provides broad knowledge and skills for teachers to explore the multiple dimensions of human development and growth. This course will familiarize teachers with major theories and concepts on human development. A variety of theory‐based and practice‐based instructional methods consistent with child and adolescent learning will be also explored. One of the objectives of the course is for teachers to recognize human diversity and individual differences and realize how these might affect human development and growth in relation to multiple disciplines, i.e. Psychology, Sociology, Education, Linguistics, Biology, and Anthropology. This course covers a wide range of topics. Some studies focus on early language development, others on the growth of social skills in preschool settings, the dramatic changes in cognitive skills in school, and on studies of adolescent development. This course will enable teachers to develop their own theoretical and analytical framework for exploring the principles of human development and individual differences, but also to reflect upon their pedagogic role and current practices for promoting cognitive, emotional, and social development as part of the whole child approach.
This course provides candidates with knowledge of legal, social and educational aspects and their effects on inclusive learning environment for students with disabilities. Among topics covered are introduction to inclusive teaching, teaching students disabilities in inclusive school, effective differentiated instruction for all students, improving classroom behavior and social skills, promoting inclusion with classroom peers, teaching subjects for students with disabilities into inclusive school. The course emphasizes school visitation, and developing necessary skills that is responsive to the unique individual needs of children with special needs.
This course will provide students with in-depth information concerning the application of research to effective instructional practices to the development of advanced technology-based interventions for students with special needs. In this course students will learn how to apply research and best practices in the evaluation, acquisition, training, and use of assistive technologies for children with disabilities. Students are prepared to design and implement assistive technology strategies to support instruction within the context of team-based decision making and focus on core learning. Additionally, students will design projects that solve instructional dilemmas by skillfully applying assistive technology to improve access to learning.
This course is designed to prepare graduate students for the wide diversity of students that they are certain to encounter in their classrooms, schools, and communities and to increase accomplished teachers’ appreciation of cultural, social, and economic realities of the pluralistic societies in relation to the educational system. Graduate students will gain knowledge about the fundamentals of how diverse learners acquire and use knowledge. In depth exploration of strategies and instructional services for students with disabilities who are from culturally and linguistically diverse backgrounds will be included. This course will provide ways to design and deliver culturally responsive strategies to work with culturally and linguistically diverse learners and empower their families in the teaching and learning process. Issues covered will include assessment and intervention, curricula development and social/affective skills related to family, community, values and culture of students from different cultural groups. The class will also explore the macro historical and social forces that helped to establish relations of dominance and subordination between groups.
This course includes in-depth surveys of the history of the field, basic terminology and definitions, major models and theories, and effective program prototypes for gifted students. Students review characteristics of the gifted and talented and overview identification and assessment procedures for gifted students. Attention is given to Curriculum adjustments, methods and techniques, as well as classroom organizations necessary for teaching students who are gifted.
This course provides a clear introduction to research and ideas about how human brains process language in speaking, understanding, and reading. Within a unifying framework of the constant interplay of bottom up (sensory) and top-down (knowledge-based) processing across all language uses and modalities. Additionally, the course will examine current findings on brain structure and function, including the roles of newly delineated fiber tracts and language areas outside Broca's and Wernicke's areas. Five core topics will be addressed; language description; brain structure and function; pragmatic and semantic stages of speech production; syntactic, morphological, phonological, and phonetic stages of speech production; and experimental psycholinguistics. Additionally, students will examine how linguistics and psycholinguistics can and should inform classroom and clinical practice in test design and error analysis, while also explaining the care that must be taken in translating theoretically based deas into such real-world applications.
In this course, participants will have an opportunity to learn more about the history of special education and how it has evolved through the years; as well as the current trends, issues, and policies that are being implemented internationally – and from this information reflect on what the future of special education would be like – and how it would impact them as future educators and professionals serving diverse students with special needs and exceptionalities. Participants would also form a critical understanding and evaluation of the benefits and challenges of using inclusive practices in the classroom across various students with exceptionalities and how this may be compounded throughout their life span if they are coming from culturally and linguistically diverse and impoverished backgrounds. Participants will be prompted to reflect deeply on their own personal background and cultural influences and how these can potentially impact their professional practice – as befits a reflective academic and practitioner. A critical analysis of evidence-based best practices and resources when it comes to identification and providing intervention, assessment and program placement for students with exceptionalities and special needs throughout their life span would likewise be explored. Students are expected to integrate the evidence-based knowledge they have gained from this course and form their own personal pedagogy that will serve as the foundations for their own ethical and professional practice in teaching those who are considered as “the others.” Participants will create and develop advocacy endeavours to convey the rights and needs of students with disabilities using relevant and timely evidence-based research materials, which have been made accessible by them for easy understanding by various stakeholders in the communities (parents, family members and policy makers), and contextualized given the UAE educational landscape.
