Post-baccalaureate
professional degree programs and graduate degree programs are progressively
more advanced in academic content than undergraduate programs, and are
structured (a) to include knowledge of the literature of the discipline and (b)
to ensure engagement in research and/or appropriate professional practice and
training.
x Compliance o Non-Compliance o Partial Compliance
UL Lafayette
offers 11 doctoral degree programs, 31 master’s degree programs,
post-baccalaureate graduate certificate programs in seven areas, and one
post-master’s graduate certificate program. All of the University’s
post‐baccalaureate professional degree programs and graduate degree programs
are progressively more advanced in academic content than the undergraduate
programs.
Requirements for application and admission to pursue graduate studies at UL Lafayette are published in the
University Catalog. The University
has established different, higher admission standards and prerequisite
disciplinary knowledge for its graduate degree programs in comparison to its
undergraduate programs. These standards for admission to the Graduate School require, at a
minimum, that applicants have completed a baccalaureate degree. Doctoral level
admission criteria set a higher standard for admission than admission at the
master’s level and, similarly, admission criteria at the master’s level are
more rigorous than that for graduate certificate programs.
Graduate students
are selected for admission based on indicators of prior academic
success and potential for success at the graduate level. Minimum expectations
for cumulative (and last 60 hours) grade point average, preferred expectations
for standardized test scores, in combination with letters of reference, and
additional individual graduate program academic and professional portfolio
requirements, provide the basis for graduate admission decisions. UL Lafayette
policies afford graduate programs the flexibility to set higher expectations
for admission as deemed appropriate by the faculty within each academic
department; that is, academic departments may establish requirements that
exceed the minimum admission requirements.
The academic
level of UL Lafayette courses, which is indicated by the century number,
underscores the expectation of advancement in academic content. Numbers
400G-499G are open to upper-level undergraduate and beginning graduate
students. Courses numbered 500 and above are post-baccalaureate courses; that
is, graduate-level courses open only to graduate students are numbered 500-999.
Courses numbered 500-599 are intended for students at the master’s level. Those
numbered 600-699 are for students at the doctoral level. Courses numbered 800-898
are reserved for students pursuing an EdD or DNP degree. Only one course
number, 899, is an outlier to this identification of advanced progression; the
“Examination Only” courses numbered 899 are reserved for non-thesis master’s
students taking comprehensive examinations, oral and/or written, who are not
registered for any other course. This system of graduate course classification is detailed in the University Catalog.
Graduate
coursework involves progressively more advanced expectations and more intensive
study than undergraduate coursework.
The progressively
more advanced conceptual distinction among undergraduate, master’s, and
doctoral level course expectations is demonstrated in Nursing and in Communicative
Disorders. For example, clinical research courses offered by the Department of Nursing, learning objectives, student projects and evaluation criteria
progress in rigor, level, and domain knowledge. In addition, Syllabi in Communicative Disorders—which include CODI 118: Introduction
to Communicative Disorders; CODI 275: Language Acquisition; CODI 384: Language
Pathology in Children; CODI 526: Language Disorder in Children; and CODI: 611:
Doctoral Seminar on the Human Narrative—similarly demonstrate progressively
more advanced course objectives and student learning outcomes.
The University
offers a number of upper-level undergraduate 400-level and graduate (400G)
courses that permit both undergraduate and graduate enrollment. As stated in
the University Catalog,
instructors of 400G courses are required to distinguish different assignments
and grading practices for undergraduate and graduate students. A sampling of syllabi provided for Biology, Communicative Disorders, History, Math, and
Music courses demonstrates the different, more advanced learning expectations
for graduate students in courses with both undergraduate and graduate
enrollment. The syllabi document courses that cover similar content areas at
both the undergraduate and graduate levels, but offer different student
learning outcomes and progressively more advanced academic understanding and
mastery between the two levels.
