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Graduate Course Proposal Form Submission Detail - EDH7057

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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 C&I Phd- Higher Ed Am. GC appd 5/7/12; to USF sys 5/15/12; to SCNS 5/23/12. Appd eff 8/1/12. Sub as 7055; appd as 7057


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2791 2012-02-22
     
    Department College Budget Account Number
    Adult, Career and Higher Education ED 173100
     
    Contact Person Phone Email
    Dr Kathleen P KIng 8139740030 kathleenking@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDH 7057 Introduction to Research Studies in Higher Education

    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 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Intro Res Studies Higher Ed
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    Corequisites

    Course Description

    This course introduces key studies in higher education selected from across areas of focus and a brief overview of research methodologies. Must be completed early after admittance to the doctoral program.


  3. Justification

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

    Needed for program/concentration/certificate change

    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?

    Annual enrollment of 15-30 doctoral students who must take this course as part of the required program of study in higher education.

    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.)

    Academic preparation and research expertise in higher education and more than one research method used in higher education.


  4. Other Course Information

    A. Objectives

    Students who successfully complete all course requirements should be able to meet the following objectives:

    a. Determine essential elements and strategies in reading and evaluating higher education research literature.

    b. Understand the skills, practices, and issues involved in conducting and writing literature reviews in higher education research.

    c. Recognize the strengths and limitations of higher education research analysis in the conduct of disciplined inquiry.

    d. Understand the elements of planning and developing a complete higher education research study’s prospectus.

    e. Master ability to communicate higher education research methods, analysis, issues, results and interpretation with peers and other professionals.

    B. Learning Outcomes

    At the end of the course, participants are expected to demonstrate targeted understandings and skills by being able to (the alignment of objectives and outcome are aligned in parenthesis):

    * Plan, conduct, and write literature reviews as a foundation for higher education research. (Objective 1)

    * Review, synthesize, and interpret a higher education research article (Objective 2).

    * Design a research prospectus for a complete higher education research study. (Objective 3).

    * Communicate meaningfully and effectively with peers and other professionals on higher education research issues in group settings online and in person. (Objective 4)

    C. Major Topics

    Introduction to Educational Research

    Frameworks for Research

    Research Methods Overview: Quantitative, Qualitative, and Mixed Research

    Planning the Research Study

    How to Review the Literature and Develop Research Questions

    How to Prepare a Research Report and Use APA Style Guidelines

    Research Design, Proposals and Ethics

    How to Write a Research Proposal

    Research Ethics

    Foundations of Research

    Standardized Measurement, Assessment, Questionnaires

    Overview Standardized Measurement and Assessment

    How to Construct a Questionnaire

    Data Collection and Sampling

    Methods of Data Collection

    Sampling in Quantitative, Qualitative, and Mixed Research

    Validity in Research

    Validity of Research Results in Quantitative, Qualitative, and Mixed Research

    Selecting a Research Method

    Experimental Research

    More Experimental-Type Options

    Quasi-Experimental and Single-Case Designs

    Nonexperimental Quantitative Research

    Qualitative Research

    Qualitative Research

    Historical Research

    Mixed Methods Research

    Overview Mixed Methods Research

    Analyzing the Data

    Statistics and Data Displays

    Descriptive Statistics

    Inferential Statistics

    Qualitative Analysis

    Data Analysis in Qualitative and Mixed Research

    Mixed-Methods Analysis Typology and Strategies

    Data Analysis in Qualitative and Mixed Research

    Building on Success and Looking Forward

    Building a research agenda and publishing success.

    D. Textbooks

    Burke Johnson, R., & Christensen, L. B. (2012). Educational research: Quantitative, qualitative and mixed methods (4th Edition). Thousand Oaks, CA: Sage.

    Open Access study resources for students at the Sage site for this book.

    E. Course Readings, Online Resources, and Other Purchases

    Readings and complementary resources are available on the Blackboard site or are to be researched as needed by participants depending on particular interests and nature of the project expected to be complete in the course. Below is a sample of readings and online resources.

