Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - EDA7280
Tracking Number - 2728
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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
Detail Information
- Date & Time Submitted: 2012-01-31
- Department: Educational Leadership
- College: ED
- Budget Account Number: 173500
- Contact Person: Vonzell Agosto
- Phone: 8139743420
- Email: vagosto@usf.edu
- Prefix: EDA
- Number: 7280
- Full Title: Curriculum Theory
- Credit Hours: 3
- Section Type: D -
Discussion (Primarily)
- 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
- Abbreviated Title (30 characters maximum): Curriculum Theory
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
-
- 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.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed to compete with national trends
- 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.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- 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.
- 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.
- 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.
- 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
- Textbooks:
- Course Readings, Online Resources, and Other Purchases: Other readings assigned as necessary.
- 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%.
- 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)
- 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.
- 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).
- Program This Course Supports: Ph.D. in Educational Leadership & Policy Studies
- 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.