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Graduate Course Proposal Form Submission Detail - EDA6271

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Current Status: Approved by SCNS - 2012-06-14
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC chair 5/4/12. for Ed Lead Med. GC appd 5/7/12; to USF 5/15/12; to SCNS 5/23/12. Appd eff 8/1/12. Sub as 6423; appd as 6271


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2727 2012-01-31
     
    Department College Budget Account Number
    Educational Leadership ED 173500
     
    Contact Person Phone Email
    Anthony Rolle 8139746624 arolle@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDA 6271 Data-based Decision Making Strategies for Educational Leaders

    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) -
     
    Abbreviated Title (30 characters maximum)
    Data-based Decision Strategies
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    Admissions to a graduate program at USF

    Corequisites

    None

    Course Description

    Beginning with a truncated review of purposes and applications of statistical methods utilized in academic, legislative, and district-level research, this course acquaints students with various ways of framing data-based questions and interpreting data.


  3. Justification

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

    Needed to compete with national trends

    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?

    At capacity, ths course should attract 45 - 75 students annually from DELPS. Programs within the COEDU also may find this course appealing as well as students from other social sciences interested in educational leadership & policy.

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

    No

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

    The successful candidate should have credentials demonstrating excellence in scholarly activities, teaching, and academic administration. Knowledge and experience applying quantitative methods to multiple educational accountability structures


  4. Other Course Information

    A. Objectives

    The purpose of this course is to introduce educational leaders to means by which answers can be framed and formed for questions such as:

    • What is data and a data-based decision?

    • How can data and data-based decisions be used to influence the trajectory of an organization?

    • What data and data-based decisions guide educational leaders when discussing who administrative, legal, instructional, and financial strategies?

    • Which types of staff, students, and teachers benefit – and how should benefits be defined – from data-based schooling decisions?

    B. Learning Outcomes

    Students will apply generally accepted data-based decision procedures for generating, analyzing, and interpreting educational data in multiple scenario formats.

    C. Major Topics

    - Public Policy, Education, & Data-based Decision Making:

    - Remembering Central Tendency, Dispersion Measures, T-tests

    - Remembering T-tests, ANOVA, Correlation and Regression

    - Value Added Measures in Educational Practices

    - Student Growth Measures in Educational Practices

    - Understanding and Applying Value Added Measures

    D. Textbooks

    E. Course Readings, Online Resources, and Other Purchases

    Additional reading materials will be distributed as appropriate.

    F. Student Expectations/Requirements and Grading Policy

    Grades will be earned as follows:

    Grade Percentage

    A/4.0 94 and above

    A-/3.7 90-93

    B+/3.3 84-89

    B/3.0 80-83

    B-/2.7 74-79

    C/2.0 70-73

    F Below 75

    A/4.0: All assignments are complete, on time, thorough, well edited, and exceed stated course requirements. All written work shows exemplary graduate level quality in expression, attention to detail, evidence of originality, organization and reflection. Learning is demonstrated by careful preparation for class, and thoughtful contributions as an individual and group member.

    A-/3.7: All assignments are complete, on time, thorough, well edited, and exceed stated course requirements. All written work shows superior graduate level quality in expression, evidence of originality, organization and reflection. Learning is demonstrated by preparation for class, and thoughtful contributions as an individual and group member.

    B+/3.3: All assignments are complete, edited, and meet all stated course requirements. All written work shows graduate level quality in expression, organization and reflection. Learning is demonstrated by preparation for class, and thoughtful contributions as an individual and group member.

    B/3.0: All assignments are complete, edited, and minimally meet all stated course requirements. Most written work shows graduate level quality in organization and reflection. Learning is demonstrated by a basic preparation for class, and contributions as an individual and group member. Cumulative grade point averages must remain at 3.0 or higher. Lower final grades can affect your degree and/or credential receipt.

    B-/2.7: All assignments are complete, edited, and meet most stated course requirements. Written work is slightly below graduate level quality. Preparation for class, and contributions as an individual and group member are slightly below an acceptable level.

    C/2.0: Some assignments are incomplete, poorly edited, and meet some stated course requirements. Written work is below graduate level quality. Preparation for class, and contributions as an individual and group member are below an acceptable level.