All graduate
programs at UL Lafayette introduce students to higher level academic content
that, upon graduation, they are expected to have mastered. The graduate
curricula are structured to include knowledge of the literature in a particular
field of study, as well as engagement in advanced research and/or professional
practice and training. These expectations are articulated, for example, in the
introduction of the Department of Biology’s “Guide for Graduate Students (and Advisors)”:
As a graduate student, you will
advance well beyond undergraduate levels of knowledge and experience, and will
learn the critical foundations of your field as well as the current state of
knowledge and productive areas of research in biology. This advanced knowledge,
coupled with direct experience and skills you will gain in your specific field
of interest, will help prepare you for advanced careers in biology and related
fields. Our master’s program in biology prepares you for a career in an applied
biological or biomedical field or a research-intensive academic career. Our
doctoral program in environmental and evolutionary biology emphasizes research
and prepares you for the highest levels of scholarship and career opportunities
in academia and research-related agencies and industries. With guidance from a
major advisor and committee, you are expected to increase your comprehension of
biology and your experience and skills necessary for advanced work in the
biological sciences.
Departmental
graduate student handbooks address higher learning expectations—especially
mastery of disciplinary knowledge, including the literature and the contribution
of original research—for students. The DNP Synthesis Project Guidelines explain that students “will identify a clinical topic within
[their] area of interest and develop an in-depth understanding of the issue
through extensive review of the research literature and examination of the
ethical, political, economic, and cultural aspects inherent in the problem. The
project must be evidence-based and demonstrate all of the areas of DNP development.”
Both knowledge of the literature and originality in research is imperative, as
the English Department’s Graduate Student
Handbook makes clear to
students in its explanation of the expectation for the dissertation prospectus:
“The prospectus should reflect a sense of the relevant materials in the field
and the nature of the original contribution the study will make to existing
scholarship. It should then outline the approach or method that will be
employed in the dissertation and the organizational pattern the finished
product will likely follow. Throughout the prospectus and in the working
bibliography, the candidate must demonstrate familiarity with the topic and
awareness of current research. Therefore, a review of periodical literature,
Dissertation Abstracts, and major books in the field is in order to ensure that
the dissertation will not duplicate other research. Candidates should consult
with their dissertation director about all aspects of the prospectus including
how comprehensive a bibliography is expected.”
Each graduate
program outlines the specific degree requirements in the University Catalog. The general degree and course
requirements for each graduate program provide for the breadth of knowledge
expected within the discipline. For example, History MA students are expected to demonstrate more specialized knowledge in areas
in which they take graduate courses, and all History MA students are required
to take HIST 590: Historiography, and a graduate readings seminar, which
prepare them to demonstrate a familiarity with the historical narrative, as
well as the defining scholarship in a major and secondary field of study. Table
9.6 – 1 offers a representative sample of graduate courses from across the
University that require engagement with an individual discipline’s scholarship.
