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Graduate Course Proposal Form Submission Detail - EDH7326

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Current Status: Approved, Permanent Archive - 2011-09-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/10/11; quest on title vs EDG 7626; Lrng outcomes need correction - emailed 6/28/11. updted. GC appd 7/19/11. to USF Syst 7/19/11. to SCNS 7/27/11. Approved (Eff 10/1/11) subm as EDG 7627; appd as EDH 7326

  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2542 2011-04-07
    Department College Budget Account Number
    Childhood Education & Literacy Studies ED 172100
    Contact Person Phone Email
    Danielle Dennis 9741032

  2. Course Information

    Prefix Number Full Title
    EDH 7326 Supervised Teaching in Childhood Ed & Literacy Studies II

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) R - Regular
    Abbreviated Title (30 characters maximum)
    Supervised Teaching II
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0





    Course Description

    The purpose of this course is to provide new graduate assistants a foundation for studying their teaching at the collegiate level.

  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for program/concentration/certificate change

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    It is essential for doctoral students to have opportunities to learn about the courses they are teaching within our undergraduate programs, and to consider ways in which they will study their teaching and engage in inquiry and professional development.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?


    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    PhD; Faculty in Early Childhood, Elementary, and /or Reading/Language Arts graduate programs

  4. Other Course Information

    A. Objectives

    1. Read seminal and current research relating to teacher education.

    2. Revise an Individual Professional Development Plan that includes both a teaching and research focus.

    3. Engage in research related to Individual Professional Development Plans

    4. Present research developed through the Individual Professional Development Plan

    B. Learning Outcomes

    1. Read seminal and current research relating to teacher education.

    2. Revise an Individual Professional Development Plan that includes both a teaching and research focus.

    3. Engage in research related to Individual Professional Development Plans

    4. Present research developed through the Individual Professional Development Plan

    C. Major Topics

    Module 1

    Select readings to support GAs as they develop their research

    Navigating the Research Process

    Data collection

    Data analysis

    Module 2

    Writing the research

    -Conference proposals

    -Journal articles

    -Presentation for peers

    D. Textbooks

    Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (Eds.) (2008). Handbook of Research on Teacher Education, Third Ed. New York: Routledge/Taylor Francis Group and The Association of Teacher Educators.

    E. Course Readings, Online Resources, and Other Purchases

    Students will be responsible for collecting materials related to the undergraduate courses they will be teaching. Textbooks will be available at no charge through the publisher.

    F. Student Expectations/Requirements and Grading Policy

    A+ = 98-100

    A = 94-97

    A- = 90-93

    B+ = 87-89

    B = 84-86

    B- = 80-83

    C+ = 77-79

    C = 74-76

    C- = 70-73

    D+ = 67-69

    D = 64-66

    D- = 60-63

    F = 59 and Below

    Inquiry Readings Journal: 10%

    Data Collection Plan: 10%

    Data Analysis Plan: 20%

    Data Analysis Seminar: 20%

    Research Presentation: 20%

    Research Write-Up: 20%

    G. Assignments, Exams and Tests

    1. Identify an area of inquiry

    2. Develop a reading list

    3. Create a professional development plan

    4. Identify teaching strategy

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    “Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.”

    “Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.”

    Unexcused late work will lose 10% of the total points each day it is late. An assignment turned in 5 or more days late will not be accepted.

    J. Program This Course Supports

    Elementary, and Literacy Studies,

  5. Course Concurrence Information

    Programs in Secondary Education, Psychological and Social Foundations, and Educational Measurement.

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