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Graduate Course Proposal Form Submission Detail - EDG7207

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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
    5080 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 7207 Transforming the Curriculum

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) -
     
    Abbreviated Title (30 characters maximum)
    Transforming the Curriculum
     
    Course Online? Percentage Online
    B - Face-to-face and online (separate sections) 75

    Prerequisites

    Corequisites

    Course Description

    Theory and research in curriculum development, including historical perspectives on curriculum movements, comparative global curriculum issues, and curriculum theories and models in use. Special attention given to innovations that succeed or fail.


  3. Justification

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

    Needed for new program/concentration/certificate

    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 serve as a core requirement in the Ed.D. in program development for cohort programs in Tampa and surrounding regions. The initial cohort program will be offered in Pinellas County.

    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 curriculum development projects or publication in area of curriculum theory, curriculum development, or curriculum issues.


  4. Other Course Information

    A. Objectives

    Engage students in study of curriculum models in schools and other educational settings.

    Examine curriculum theories underpinning alternative curriculum models.

    Identify historic trends in curriculum and link them to cultural, political, economic and pedagogical forces in the greater society.

    Engage students in analyzing specific curriculum movements and innovations.

    B. Learning Outcomes

    At the conclusion of this course, students will…

    1. Complete a midterm examination in which they…

    a. articulate competing and complementary theories of curriculum and the curriculum models derived from each.

    b. Describe historical trends in curriculum innovation, and link trends to cultural, political, economic and pedagogical forces in the society at large.

    2. Prepare an in-depth review of research on curriculum innovations and the features and conditions that sustain them or lead to their decline and demise.

    3. Create an analytical rubric to assess the sustainability of curriculum innovations and use that rubric to analyze a specific curriculum innovation in their educational setting.

    C. Major Topics

    Curriculum theory: origins and influences.

    Theoretical models for curriculum development.

    Comparing curriculum models in use in global environment.

    The evolution of curricula in the US and globally

    Standards and accountability in the curriculum

    Curriculum innovations: characteristics and sustainability

    The origins of curriculum innovation

    Curriculum and public policy

    Curriculum research as a field of inquiry

    D. Textbooks

    Flinders, D. J. and Thornton, S. J. (2013). The curriculum studies reader, 4th ed. New York: Routledge.

    Glatthorn, A. A., Boschee, F. A., Whitehead, B. M., Boschee, B. F. (2012). Curriculum leadership. Thousand Oaks, CA: Sage.

    Jacobs, H. H. (2010) Curriculum 21: Essential education for a changing world. Alexandria, VA: ASCD.

    E. Course Readings, Online Resources, and Other Purchases

    Flinders, D. J. and Thornton, S. J. (2013). The curriculum studies reader, 4th ed. New York: Routledge.

    Jacobs, H. H. (2010) Curriculum 21: Essential education for a changing world. Alexandria, VA: ASCD.

    Jukes, I., et. al., (2010). Understanding the digital generation: Teaching and learning in the new digital landscape. Vancouver, BC: 21st Century Fluency Project.

    Partnership for 21st Century Skills. The intellectual and policy foundations of the 21st century skills framework. Washington, DC: Author.

    Schiro, M. (2013). Curriculum theory: conflicting visions and enduring concerns, 2d Ed., Thousand Oaks, CA: Sage.

    Tanner, D. and Tanner, L. (2007). Curriculum development: theory and practice, 4th ed., Boston, Allyn and Bacon.

    F. Student Expectations/Requirements and Grading Policy

    Midterm examination covering topics 1-5.* 20%

    Criteria for assessing sustainability of curriculum innovation 20%

    Research review on sustainability of curriculum innovation 20%

    Create research-based analytical rubric for assessing curriculum 10%

    Report results of curriculum analysis in an educational setting 20%

    Presentation of process, results and recommendations 10%

    G. Assignments, Exams and Tests

    Week 1-2

    Curriculum theory: origins and influences.

    Week 3-4

    Theoretical models for curriculum development.

    Comparing curriculum models in use in global environment.

    Week 5-6

    The evolution of curricula in the US and globally

    Standards and accountability in the curriculum

    Week 7

    MidTerm Examination

    Week 8-9

    Curriculum innovations: characteristics and sustainability

    The origins of curriculum innovation

    Assignment: Research Review on sustainability of curric innovation

    Assignment: Criteria for assessing sustainability of curric innovation

    Week 10-11

    Curriculum and public policy

    Week 12-13

    Curriculum research as a field of inquiry

    Assignment: Draft of curriculum analysis rubric due

    Week 14-15

    Assignment: Final Presentations of Curriculum Analysis

    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

    The midterm exam may be made up with a grade penalty.

    All other assignments, except for the final presentations, may be made up with grade penalty. Final presentations may not be made up and failure to submit the final presentation will result in failure in the course.

    All academic processes are governed by the latest edition of the USF Policy on Academic Integrity.

    J. Program This Course Supports

    EdD in Program Development


  5. Course Concurrence Information

    Available as elective in doctoral programs in the COEDU.



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