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Graduate Course Proposal Form Submission Detail - EDG7938

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Current Status: Approved, Permanent Archive - 2011-07-17
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: To GC 5/10/11; lrning outcomes need revision. Emailed 6/28/11. cleared 6/29/11; GC approved 7/5/11. To USF Syst 7/5/11; to SCNS 7/13/11. Approved eff 8/1/11


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2543 2011-04-07
     
    Department College Budget Account Number
    Childhood Education & Literacy Studies ED 172100
     
    Contact Person Phone Email
    Jenifer Schneider 9743460 jschneid@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDG 7938 Advanced Graduate Seminar: Introduction to Research

    Is the course title variable? N
    Is a permit required for registration? Y
    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)
    Seminar: Intro to Research
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    None

    Corequisites

    None

    Course Description

    Students will survey educational theories that contribute to the scholarly literature in Childhood Education & Literacy Studies and acquire academic literacies that are used to share information within the doctoral program and across academic texts.


  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?

    All doctoral students in the department are required to take this course. We will offer it every fall as an orientation to the program and introduction to the research process.

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

    Yes, 3 or more times

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

    Faculty should serve in the role of graduate coordinator for Literacy Studies; Elementary Education, or Early Childhood and be familiar with the policies of the department and college.


  4. Other Course Information

    A. Objectives

    The students in this course will:

    • Read primary sources of major educational theorists.

    • Discuss and critique major educational theories.

    • Demonstrate effective academic writing strategies.

    • Develop written documents that communicate academic information to various audiences.

    • Effectively use technology in the presentation of academic discourses.

    • Develop comprehensive library media and research skills.

    • Develop oral language skills to communicate academic information.

    • Develop visual literacy skills to communicate academic information.

    • Write and submit for publication professional texts that are coherent and follow APA style (Sixth Edition).

    B. Learning Outcomes

    The students in this course will:

    • Read primary sources of major educational theorists.

    • Discuss and critique major educational theories.

    • Demonstrate effective academic writing strategies.

    • Develop written documents that communicate academic information to various audiences.

    • Effectively use technology in the presentation of academic discourses.

    • Develop comprehensive library media and research skills.

    • Develop oral language skills to communicate academic information.

    • Develop visual literacy skills to communicate academic information.

    • Write and submit for publication professional texts that are coherent and follow APA style (Sixth Edition).

    C. Major Topics

    Program Literacies

    Establishing a committee

    Proposal and Dissertation Defenses

    Conducting Research

    Asking Important Questions

    Research Strategies

    Forms of Academic Writing

    Conducting Literature Reviews

    Educational Theorists

    D. Textbooks

    American Psychological Association (2009). Publication manual of the American Psychological Association (6th Ed.). APA.

    Dimitriadis, G. & Kamberelis, G. (2006). Theory for Education. London: Taylor & Francis.

    McEwan, E. K. & McEwan, P. J. (2003). Making sense of research: What's good, what's not, and how to tell the difference. Thousand Oaks, CA: Corwin Press, Inc.

    Meltzoff, J. (1998). Critical thinking about research: Psychology and related fields. Washington DC: American Psychological Association.

    E. Course Readings, Online Resources, and Other Purchases

    The OWL at Purdue: http://owl.english.purdue.edu/owl/

    The Writing Center, University of North Carolina, Chapel Hill: http://www.unc.edu/depts/wcweb/

    Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3-15.

    Kennedy, M. M. (2007). Defining a literature. Educational Researcher, 36(3), 139-147.

    Klingner, J. K., Scanlon, D., & Pressley, M. (2005). How to publish in scholarly journals. Educational Researcher, 34(8), 14-20.

    F. Student Expectations/Requirements and Grading Policy

    Literature Review (30%)

    Conference Proposal (10%)

    Conference Presentation (in class practice) (20%)

    Dissertation Review (10%)

    Doctoral Defense Observations (10%)

    Philosophy of Education: Theoretical Position Paper (20%)

    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

    G. Assignments, Exams and Tests

    Week 1 IRB Training Conducting Library Searches Theoretical Frames

    Week2 Program Overview Asking Important Questions John Dewey

    Week 3 Committee Selection Refining Research Questions Karl Marx

    Week 4 Annual Review Narrowing Search Parameters Ferdinand Saussure

    Week 5 Meet Dept. Faculty Conducting Exhaustive Searches Jean Piaget

    Week 6 Policies & Procedures Searching for Patterns Lev Vygotsky

    Week 7 Proposal Defense Protocol Writing for Academic Audiences Jerome Bruner

    Week 8 Dissertation Protocol Receiving Feedback from Faculty Michel Foucault

    Week 9 Working with Committees Making Revisions Mikhail Bakhtin

    Week 10 Publication Outlets Selecting Publication Outlets Paulo Freire

    Week 11 Publication Process Reviewer Comments bell hooks

    Week 12 Learned Societies Resubmission Nell Noddings

    Week 13 Service to the Profession Conference Proposals Judith Butler

    Week 14 Job Application Process Conference Presentations

    Week 15 Tenure & Promotion Research Agendas

    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,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    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: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    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

    Each late assignment (for any reason) will lower your grade on the assignment by a letter grade for each calendar day that it is late. If you must turn in a late assignment, it will not be accepted more than one week past its original due date.

    “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.”

    J. Program This Course Supports

    Ph.D. in Curriculum and Instruction: Concentration in Literacy Studies


  5. Course Concurrence Information

    N/A



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.