Table
9.6 – 1: Literature Review in Graduate Coursework
|
UL Lafayette Graduate Program |
Examples of Literature Review and
Theory Coursework |
|
Architecture (MArch) College of the Arts |
ARCH 560: Theory in Architecture Examination of theoretical issues in architecture through
critical reading of selected texts. |
|
Accounting (MS) B.I. Moody III College of Business
Administration |
ACCT 531: Theory of Accounting Underlying logic associated with the formulation of accounting
theory. Topics include the measurement of income, the presentation of
financial statements, and different approaches to the development of
accounting theory. Consideration will also be given to controversial and
special areas of financial accounting. ACCT 546: Auditing Theory and
Standards Contemporary auditing theory, standards, and practices. Topics
include current theory and standards, audit program development and planning,
statistical sampling applications, SEC reporting, and extensions of the
attest function. |
|
Kinesiology (MS) College of Education Special Education, Gifted (MEd) College of Education Educational Leadership (EdD) College of Education |
KNES 506: Current Literature in
Kinesiology Investigation of current literature, critical issues, and
selected problems related to kinesiology, health promotion, recreation, and
sports management. EDCI 508: Research Methods to Impact
Student Learning Reading and use of educational research literature, particularly
educational statistical (assessment) information, to improve instruction. EDLD 801: Writing for Research in
Educational Leadership Course is designed to prepare the doctoral student for the
conduct of scholarly inquiry and writing. Topics include refining writing
style, avoiding plagiarism, adhering to APA style, conducting literature
reviews, and critiquing. It is expected that students will have knowledge of
and skills in the use of computer applications, research and statistics, and
information literacy. |
|
Engineering, Mechanical
Concentration (MSE) |
MCHE 508: Engineering Project
Management Principles of engineering management applicable to project
development and implementation. Includes topics such as systems theory and
concepts, organizational structure, project planning, scheduling, staffing,
budgeting, and control of engineering projects. |
|
Speech Pathology and Audiology (MS) College of Liberal Arts |
CODI 500: Introduction to Graduate
Study and Research Introduction to basic research designs for projects in
communicative disorders; critical analysis of literature including
comprehension of statistical treatment of data in contemporary research. CODI 550: Advanced Clinical Research
in Communicative Disorders Project includes literature review, data collection, data
analysis, and manuscript preparation. |
|
Nursing Practice (DNP) College of Nursing and Allied Health
Professions |
NURS 800: Scholarly Foundations for
Advanced Practice Integrated study of theories, frameworks, and concepts that
provide the basis for advanced nursing practice. NURS 803: Project Planning Addresses project planning and development related to the
selection of a topic or area of interest for the DNP synthesis project. The
planning process incorporates needs assessment, analysis of relationships
between evidence-based interventions and outcomes for communities and/or
aggregates. NURS 804: Clinical Scholarship and
Analytic Methods for Evidence-Based Practice Integration and application of knowledge to solve practice
problems. Incorporates literature review, research methodologies, study
designs, data analysis, and evaluation of outcome measures to an advanced
practice context. NURS 830: Advanced Practice
Scholarly and Theoretical Foundations Examination and integration of scientific and conceptual
theories to build a foundation for the highest level of advanced nursing
practice. |
|
Geology (MS) Ray P. Authement College of Sciences |
GEOL 499: Geology Seminar Review of current geological literature. |
Individual
graduate degree programs use various assessment measures to assess students’
command of their graduate student learning outcomes. The Assessment Measures used by faculty in the EdD program in
Educational Leadership to evaluate the Qualifying Paper, Dissertation
Prospectus (Proposal), and Dissertation requirements, for example, demonstrate
the key knowledge and skills assessed at the program’s milestones and include a
literature review.
While varied
depending on the discipline and program, the culmination of the graduate
student acquisition of progressively more advanced academic knowledge,
including knowledge of the literature of the discipline, is demonstrated in a
qualifying capstone comprehensive examination, final manuscript (i.e., a
thesis, dissertation, or synthesis project), project, exhibit, or recital that
leads to professional standing. The University Catalog specifies a “comprehensive” requirement at each graduate
degree level.
Comprehensive Examination,
Requirements for the Master’s Degree
…. Each candidate for a master’s degree
will be required to demonstrate a general, comprehensive knowledge of a field
of study. Each department, with the approval of the Graduate Council, specifies
the means by which this knowledge is demonstrated. Examples are: a) a written
and/or oral comprehensive examination; b) fulfillment of the requirements of an
integrative (capstone) course; or c) overall performance on a set of core
courses. Students should check the specific degree sections of this catalog…
(Master’s Comprehensive Exam)
General Comprehensive Examination,
Requirements for the Doctor of Philosophy Degree
1. A general comprehensive examination
covering all areas of study undertaken by the student is required of each
applicant for the doctorate. The examination must include a written portion and
may include an oral portion at the discretion of the major department or
program… (PhD General Comprehensive Exam)
Qualifying Paper General Comprehensive
Examination, Requirements for the Doctor of Education Degree
…. A qualifying paper consisting of a comprehensive review of the literature
on a selected topic is required in place of a general comprehensive
examination… (EdD Qualifying Paper General
Comprehensive Exam)
General Comprehensive Examination,
Requirements for the Doctor of Nursing Practice Degree
…. A quality improvement project
proposal, including a comprehensive review of the literature on a selected
topic, is required in place of a general comprehensive examination.… (DNP Exam Requirement)
The University Catalog policies identified above—as
well as those governing final manuscripts (i.e., theses, dissertations, and
synthesis projects)—require that a committee of at least
three members of the UL Lafayette Graduate Faculty be charged with the assessment of all
comprehensive examination requirements and capstone projects, as well as
thesis, dissertation, or synthesis projects.
