Graduate Course Proposal Form Submission Detail - ECT7768
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC chair 5/4/12. for C&I Phd-Career/Wrkfrce Ed. GC appd 5/7/12. to USF Sys 5/15/12. to SCNS 5/23/12. Appd eff 8/1/12
- Department and Contact Information
Tracking Number Date & Time Submitted 2720 2012-01-26 Department College Budget Account Number Adult, Career and Higher Education ED 173100 Adult, Career and Higher Education Contact Person Phone Victor Hernandez 8139741277 firstname.lastname@example.org
- Course Information
Prefix Number Full Title ECT 7768 Information Research Strategies 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 1 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) Information Research Course Online? Percentage Online O - Online (100% online) 5
This course provides an introduction to information research strategies involving planning, locating, accessing, evaluating, organizing, and managing information as a means to support and document a research proposal or dissertation chapters.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certificate
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?
The course is needed as part of the revised Ph.D. in Curriculum and Instruction concentration in Career and Workforce Education to become effective in fall 2012.
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.)
This course should be co-taught by a faculty member in career and workforce education with a doctorate in a related area, and a research librarian with at least a masters degree in library sciences or related area.
- Other Course Information
The underlying goal of the course is to facilitate the development of information research competencies needed to document a research proposal as a complementary foundation of doctoral preparation and dissertation work. Informed by the Information Literacy Competency Standards for Higher Education, the objectives of the course are to help students:
Develop and refine an information research plan for conducting a review of literature on a topic related to research projects in education. Standard One 1a, 1b, 1c, 1d, 1e, 1f; Standard Two: 2a, 2b, 2c, 2d.
Identify and use appropriate information research tools such as library catalogs and article databases. Standard One: 2a, 2b, 2c, 2d, 2e.
Locate, access, select, and evaluate scholarly resources such as reference tools, books, dissertations, journal articles, etc. Standard One: 2d, 2e, 2f; Standard Three: 2a, 2c, 2d, 4a, 4b, 4c, 4e, 4g.
Apply advanced searching skills in the use of databases. Standard One: 3c, 4a, 4b; Standard Two: 2e, 2f, 3a.
Use information management tools to gather, manage, store and share information, and generate citations and bibliographies aligned with APA style guidelines. Standard Two: 5c.
Understand the legal and ethical issues surrounding the use of information and use APA, 6th edition, guidelines to determine when and how to cite sources of information. Standard Two: 5b, 5c, 5d, 5e; Standard Five: 1a, 1d, 3a.
Create a bibliography associated with the development of a research proposal or as part of dissertation work. Standard One: 2d, 2e, 2f; Standard Two: 5b, 5c, 5d, 5e; Standard Three: 2a, 2c, 2d, 4a, 4b, 4c, 4e, 4g; Standard Five: 3a.
B. Learning Outcomes
As result of participation in the course, the following student learning outcomes are anticipated:
(1) Students will be expected to complete a series of three information research tasks requiring to identify and use appropriate information research tools such as library catalogs and article databases locate, access, select, and evaluate scholarly resources, and use information management tools to gather, manage, store and share information, and generate citations and bibliographies.
(2) Students will be expected to develop and refine an information research plan for conducting a review of literature on a topic related to research projects in education. This will include the development of a topic outline, identifying sources of information and information research strategies and tools, and documentation of procedures and results.
(3) Students will be expected to produce a series of short assessments describing their formative and summative experiences using information research and management tools to search, gather, manage, store and share information, and generate citations and bibliographies. The focus of the reflections will be on what worked for them and their perspectives for conducting information research more effectively and efficiently.
(4) Students will complete six quizzes on topics covered in the course. These are mostly practice quizzes students can take up to three times the week they are posted until they close at the end of the week.
(5) Students are expected to search, locate, gather, and produce a list of works consulted in support of a research proposal or dissertation work following APA (6th edition) reporting guidelines. Annotations should be included describing selection process and relevance.
C. Major Topics
Major course topics will focus on the tools, skills and information resources needed to succeed in completing a literature review. Below is an outline of specific content topics and tentative 15-week schedule.
Week 1: Introduction to the course, overview of information research processes, developing an information research plan.
Weeks 2-4: Identifying, locating, and accessing journals in career and workforce education or related areas and evaluating their rankings; identifying, locating, and accessing dissertation publications in career and workforce education or related areas; obtaining a basic knowledge of topic/research question using books and reference tools.
Weeks 5-6: Advanced searching in specialized article databases; using RefWorks to organize citations; using Google Scholar, Google Books and library catalogs.
Weeks 7-9: Information ethics: copyright and plagiarism; integrating and organizing sources, citation conventions following APA style guidelines; advanced RefWorks: Write and Cite and other tools for citing sources correctly.
Weeks 10-13: Going beyond local resources: WorldCat and discovery tools; government resources: Focus on education statistics and data reports; locating tests, instruments, and data sets; doing historical research in education using primary sources and retrospective databases; use of open-access journals.
E. Course Readings, Online Resources, and Other Purchases
Additional readings and resources will be available on the Blackboard website for this class, accessible through MyUSF at https://learn.usf.edu/.
F. Student Expectations/Requirements and Grading Policy
The evaluation of performance in the course will be based on the timely completion and quality of course deliverables using a Satisfactory/Unsatisfactory (S/U) grading system. The final grade in the course will be the additive result of percent scores on major activities requiring a minimum of 80% for Satisfactory performance. Assignments in the course will be given the following weights: Information research tasks, 25%; information research plan, 20%; formative/summative assessments, 20%; quizzes, 10%; and bibliography, 25%.
G. Assignments, Exams and Tests
The demonstration of core understandings, knowledge, and skills serving as the focus of this course requires the completion of five complementary deliverables including the completion of: (1) information research tasks, (2) an information research plan, (2) a formative/summative assessment report, (2) quizzes on information research strategies and tools, and (3) an annotated bibliography.
H. Attendance Policy
Students in career and workforce education must attend orientation session scheduled for the cohort. Attending the orientation session for students in other programs is strongly encouraged but optional.
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74-10-g of the Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida has established the following policy regarding religious observances: Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second week of the course.
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. Itís 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
An incomplete grade will be given at the instructor's discretion when students are unable to complete course requirements due to unusual circumstances. It is the instructor's experience that when a participant receives an I-grade in a course, a great deal of paperwork, telephone and/or e-mail exchanges and face-to-face meetings are necessary to resolve it. Also, usually due to the time lapse, any pending work is rarely completed in the same quality fashion as those completed on time. University policy calls for incomplete grades to be awarded only when: The majority of the student's work has been completed before the end of the semester and there are extenuating circumstances preventing the student from completing the course requirements on time; the work that has been completed must be qualitatively satisfactory; and the student has requested consideration for an I-grade as soon as possible but no later than the last day of finals week.
A Graduate Incomplete Grade Contract must be filed as a request to the Graduate School including student and course information, grade student is earning, potential final grade, deadline for completing pending work, and the nature of all remaining work. If an I-grade is given, any incomplete work must be completed within one semester after the I-grade is received. After that time, all records, assignments, postings, etc. for that semester are deleted by the USF computer center. Students not completing all outstanding assignments during the subsequent semester will have the I-grade default automatically to the earned grade during the course or will have to retake the course to remove the I-grade.
J. Program This Course Supports
Ph.D. in Curriculum and Instruction with Concentration in Career and Workforce Education
- Course Concurrence Information