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Graduate Course Proposal Form Submission Detail - EDA7280

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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. EdD; GC appd 5/15/12. to USF 5/15/12. to SCNS 5/23/12. Appd eff 8/1/12


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2728 2012-01-31
     
    Department College Budget Account Number
    Educational Leadership ED 173500
     
    Contact Person Phone Email
    Vonzell Agosto 8139743420 vagosto@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDA 7280 Curriculum Theory

    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)
    Curriculum Theory
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    Acceptance into a doctoral program

    Corequisites

    Course Description

    The purpose of this course is to prepare critical and culturally responsive curriculum leaders to engage curriculum theory in the work of curriculum policy, development, and inquiry.


  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 10 - 20 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 and curriculum structures.


  4. Other Course Information

    A. Objectives

    This course will advance students' knowledge of historical and contemporary curriculum theories by introducing traditions and artifacts of curriculum and curriculum theorists with attention to themes of power, knowledge, justice, and diversity.

    B. Learning Outcomes

    This course is designed to:

    1. Provide students with understandings of multiple curriculum paradigms.

    2. Increase students’ knowledge of curriculum theories and theorists.

    3. Enable students to critically examine curriculum texts past and present.

    4. Incite students to reflect upon issues at the intersection of curriculum and diversity.

    5. Prepare students to serve as self-reflexive curriculum theorists and leaders.

    6. Enrich students’ use of technology to analyze and produce curriculum texts.

    C. Major Topics

    Week 1: INTRODUCTION TO CURRICULUM (THEORY)

    Week 2: CURRICULUM AS SYSTEMATIC AND PRAGMATIC

    Week 3: CURRICULUM AS RADICAL AND POLITICAL

    Week 4: CURRICULUM AS CULTURAL

    Week 5: CURRICULUM AS AESTHETIC AND EXISTENTIAL

    Week 6: CURRICULUM AS SELF~OTHER

    Week 7: CURRICULUM AS TECHNOLOGICAL

    Week 8: CURRICULUM AS DELIBERATIVE

    D. Textbooks

    E. Course Readings, Online Resources, and Other Purchases

    Other readings assigned as necessary.

    F. Student Expectations/Requirements and Grading Policy

    Grading Policy: Grades below “C-” (or S) are NOT accepted toward a graduate degree. Instructor/professor will not give incompletes (I’s) in this course. If for any reason, you leave the course and do not withdraw, you will receive the grade you earned at the time of your departure AND after deductions for missing class participation and prompt submission of graded assignment. Grades will be recorded as A+, A, A-, B+, B, B-, C+, C, C-, D or F.

    Student Evaluation (% of contribution toward overall grade):

    Class attendance and participation: 25%

    Curricular/Pedagogical Letter: 25%

    Case Study: 25%

    Book Review: 25%.

    G. Assignments, Exams and Tests

    Week 1: INTRODUCTION TO CURRICULUM (THEORY)

    What is curriculum?

    What is curriculum theory?

    What are the major conceptions of curriculum?

    What is curriculum vs. instructional leadership?

    What is the history of the field of curriculum studies?

    What are the commonplaces of curriculum? Null: Introduction and Chapter 1

    Pinar (2011): Introduction

    Joseph, P.B. (2010): Conceptualizing curriculum

    Ylimiki (2011): Introduction

    Schwab (1973): The practical 3

    Week 2: CURRICULUM AS SYSTEMATIC AND PRAGMATIC

    -Instructional leadership

    -Standards Null (2010) Chapters 2 & 7

    Reitzug, West, & Angel (2008): Instructional Leadership

    Sleeter (2004): Unstandardizing Curriculum

    Week 3: CURRICULUM AS RADICAL AND POLITICAL

    -Corporatization

    -Textbooks Apple , Giroux, Bartolome

    Null (2011) Chapter 4

    Pinar (2011) Freedom Schools

    Ylimiki (2011) Progressive Education

    Bolotin: Confronting the dominant order

    Paulo Freire: Letters to Cristina

    Week 4: CURRICULUM AS CULTURAL

    -cultural studies, popular culture, media

    -Disability culture Joseph (2010) Understanding curriculum as culture Yazzie-Mintz - Sustaining Indigenous Traditions

    Hall, S.; Erevelles; Watkins

    Week 5: CURRICULUM AS AESTHETIC AND EXISTENTIAL

    -Arts-based curriculum, creativity, artistic sensibilities, craft Null (chapter 3) Lyotard p. 71;

    Greene; Eisner;

    Cahnmann-Taylor & Souto-Manning (2010)

    Week 6: CURRICULUM AS SELF~OTHER

    -Oral and narrative forms (autobiography, counternarratives, composite, letters, speeches)

    -Identity, Others, subjectivity

    Bravmann (p. 102) Developing self & spirit

    Bullough (biography)

    Milner (2010) Chapter 8: Race, narrative inquiry, and self-study in curriculum and teacher education

    Baldwin: A Talk to Teachers

    Week: 7 (LETTERS DUE 3-5m. summary)

    CURRICULUM AS TECHNOLOGICAL Pinar (Promises and risks of technology).

    Game Theory, CRT and Technology Gap

    Week 8: CURRICULUM AS DELIBERATIVE

    Null (2011): Chapters 6 & 10

    Reid ;Schwab; Mikel (2010): Deliberating Democracy (P. 196)

    Week 9: (CASE STUDY DUE AND GROUP PILOT CASE FOR 20-30 minutes)

    Week 10: (BOOK REVIEW AND PRESENTATION DUE 5-10 minutes)

    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

    If you miss more than one class, the instructor/professor may reduce your final grade by a letter grade. Instructor may design a make-up for missed assignment and/or participation on a case-by-case basis using a pass/fail system. However, there is no option to “make-up” absences of final class. Assignments turned in after the due dates may be penalized a half grade, for instance from A to A-. This is at the discretion of the instructor/professor in consideration of circumstances. Missing assignments will be recorded as an F grade (each comprises 25% of overall grade).If you miss more than one class, the instructor/professor may reduce your final grade by a letter grade. Instructor may design a make-up for missed assignment and/or participation on a case-by-case basis using a pass/fail system. However, there is no option to “make-up” absences of final class. Assignments turned in after the due dates may be penalized a half grade, for instance from A to A-. This is at the discretion of the instructor/professor in consideration of circumstances. Missing assignments will be recorded as an F grade (each comprises 25% of overall grade).

    J. Program This Course Supports

    Ph.D. in 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.