All graduate
programs also require students to engage in research, independent learning, and
professional practices appropriate to their disciplines.
In the MA degree program in History, for example, all graduate students must complete HIST 505:
Research Writing Seminar, which focuses on the methodologies of historical
investigation, and writing, to produce an article-length piece of work based on
original primary source research. Table 9.6 – 2 identifies other representative
examples of graduate courses from across the University that require engagement
with research and/or appropriate professional practice and training
experiences.
Table
9.6 – 2: Engagement with Research and/or Appropriate Professional
Practice
and Training Experiences in Graduate Courses
|
UL Lafayette Graduate Program |
Examples of engagement with research
and/or appropriate professional practice and
training experiences |
|
Music (MM) College of the Arts |
MUS 515: Music Research and
Bibliography Seminar will introduce the graduate music student to the
bibliographic tools required for research in the discipline. Required course
in all graduate degree programs in music. MUS 550: Recital MUS 542: Composition Advanced study in composition with correlated analysis and
listening. |
|
Business Administration (MBA) B.I. Moody III College of Business
Administration |
MKTG 524: Marketing Management Provides guidelines for developing marketing plans and programs
while emphasizing the application of marketing concepts, tools, and decision-making
processes. MGMT 590: Policy Formulation,
Strategy, and Administration Capstone course. Emphasis is on integrated application of MBA
core course concepts. Problem analysis and decision-making at an integrative
level are stressed. |
|
Curriculum and Instruction (MEd) Kinesiology (MS) College of Education Secondary Education and Special
Education, Mild/Moderate Grades 6-12 (MAT) |
EDCI 508: Research Methods to Impact
Student Learning Reading and use of educational research literature, particularly
educational statistical (assessment) information, to improve instruction. EDCI 590: Applied Research in Curriculum
and Instruction I Capstone development: research proposal to promote educational
change. EDCI 591: Applied Research in
Curriculum and Instruction II Capstone analysis and completion. Presentation of findings in
symposium; archiving and/or online publishing of final products. KNES 600: Internship in Kinesiology Class meetings and placement in approved exercise and sport
science, health promotion, recreation, or sport management setting to plan,
develop, implement, supervise, and apply relevant theories in specified
programs. May be repeated for a maximum of six credits in different settings. EDCI 505: Secondary School
Instruction in Inclusive Settings Creating and implementing universal design for instruction for
students with disabilities in grades six through 12. SPED 561: Secondary Internship in
Inclusive Special Education Instructional experiences with secondary age students with
disabilities within the special education continuum of placements. Rstr:
Successful completion of all coursework for Secondary 6-12 MAT program. |
|
Engineering, all concentrations
(MSE) College of Engineering Computer Engineering (MSCE) College of Engineering |
ENGR 501: Data Analysis for
Engineering Projects Basic concepts of random variation in engineering projects, followed
by planning experiments, then analyzing the resulting data using exploratory
procedures, point and interval estimation, tests of hypothesis, regression,
or analysis of variance. Use of software for analysis and presentation. EECE 505: Advanced Control Design in
Dynamic Systems Advanced control system design and applications. Topics include
stale space design techniques, stability robustness, optimal control design,
robust control, and fault tolerant control design. EECE 583: Emerging Interactive Systems Mobile devices, electronic kiosks, advanced virtual and
augmented interfaces. Multidisciplinary design, technical, and human-factors
aspects. EECE 585: Mobile Graphics
Programming 2D and 3D graphics for mobile devices. Standards, performance