    Curriculum, Teaching and Learning

    Mavrou, K. (2011). Assistive technology as an emerging policy and practice: Processes, challenges and future directions. Technology & Disability, 23(1), 41-52. doi:10.3233/TAD-2011-0311

    Sandi-Urena, S., Cooper, M. M., & Stevens, R. H. (2011). Enhancement of metacognition use and awareness by means of a collaborative intervention. International Journal of Science Education, 33(3), 323-340. doi:10.1080/09500690903452922

    Spronken-Smith, R., Walker, R., Batchelor, J., O'Steen, B., & Angelo, T. (2011). Enablers and constraints to the use of inquiry-based learning in undergraduate education. Teaching in Higher Education, 16(1), 15-28. doi:10.1080/13562517.2010.507300

    Student Affairs

    Dyment, J. E., & O'Connell, T. S. (2011). Assessing the quality of reflection in student journals: A review of the research. Teaching in Higher Education, 16(1), 81-97. doi:10.1080/13562517.2010.507308

    Ertl, H., & Wright, S. (2008). Reviewing the literature on the student learning experience in higher education. London Review of Education, 6(3), 195-210. doi:10.1080/14748460802489348

    Gildersleeve, R., & Ranero, J. J. (2010). Precollege contexts of undocumented students: implications for student affairs professionals. New Directions for Student Services, (131), 19-32.

    Haber, P., & Getz, C. (2011). Developing intercultural competence in future student affairs professionals through a graduate student global study course to Doha, Qatar. Catholic Education: A Journal of Inquiry & Practice, 14(4), 463-486.

    Kellogg, A., & Niskodé, A. (2008). Student affairs and higher education policy issues related to multiracial students. New Directions for Student Services, (123), 93-102.

    Martinsuo, M., & Turkulainen, V. (2011). Personal commitment, support and progress in doctoral studies. Studies in Higher Education, 36(1), 103-120. doi:10.1080/03075070903469598

    Rojewsk, J. W., Lee, I., Gregg, N., & Gemici, S. (2012). Development patterns of occupational aspirations in adolescents with high-incidence disabilities. Exceptional Children, 78(2), 157-179.

    Distance Learning

    Allen, I. E., & Seaman, J. (2008). Online nation: Five years of growth in online learning. Sloan Foundation Report. Retrieved from http://www.sloan-c.org/publications/survey/pdf/online_nation.pd

    Brown, G. (2006). New perspectives on instructional effectiveness in distance education. In K. P. King & J. K. Griggs. (Eds). Harnessing innovative technology in higher education: Access, Equity Policy and Instruction. (pp. 97-110). Madison, WI: Atwood.

    Faculty

    Barrett, L., & Barrett, P. (2011). Women and academic workloads: career slow lane or Cul-de-Sac?. Higher Education, 61(2), 141-155. doi:10.1007/s10734-010-9329-3

    Lombardi, A. R., & Murray, C. (2011). Measuring university faculty attitudes toward disability: Willingness to accommodate and adopt Universal Design principles. Journal of Vocational Rehabilitation, 34(1), 43-56.

    Macfarlane, B. (2011). Professors as intellectual leaders: Formation, identity and role. Studies in Higher Education, 36(1), 57-73. doi:10.1080/03075070903443734

    Governance

    Filippakou, O., Salter, B., & Tapper, T. (2010). Compliance, resistance and seduction: Reflections on 20 years of the funding council model of governance. Higher Education, 60(5), 543-557. doi:10.1007/s10734-010-9314-x

    Mok, K., & Cheung, A. L. (2011). Global aspirations and strategising for world-class status: New form of politics in higher education governance in Hong Kong. Journal of Higher Education Policy and Management, 33(3), 231-251.

    Vidovich, L., & Currie, J. (2011). Governance and trust in higher education. Studies in Higher Education, 36(1), 43-56. doi:10.1080/03075070903469580

    Leadership

    Muñoz, M. (2010). In their own words and by the numbers: A mixed-methods study of Latina community college presidents. Community College Journal of Research & Practice, 34(1/2), 153-174. doi:10.1080/10668920903385939

    van Ameijde, J. J., Nelson, P. C., Billsberry, J., & van Meurs, N. (2009). Improving leadership in Higher Education institutions: A distributed perspective. Higher Education, 58(6), 763-779. doi:10.1007/s10734-009-9224-y

    White, K., & Ozkanlı, O. (2011). A comparative study of perceptions of gender and leadership in Australian and Turkish universities. Journal of Higher Education Policy & Management, 33(1), 3-16. doi:10.1080/1360080X.2011.536976

    Policy

    Conner, T. W., & Rabovsky, T. M. (2011). Accountability, affordability, access: A review of the recent trends in higher education policy research. Policy Studies Journal, 3993-112.

