Graduate Course Proposal Form Submission Detail - ECT7981
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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. Sub as 7770; appd as 7981
- Department and Contact Information
Tracking Number Date & Time Submitted 2721 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 email@example.com
- Course Information
Prefix Number Full Title ECT 7981 Scholarly Writing for Doctoral Students 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) Scholarly Writing Course Online? Percentage Online O - Online (100% online) 5
The purpose of this course is to facilitate the development of scholarly writing skills required for the synthesis and reporting of research literature resulting in research proposals or manuscripts in career in workforce education.
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 an instructor with at least a masters degree in a writing related area.
- Other Course Information
The underlying goal of the course is to help students develop writing competencies needed to produce a research proposal as an induction to scholarly writing supporting doctoral preparation and dissertation work. The American Psychological Association style guidelines for the publication of research manuscripts inform the goals of the course.
The specific objectives of the course are to help students:
Prepare an outline of a draft for a research proposal or a dissertation chapter in the context of career and workforce education or related area of interest. APA: 1.01, 102, 2.05, 3.02.
Synthesize the information needed to document/support sections of a manuscript. APA: 3.05, 3.06, 3.08, 3.09.
Articulate logical, coherent, and balanced arguments. APA: 3.05, 3.06, 3.07, 3.08, 3.09, 3.10, 3.11, 4.
Apply reviewing and editing strategies to improve a manuscript. APA: 3.11, 4, 8.01.
Use APA style guidelines to document, support, organize and format manuscripts. APA: 6.01, 6.03, 6.11, 6.12, 6.22.
B. Learning Outcomes
Students will be expected to contribute to four peer reviewing exercises, requiring critical analysis of manuscripts and the application of editing skills.
Students will be expected to synthesize and summarize works consulted in support of a research proposal or dissertation work following format guidelines.
Students in the course will be expected to produce and compile a writing portfolio documenting the progression of writing skills including drafts and a completed version of a research proposal of dissertation chapters during the course. The portfolio should also include a summative self-assessment of scholarly writing.
C. Major Topics
The instructional approach of this course is based on project-based learning, focusing on the writing process and related strategies to help students meet the goals of the course. The course will feature a capstone project involving the development of a research prospectus and peer reviewing activities emphasizing the application of the following skills: Using appropriate grammatical and writing conventions for scholarly writing; writing a logical, coherent, and balanced narrative; using APA style guidelines to cite references in the text, support key statements in a manuscript, organize and format a manuscript, and produce a list of consulted works; and using reviewing and editing strategies to refine a manuscript. The activities are outlined below under a tentative 15-week schedule.
Weeks 1-3: Introduction to the course, overview of effective writing; producing a short essay about the nature of educational research and emphasis of recent research in career and workforce education; writing summaries of articles and annotated entries; peer reviewing exercise I: Reviewing and editing strategies using sample essays.
Weeks 4-7: Essential elements of an introductory dissertation chapter and background section of a journal article in career and workforce education or related area; developing an outline of a draft for the introductory section of a research manuscript; writing summaries of articles and annotated entries; peer reviewing exercise II: Reviewing and editing strategies using samples of introductions.
Weeks 8-10: Essential elements of purpose statements in dissertations and journal articles in career and workforce education or related area; drafting of a purpose statement aligned with a problem statement to justify a research study; peer reviewing exercise III: Reviewing and editing strategies using samples of purpose statements.
Weeks 11-14: Essential elements of literature reviews in dissertations and journal articles; developing an outline of a draft for a review of literature supporting the background and purpose statement sections of a manuscript; writing summaries of articles and annotated entries.
Week 15: Compilation of a manuscript using APA style guidelines for organization and format and for reporting of consulted works; peer reviewing exercise IV: Reviewing and editing strategies using a compiled manuscript including a background section, purpose statement, and review of literature.
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: Contributions to peer reviewing activities, 20%; annotated bibliography, 20%; and writing portfolio, 60%.
G. Assignments, Exams and Tests
The demonstration of core understandings, knowledge, and skills serving as the focus of this course requires the completion of three complementary deliverables including: contributions to peer review exercises, completion of an annotated bibliography, and compilation of a writing portfolio.
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. Its 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