issues, computational and memory constraints. |
|
Communication (MS) College of Liberal Arts |
CMCN 504: Graduate Research Fields of communication study, research designs, and
methodologies; formulation of a research plan for a thesis. CMCN 505: Communication Research
Design and Analysis Quantitative design and analysis; methods and techniques, such
as instrument design, sampling, and specification and interpretation of
statistics. |
|
Nursing (MSN) College of Nursing and Allied Health
Professions |
NURS 502: Generating Evidence for
Nursing Practice Presents the logic, methods, and techniques of scientific
research, using an evidence-based approach. Emphasis on critical appraisal of
existing evidence, design decisions, psychometrics and appropriate
statistical analysis. Students will design a research proposal applicable to
nursing practice. |
|
Mathematics (MS) Ray P. Authement College of Sciences |
MATH 555: Numerical Analysis I Advanced numerical linear algebra, optimization, nonlinear
systems, topics from approximation theory, quadrature, numerical solutions of
differential equations. Prereq: MATH 455G or permission of department
required. |
All doctoral
degree programs require student engagement in the form of research and/or
appropriate professional practice that culminates in a final product. PhD and
EdD programs all require students to write a dissertation, which by definition
is a work of independent learning, and a product of student engagement in
research and professional practice. As defined in both the PhD and EdD
dissertation requirements in the University
Catalog, each degree candidate must “complete a dissertation concerned with
a well-defined problem lending itself to a study of reasonable scope” and that
represents “a significant contribution to learning in the discipline
concerned.” The DNP Synthesis Project, while not a dissertation, “is a rigorous
project through which the student identifies issues in the practice setting and
evaluates, integrates, and applies research-based evidence to improve patient
care or practice outcomes. The synthesis project is the culmination of DNP coursework. It provides evidence of the
student's experience and growth, represents a significant contribution to the
discipline of nursing, and provides a foundation for the graduate's future
scholarly endeavors.”
Master’s students,
too, must demonstrate engagement with research and professional practice and
training. Many do so by completing a thesis. While several master’s degree
programs provide a non-thesis track, UL Lafayette requires that, unless
specified otherwise, “a thesis is required for each master’s degree.” This
culminating work is to demonstrate “the student's ability to plan research and
to collect, arrange, interpret, and report material about a significant
problem. The thesis must be written in a clear style and must exhibit the
student's competence in scholarly methods and procedures.”
The
representative sample of doctoral dissertations and master’s theses below
demonstrates that such works embody independent research and professional
practice/training appropriate to their respective disciplines and knowledge of
the discipline’s literature. Upon approval, these final manuscripts also show
compliance with common University standards as set forth by the Graduate School
in the Guidelines for the Preparation and
Submission of Theses, Dissertations, and Synthesis Projects.
·
PhD
Dissertation ALSS—Azios
·
PhD
Dissertation BIOL—Penning
·
PhD
Dissertation ENGL—Biederman
·
EdD
Dissertation EDFL K-12—Stokes
·
EdD
Dissertation EDFL HE—Hazelwood
·
DNP
Synthesis Project—Hadeed
·
MA
Thesis HIST—Manuel
·
MA
Thesis HIST—Walkama
·
MS
Thesis GEOL—Moore
·
MS
Thesis GEOL—Ivy
·
MS
Thesis PSYC—Chiasson
·
MS
Thesis PSYC—Janice
·
MS
Thesis PSYC —Ramos
Engagement in
research, and/or appropriate professional practice and training, is also
required of students who complete the master’s degree via a non-thesis track. Table
9.6 — 3 lists non-thesis program requirements that demonstrate engagement in
research, internships, clinical, and/or other professional practice and training
as appropriate to the discipline.