The course is designed to allow students to explore a topic of interest under the close supervision of the student’s dissertation advisor. The purpose of the course is to develop research skills, and gain expertise in a topic area. The course may include directed readings, assisting the faculty member with a research project, carrying out an independent research project, or other research activities deemed appropriate by the supervising faculty. Regardless of the nature of the experience, the work must culminate in a formal scholarly paper.
This course introduces students to developmental disabilities. Students will critically examine current definitions of intellectual disability autism, emotional and behavioral disorders and practices in assessment and intervention. This course in intended to increase students’ awareness of challenges presented to individuals with disabilities in everyday situations. Topics included are: the social role of the disabled person and his/her family, adaptation, stress, treatment, advocacy, and the unique issues faced by individuals who are mainstreamed into the community. Students will explore their own beliefs and biases regarding people with developmental disabilities and their role as agents of change in society.
The purpose of this internship is to provide intensive "hands-on" intervention experiences with and related to students with special needs or at risk for disabilities. Interns will have the opportunity to try new skills and to perform competencies which were developed throughout the teacher preparation program. The internship is individualized for each graduate student to ensure that she/he benefits fully from the internship experience.
This course is focused on the multidisciplinary use of assessment techniques in the diagnosis, planning and evaluation of the special needs’ learner and the development of individual education plans and instructional strategies. In specific, it covers methods and materials used in assessing students who may be eligible for special education. It includes understanding of standardized assessment and the rationale for using curriculum‐based measurement (CBM). Students will develop competencies in utilizing norm referenced, criterion‐referenced, curriculum‐based, and teacher made tests for instructional and placement decisions. Current issues in assessment such as assessing students from diverse backgrounds and response to intervention will also be covered.
Every PhD student must pass a Comprehensive Examination (CE) designed to evaluate the breadth and depth of the student’s knowledge of his or her discipline, as well as the student’s scholarly potential. The CE consists of a written and an oral part and will be prepared, administered, and evaluated by an examination committee from the student’s concerned department. It must be taken before the start of the student’s fifth semester in the program. Students taking the CE must be in good academic standing after completion of the required coursework. The CE may be repeated only once, no later than the end of the student’s fifth semester. A second unsuccessful attempt leads to immediate termination of the student’s enrollment in the PhD program. The CE course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.
Student prepares a concise and complete Research Proposal that clearly defines the research problem and objectives, and outlines the research methodology and a plan that the student will follow for the dissertation work. The proposal should be completed under the direction of the student’s supervisor and must be approved by the Advisory Committee. The proposal’s content and format must follow the PhD Research Proposal Preparation Guidelines issued by the College of Graduate Studies. The Research Proposal course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.
Student conducts high quality academic research under the direction of his/her supervisor. Student and supervisor shall meet on regular basis and discuss progress and issues related to the student’s dissertation research. Furthermore, the student writes an annual report based on a meeting with supervisor and Advisory Committee, in which a review is conducted to determine progress, identify problems, and project dates for completion of various tasks. The research shall represent original contribution to human knowledge in the particular academic field and is presented in a written research dissertation of a publishable standard. The document shall also demonstrate the candidate’s acquaintance with the literature of the field and the proper selection and execution of research methodology. The physical form of the dissertation must comply with the regulations stated in the Thesis and Dissertation Preparation Guidelines, issued by the College of Graduate Studies.
Student defends his/her research dissertation in the form of an oral presentation in a public session, followed by a closed session, before a Dissertation Examination Committee, which includes internal and external examiners. The outcome of the overall evaluation of the dissertation is based on two main parts: (1) the Committee’s evaluation of the dissertation document and (2) the Committee’s evaluation of the dissertation defense. The final result shall be one of the following: (1) Approve dissertation as presented, (2) Approved with minor revisions, (3) Re-examine after making major revisions, or (4) Rejection of dissertation and dismissal. The Dissertation Defense course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.
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