    F: Assignments and written work are well-below expected graduate level quality.

    G. Assignments, Exams and Tests

    Tentative Course Schedule

    Week 1 Introduction and Overview

    Public Policy, Education, & Data-based Decision Making: Preuss 1

    Week 2 Remembering Central Tendency, Dispersion Measures, T-tests

    Week 3 Basic Concepts: Data-based Decision Making: Preuss 2, 3, 4 ***

    Week 4 Remembering T-tests, ANOVA, Correlation and Regression

    Week 5 Value Added Measures in Educational Practices ***

    Harris 1, 2 & 3

    Week 6 Student Growth Measures in Educational Practices

    Harris 4 & 5 ***

    Week 7 Understanding and Applying Value Added Measures ***

    Harris 6 & 7

    Week 8 Understanding and Applying Value Added Measures

    Harris 9, 10, 11

    Week 9 Putting it all together: Applications of Value-Added Data-Based Decision Making Strategies ***

    Preuss 5, 6, 7

    Week 10 Final Project & Presentation:

    Data-based Decision Making Action Research

    ASSIGNMENT ONE (10%): “Sensitivity and Reciprocity” (DUE DATE TBD). Critique the manuscript above using the “Questions for Guiding the Critique of Data-Based Reports” as a guide. Your response should address specific applications of data-based or statistical methodologies surround educational leadership & policy issues. Please use Times New Roman characters, 12 point font, and one-inch margins. Limit responses to three typed, single-spaced pages.

    ASSIGNMENT TWO (10%): “Losing Local Control” (DUE DATE TBD). Critique the manuscript above using the “Questions for Guiding the Critique of Data-Based Reports” as a guide. Your response should address specific applications of data-based or statistical methodologies surround educational leadership & policy issues. Please use Times New Roman characters, 12 point font, and one-inch margins. Limit responses to three typed, single-spaced pages.

    ASSIGNMENT THREE (20%): “Value-Added Measures and Implications I” (DUE DATE TBD).

    Imagine that you are the new Director of Education Assessment Policy for the Gold Coast District. On your first day of work, your boss, Superintendent Anthony “The Slasher” Rolle, states: I was the Director of Education Assessment Policy in this state for over 20 years. And back then, we were broke – I had to slash many a budget to make sure that our assessments ran effectively. But times change... and now we have quite a bit more revenue. What I need to know from you is how are you going to measure, evaluate, and utilize data-based decisions that distribute these new instructional resources equitably? Write a cogent memo (5 pages or less, single-spaced, using Times Roman 12 point font) to Dr. Rolle that addresses his question.

    ASSIGNMENT FOUR (20%): “Value-Added Measures and Implications II” (DUE DATE TBD). Imagine that you are the new Director of Education Assessment Policy for the Gold Coast District. On your first day of work, your boss, Superintendent Anthony “The Slasher” Rolle, states: Based on an improved instructional resource strategy, please obtain at least three years of school/district data to measure, evaluate, and a policy decision in order to improve student learning. Write a cogent memo (5 pages or less, single-spaced, using Times Roman 12 point font) to Dr. Rolle that addresses his question.

    FINAL PROJECT (40%): “Data-based Decision Making Action Research” (DUE DATE TBD). The purpose of this group project is to engage students in a culminating data-based decision making experience. Students will demonstrate their knowledge of social, political, and economic analytical frameworks that are associated with planning, developing, implementing, managing, and evaluation of data-based decision processes through a corporate-style report and budget presentation. Presentations will be approximately one hour in duration – with an additional 20 minutes for questions. Reports and presentations will consist of several components including, but not limited to:

    • A description of your ideal school and its educational objectives;

    • A description of your ideal school’s prevailing budget and management philosophy;

    • A description of the school or district assigned to your group;

    • A detailed description of data-based decision-making action research project; and,

    • A detailed description of how the effectiveness of budget choices will be evaluated.

    A group grade will comprise 20 out of the 40 percentage points possible on this assignment. The remaining 20 percentage points will be divided equally based on the quality of presentations and peer-evaluations.

    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

    No late work is accepted.

    J. Program This Course Supports

    M.Ed. Educational Leadership & Policy Studies


  5. Course Concurrence Information

    Not applicable.



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