Table
9.6 — 3: Engagement with Research and/or Appropriate
Professional
Practice
and Training Experiences for Non-Thesis Master’s Students
|
UL Lafayette Master’s Program |
Non-Thesis Track Degree Requirements |
|
Accounting (MS) |
This program does not offer a thesis track. Its coursework
provides both an in-depth exposure to the accounting and business topics
critical for success in the workforce and a structured, value-added path
toward achieving the necessary credit hours to be licensed as a Certified
Public Accountant (CPA) in the State of Louisiana. (Accounting Program) |
|
Architecture (MArch) |
The non-thesis track requires the completion of six credit hours
of ARCH 509: Master’s Project, which includes individual investigation of
architectural issues and theories developed with both faculty and a
consultant, as well as completion of an architectural design with a written
component. (Architecture Program) |
|
Biology (MS) |
The non-thesis track requires a minimum of 36 credit hours of
courses approved for graduate credit, including not more than three hours
devoted to Advanced Problems (BIOL 560, BIOL 561, or BIOL 564); thesis hours
(BIOL 599) cannot be applied to this requirement. At least 30 hours must be
from courses in the Department of Biology. At least 18 hours must be in
courses at the 500 level or above, including two hours of the Graduate Seminar
in biology. Students will also take one hour of Colloquium in Biological
Science each semester they are in residence; this course does not count
toward the credit hours required for the degree. At least three hours of
graduate course work must be completed in a science other than biology.
Students are required to pass written and oral comprehensive examinations
conducted by the student's Examination Committee. (Biology Program) |
|
Business Administration (MBA) |
This program does not offer a thesis track. MGMT 590: Policy
Formulation, Strategy and Administration, which requires integrated
application of the MBA core course concepts, and stresses problem analysis
and decision making at an integrative level, is the capstone course. (Business Program) |
|
Communication (MS) |
The non-thesis track requires completion of 33 credit hours of
which three credit hours must be a supervised professional research project.
The project will be completed in directed individual study, CMCN 597 or CMCN
598. Projects may include, but are not limited to, advertising or PR
campaigns, documentary videos, corporate and organizational training
seminars, and published multi-part series journalistic works. Written
comprehensive examinations, and an oral defense of the same, are also
required for non-thesis students. (Communication Program) |
|
Computer Science (MS) |
The non-thesis coursework track requires completion of 33 credit
hours of graduate course work. The non-thesis project track requires
completion of 33 credit hours, of which three hours are CSCE 590: Special
Project. (Computer Science Program)
|
|
Computer Engineering (MS) |
The non-thesis project track requires completion of 33 credit
hours, of which three hours are CSCE 590: Special Project. (Computer Engineering Program) |
|
Counselor Education (MS) |
This program does not offer a thesis track. It requires
completion of a core educational requirement of 27 credit hours, in addition
to the additional requirements for a concentration in School Counseling,
Clinical Mental Health Counseling, or a dual concentration, which meets the
requirements of both School Counseling and Clinical Mental Health Counseling.
