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Graduate Course Proposal Form Submission Detail - EDG7941

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Current Status: Approved by SCNS - 2015-04-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: for EdD In Ed Prog Dev C&I - Required. GC appd. To USF Sys 2/27/15. Approved effective 4/1/15


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5079 2014-10-02
     
    Department College Budget Account Number
    Secondary Education ED 1714
     
    Contact Person Phone Email
    Howard Johnston 8132402620 johnston@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDG 7941 Practicum in Educational Innovation

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? Y
    Is this course repeatable? Y
    If repeatable, how many times? 4

    Credit Hours Section Type Grading Option
    1-4 I - Internships (Including Practicum) -
     
    Abbreviated Title (30 characters maximum)
    Pract Ed Innovation
     
    Course Online? Percentage Online
    B - Face-to-face and online (separate sections) 30

    Prerequisites

    EDG7046

    Corequisites

    Course Description

    Requires doctoral students to actively engage in the development and operation of an innovative educational practice or program in the student’s workplace or other institution.


  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?

    This course provides the field-based practicum component for a revised EdD in program development. It is designed for offering to cohort groups in the region, starting with a cohort program in Pinellas County in 2015-2016.

    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.)

    Doctorate plus experience in designing, implementing, evaluating and modifying innovations in educational settings.


  4. Other Course Information

    A. Objectives

    The goals of this course are:

    •To prepare students to work on the solution to a contextualized problem of practice in an educational setting.

    •To enable students to understand and experience the complexities and nuances of implementing innovative practices in educational settings.

    B. Learning Outcomes

    1. Analyze a specific, contextualized problem of practice in an educational setting and contribute to the design of research-based, data-driven solutions and interventions aimed at reducing or eliminating the problem.

    2. Develop or contribute to an implementation plan for the proposed intervention and assist in conducting the intervention in an appropriate educational context.

    3. Participate in the design, operation, and assessment of an innovative program or practice in a field setting.

    4. Contribute effectively to the operation of the innovative practice or program as judged by practicum supervisors and university faculty.

    C. Major Topics

    The art and science of implementing innovations in educational settings.

    Professional presentations and publication in implementation research.

    Technical aspects of implementing innovations in educational settings.

    Field-based experience in implementing innovation.

    D. Textbooks

    Blasé, K. and Fixen, D. (2013). Core intervention components: identifying and operationalizing what makes programs work. ASPE Research Brief. Washington, DC: Office of the Assistant Secretary for Planning and Evaluation, Office of Human Services Policy, U.S. Department of Health and Human Services.

    National Implementation Research Network (NIRN) (2013). Stages of implementation analysis: where are we? Chapel Hill, NC: University of North Carolina, NIRN.

    E. Course Readings, Online Resources, and Other Purchases

    Blasé, K. and Fixen, D. (2013). Core intervention components: identifying and operationalizing what makes programs work. ASPE Research Brief. Washington, DC: Office of the Assistant Secretary for Planning and Evaluation, Office of Human Services Policy, U.S. Department of Health and Human Services. Retrieved from: http://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/ASPE-Blase-Fixsen-CoreInterventionComponents-02-2013.pdf

    National Implementation Research Network (NIRN) (2013). Stages of implementation analysis: where are we? Chapel Hill, NC: University of North Carolina, NIRN. Retrieved from: http://implementation.fpg.unc.edu/sites/implementation.fpg.unc.edu/files/resources/NIRN-Education-StagesOfImplementationAnalysisWhereAreWe.pdf

    In addition, students will develop a bibliography of research, resources and reference material necessary for successful work in their practicum placement.

    F. Student Expectations/Requirements and Grading Policy

    Analytical case study of problem of practice

    in the practicum site. 30%

    Participation in the design and implementation

    of an innovative program or practice in the

    educational workplace. 30%

    Completion of self-assessment and assessment 30%

    of students’ field-based performance by

    site supervisor and instructor.

    Presentation of case, intervention and outcomes 10%

    G. Assignments, Exams and Tests

    This two-semester course is a practicum and seminar and is organized around student work products. In seminar meetings, students will share the results of their field work and will receive feedback, critique, and support from other students in refining and improving each aspect of their innovation. (See objectives above).

    In addition, the instructor will provide information, guidance and skill development sessions on topics that are relevant to the students’ area of inquiry.

    The instructor will also act as university supervisor and liaison with the students’ practicum sites. Evaluations of student performance will be conducted by the instructor and the site supervisor or administrator in the practicum site.

    Students will also be provided with guidance on developing professional presentations and publishing articles related to the problem of practice they have identified and the intervention(s) they have planned. This seminar is designed to put into practice the theoretical and research-based content of two previous courses: Sustainable Innovation and Problems of Practice in Education.

    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

    Students must complete all practicum hours in the semester for which they have enrolled. Regular activity reports may be deferred, with instructor permission, depending on the needs of the practicum site. Final report of practicum activity and participation in critique session must be completed at the end of the semester. No make up for missed practicum hours or final reports are permitted.

    All academic matters are governed by the latest edition of the USF Policy on Academic Integrity. http://www.ugs.usf.edu/policy/AcademicIntegrityOfStudents.pdf

    J. Program This Course Supports

    EdD in Program Development


  5. Course Concurrence Information

    None



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