    McCaig, C. (2011). Trajectories of higher education system differentiation: structural policy-making and the impact of tuition fees in England and Australia. Journal of Education & Work, 24(1/2), 7-25. doi:10.1080/13639080.2010.534772

    Stevens, P. J., Clycq, N., Timmerman, C., & Van Houtte, M. (2011). Researching race/ethnicity and educational inequality in the Netherlands: A critical review of the research literature between 1980 and 2008. British Educational Research Journal, 37(1), 5-43. doi:10.1080/01411920903342053

    Martinsuo, M., & Turkulainen, V. (2011). Personal commitment, support and progress in doctoral studies. Studies in Higher Education, 36(1), 103-120. doi:10.1080/03075070903469598

    ===================================================================

    Mixed Methods Research

    Creswell, J. (1998). Qualitative inquiry and research design. Thousand Oaks, CA: Sage.

    Creswell, J. (2003). Research design (2nd ed.). Thousand Oaks, CA: Sage.

    Greene, J. (2007). Mixed methods in social inquiry. Thousand Oaks, CA: Sage.

    Onwuegbuzie, A. J. & Teddlie, C. (2003). A framework for analysing data in mixed methods research. In A. Tashakkori & C. Teddlie (Eds.) Handbook of mixed methods in social and behavioral research (pp. 351-383). Thousand Oaks, CA: Sage.

    Tashakkori, A. & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.

    Plano Clark, V. L. & Creswell, J. (2008). The mixed methods reader. Thousand Oaks, CA: Sage.

    F. Student Expectations/Requirements and Grading Policy

    Each student is expected to complete the reading assignments in the texts and the supplementary readings prior to the class session. Basic familiarity with the material will increase learning in the classroom. In addition, each student is encouraged to complete homework exercises whether or not the homework is collected and graded. The best way to learn the logic of many statistical procedures is through practice with the formulas and concepts.

    The evaluation of performance in the course will be based on the timely completion and quality of course deliverables according to the following weights:

    Course Discussion, Participation, Preparation 10%

    Higher Education Article Critique of Choice 30%

    IRB Training Certificate (Complete IRB online training; submit certificate in BBD) 10%

    Higher Education Action Research Project Elements

    Action Research Mini-Literature Review and Prospectus

    Action Research Project Proposal 10%

    Action Research Roundtable/Discussion Presentation 10%

    Action-Research Project Paper 20%

    Total 100%

    G. Assignments, Exams and Tests

    The demonstration of core understandings, knowledge, attitudes, and skills serving as the focus of this course requires the completion of six complementary deliverables as a result of work in each of the modules and/or in connection to the final assignment including:

    1 Article Critique of Choice

    2 Literature Review and Prospectus

    3 Discussion, Participation, Preparation

    4 Project Proposal

    5 Oral Research Presentation

    6 Research Project Paper

    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

    Policy on Incomplete (I) An Incomplete (grade of I) will be submitted at the end of the semester only for unusual circumstances. It is the instructor experience that when a participant receives an incomplete in a course, a great deal of paperwork, telephone and/or e-mail exchanges and face-to-face meetings are necessary to resolve the I. And almost without exception, usually due to a significant time lapse that occurs, the course assignments are rarely completed in the same quality fashion as those, which are completed on time. Thus, University policy calls for incompletes to be awarded only when the coursework has been substantively completed (75%) and there are extenuating circumstances preventing the student from completing the course requirements by the end of the semester. If you happen to fall in this situation toward the end of the semester, and it is your responsibility to explain your extenuating circumstances to the instructors and request an incomplete grade. In this case, a contract will be signed by you and instructor and approved by the Graduate School. If approved, any incomplete work must be completed within one semester after the I is received due to the fact that the course web site is only archived for one semester. After that time, all records, assignments, postings, etc. for that semester are deleted by the USF computer center. The maximum grade when all work is completed during the subsequent semester will be a B.

    Academic Dishonesty Plagiarism is defined as literary theft and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as your own, segments or the total of the work from someone else. Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an F with a numerical value of zero on the item submitted, and the F shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F of FF (the latter indicating dishonesty) in the course.

    Detection of Plagiarism The University of South Florida has an account with an automated plagiarism detection service, which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student paper was plagiarized.

    J. Program This Course Supports

    Docotral degree in HIgher Education Administration


  5. Course Concurrence Information

    none



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