A total of 48 credits is required for the School Counseling concentration. A
total of 60 credits is required for the Mental Health Counseling concentration
and the dual concentration. Additionally, all students must (1) complete
three credits in a practicum and six-nine credits in an internship with
placement specific to the concentration, and (2) pass a comprehensive
examination. (Counselor Education Program) |
|
Criminal Justice (MS) |
The non-thesis option requires completion of 36 credit hours,
inclusive of 15 additional credit hours of graduate-level CJUS elective
coursework beyond the core coursework required of thesis student, and six
credit hours of elective coursework to be chosen from graduate-level courses
in CJUS, POLS, PSYC, and/or SOCI. (Criminal Justice Program) |
|
Curriculum and Instruction (MEd) |
This program does not offer a thesis track. Demonstration of
engagement in and/or appropriate profession practice and training is required
of all students through completion of EDCI 508: Research Methods to Impact
Student Learning, and a research capstone course, EDCI 599: Capstone in
Curriculum and Instruction or EDCI 595: Advanced Mathematics Practicum (K-8
Math concentration only). (Curriculum and Instruction Program) |
|
Educational Leadership (MEd) |
This program does not offer a thesis track. Demonstration of
engagement in and/or appropriate profession practice and training is required
of all students through completion of EDLD 511: Community Engagement,
requiring command of the skills to analyze and interpret various models of
school-community organizational frameworks, and EDLD: Capstone Internship,
which requires completion of a project that is presented to the student’s
committee of graduate faculty. (Educational Leadership Program) |
|
Elementary Education & Special
Education (MAT) |
This program does not offer a thesis track. Demonstration of
engagement in and/or appropriate profession practice and training is required
of all students through completion of SPED 560: Elementary Internship in
Inclusive Special Education, passage of the appropriate PRAXIS pedagogy
examinations, and satisfactory completion of the MAT Special Education Portfolio.
(Elementary Education & Special
Education Program) |
|
Engineering (MSE) |
In all concentrations, the non-thesis track requires completion
of 36 credit hours that can include completion of three credit hours of
special project, and a research report that is presented to the graduate
committee. In some concentrations, non-thesis track students must also
satisfactorily complete a comprehensive exam with written and/or oral
components. CHEE: (Chemical Engineering Program) CIVE: (Civil Engineering Program) EECE: (Electrical Engineering Program) MCHE: (Mechanical Engineering Program) PETE: (Petroleum Engineering Program) |
|
English (MA) |
The non-thesis track requires completion of a minimum of 33
credit hours, demonstration of reading knowledge of one foreign language
other than English, and, for all concentrations except TESOL, a comprehensive
examination that includes both written and oral components. (English Program) |
|
Environmental
Resource Science (MS) |
The non-thesis track requires completion of 35 credit hours that
includes one of the following to demonstrate a general, comprehensive
knowledge of the field of study: Capstone Project or Internship. (Environmental Resource Science
Program) |
|
French (MA) |
The non-thesis track requires completion of a minimum of 36
credit hours, including FREN 540: Critique Littéraire, which is an
introduction to literary theory through theoretical texts and their
application to the study of literature, and FREN 541: Atelier De
Méthodologie, a graduate research methods and bibliography preparation
course. All students must also successfully complete comprehensive written
and oral examinations in three selected areas, based on the student’s
coursework and the department’s reading list. (French Program) |
|
Geology (MS) |
Except under special circumstances, a thesis is required. If the
thesis requirement is waived, permission of the head of the department and
substitution of suitable course work of not less than 12 credit hours are
required. (Geology Program) |
|
Health Care Administration (MBA) |
This program does not offer a thesis track. Two internships
served within a Health Care Organization are required in addition to the 33
credit hours of course work. Each internship must be in different
administrative areas of the organization. (Health Care Administration Program) |
|
History (MA) |
The non-thesis exam track requires completion of 33 credit hours,
inclusive of satisfactory completion of HIST 592: Capstone Readings Course,
and a comprehensive examination with written and oral components. In the
comprehensive examination, students are expected to demonstrate familiarity
with the historical narrative and significant scholarship in the major and
minor areas of study. Students pursuing the Public History option also must
complete an internship. (History Program) |
|
Informatics (MS) |
The non-thesis track requires demonstration of a general
comprehensive knowledge of the field of informatics through the successful
completion of INFX 595: Master's Project and INFX 591: Informatics Capstone.
