Graduate Course Proposal Form Submission Detail - SCE7740
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/6/13 for Science Ed Conc. Changes; Approved. Cleared Syst Concurrence 7/31/13. to SCNS 8/5/13. Subm 7945 approved as 7740 eff 9/1/13
- Department and Contact Information
Tracking Number Date & Time Submitted 3056 2012-12-24 Department College Budget Account Number Secondary Education ED 172400 Contact Person Phone Allan Feldman 8139742471 firstname.lastname@example.org
- Course Information
Prefix Number Full Title SCE 7740 Doctoral Research in Science Education 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 3 O - Other - Abbreviated Title (30 characters maximum) Research in Sci Ed Course Online? Percentage Online C - Face-to-face (0% online) 0
Admission to the PhD concentration in science education
This course prepares students for proposal writing including review of successful proposals and literature, developing research questions and objectives, presenting preliminary results and developing a research program. Required for Sci Ed PhD students.
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?
This course will be required of all doctoral students in science education. It is also expected that current doctoral students will enroll in the course because of its content.
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.)
PhD in science education
- Other Course Information
The course will prepare students to identify important questions or problems in science education, to write critical literature reviews that support the importance of those questions/problems, and to develop a dissertation proposal. Students may also use the course as a venue to present results from ongoing pilot studies. Students taking this class will be expected to share their work with the instructor, their major professors, and their classmates and to candidly critique each other’s work.
B. Learning Outcomes
1. Students will develop their skills in identifying researchable questions and problems of importance in science education; writing critical literature reviews; and writing research proposals.
2. Students will develop their oral presentation skills.
3. Students will form a community of scholars who assist each other in their growth as creators of knowledge in science education.
C. Major Topics
Retrieval of research literature.
Review and critique of research literature.
Writing literature reviews.
Developing research questions.
Formulating a research plan.
Silverman, S. J., Locke, L. F., & Spirduso, W. W. (2007). Proposals that work: A guide for planning dissertations and grant proposals. Thousand Oaks, CA: Sage Publications.
E. Course Readings, Online Resources, and Other Purchases
Baker, D. (2002). The Peer Review Process in Science Education Journals. Research in Science Education, 32(2), 171-180.
Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational researcher, 34(6), 3-15.
EDC. (2012). Writing for Publication: Resources for Teacher Leadership.Retrieved December 24, 2012, from http://teacherleadership.edc.org/writingforpub.asp
Rapple, B. (2012). How to write a literature review.Retrieved December 24, 2012, from http://libguides.bc.edu/litreview.
Taylor, D. (2012). The literature review: A few tips on conducting it.Retrieved December 24, 2012, from http://www.writing.utoronto.ca/advice/specific-types-of-writing/literature-review.
University of North Carolina. (2012). Literature reviews.Retrieved December 24, 2012, from http://writingcenter.unc.edu/handouts/literature-reviews/.
University of Wisconsin Madison. (2012). Learn how to write a review of literature.Retrieved December 24, 2012, from http://writing.wisc.edu/Handbook/ReviewofLiterature.html.
F. Student Expectations/Requirements and Grading Policy
Nine written assignments and one oral presentation. Each worth approximately 10% of the grade.
G. Assignments, Exams and Tests
Class session, Topics, and Assignments and Readings
1 Introduction and goals of course. Initial exploration of research questions.
2 Writing Center Workshop, Assignment: Elevator pitch
3 Reading the research literature and peer review, Assignment: Journals, Reading: Baker (2002)
4 Searching the literature and developing a bibliography, Reading: Boote & Beile (2005).
5 Presentations by advanced doctoral students of their literature reviews
6 Writing a literature review, Reading: Resources for writing the literature review
7 Development of research hypotheses and objectives, Assignment: Literature review outline. Reading: Silverman et al (2007)
8 Presenting preliminary results, Assignment: Journal article review
9 Developing a research program, Assignment: Literature review section
10 Presentations by advanced doctoral students of their dissertation proposals, Reading: EDC (2012)
11 Student Presentations
12 Student presentations, Assignment: Research methods outline
13 Student presentations
14 Student presentations, Assignment: Research methods section
15 Course closure
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,
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
Students have one week after the due date for assignments to complete them. Students will not receive credit for the assignment if it is more than one week late unless they have an excused absence from the class.
“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 one's own, segments or the total of another person's work.”
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.”
J. Program This Course Supports
Curriculum and Instruction PhD Science Education
- Course Concurrence Information