The project-based capstone course focuses students on issues relevant to
effectively managing information services by highlighting areas of greatest
current and potential application of IT to business needs, and reviews
electronic business, enterprise business systems, and decision support
systems. (Informatics Program) |
|
Kinesiology (MS) |
The non-thesis track requires completion of nine credit hours of
research-related Special Projects (KNES 497 or KNES 498), Individual Study
(KNES 597), and an Internship (KNES 600; 3-9 hours). Students in the Health
Promotion, Recreation and Sports Management concentration may elect to take
the internship for up to nine hours. (Kinesiology Exercise and Sport
Science Program) (Kinesiology Health Promotion,
Recreation and Sports Management Program) |
|
Mathematics (MS) |
The non-thesis track requires completion of 36 credit hours of
graduate course work, of which a minimum of 18 credit hours must be above the
400G-level. The student may concentrate in applied mathematics by taking
courses in differential equations, numerical analysis, and statistics, or in
pure mathematics by taking courses in algebra, analysis, and topology. (Mathematics Program) |
|
Music (MM) |
The non-thesis track requires completion of a minimum of 33
credit hours, including 12 credit hours in the concentration area, 12 credit
hours in music theory and music history and literature. The remaining nine
credit hours will be chosen from courses specifically applicable to the
degree requirements or from electives. All students must also successfully
complete a comprehensive examination with both written and oral components. (Music Program) |
|
Nursing (MSN) |
The non-thesis track requires completion of NURS 595: Focused
Scholarly Project, which results in a scholarship project, supervised by a
graduate faculty member, that creatively employs scientific inquiry to
systemically advance the practice, teaching, or research of nursing. Emphasis
on a project that has tangible application to the practice setting. Family Nurse Practitioner concentration: (Nurse Practitioner Program) Nurse Executive concentration: (Nurse Executive Program) Nursing Education concentration: (Nursing Education Program) Psychiatric/Mental Health Nurse Practitioner concentration: (Psychiatric/Mental Health Nurse
Practitioner Program) |
|
Physics (MS) |
The non-thesis track requires completion of 33 credit hours of
which 27 credit hours are in physics courses carrying graduate credit; 18 of
these credit hours must be in physics courses at the 500-level, including
PHYS 594: Research Project course; and six credit hours should be in an
approved secondary area. (Physics Program). |
|
Secondary Education & Special
Education (MAT) |
This program does not offer a thesis track. Demonstration of
engagement in and/or appropriate profession practice and training is required
of all students through completion of SPED 561: Secondary Internship in
Inclusive Special Education, passage of the appropriate PRAXIS pedagogy
examinations, and satisfactory completion of the MAT Special Education
Portfolio. (Secondary Education & Special
Education Program) |
|
Special Education, Gifted (MEd) |
This program does not offer a thesis track. Demonstration of
engagement in and/or appropriate profession practice and training is required
of all students through completion of EDCI: 508: Research Methods to Impact
Student Learning, EDCI 590-591: Applied Research in Curriculum and
Instruction I and II, and SPED 513: Practicum in Gifted Education. (Special Education Program) |
|
Speech Pathology and Audiology (MS) |
The non-thesis track requires completion of 43 credit hours.
Demonstration of engagement in and/or appropriate profession practice and
training is required of all students through completion of 325 clock hours of
clinical practicum at the graduate level and successful completion of the
Capstone Seminar taken during the final semester of study. (Speech Pathology and Audiology
Program) |
|
Systems Technology (MS) |
The non-thesis project track requires completion of three-six
credit hours of project courses and additional approved electives. All
students must also pass a final examination in defense of either their thesis
or project. (Systems Technology Program) |
CODI Progressively More Advanced
Syllabi
Department of Biology Guide for Grad
Students
Department of NURS Standard Courses
DNP Synthesis Project Guidelines
EdD Qualifying Paper General
Comprehensive Exam
Graduate Courses Classification
Guidelines for Theses, Dissertations,
and Synthesis Projects
Nursing Graduate Program Handbooks
PhD General Comprehensive Exam
Prospectus Dissertation Assessment
Instruments
Sample Syllabi for Undergrad and Grad
Enrollment
UL Lafayette Dissertation Committee