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Graduate Course Proposal Form Submission Detail - EDG7936

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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
    5082 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 7936 Graduate Seminar: Leader-Scholar Community

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? Y
    If repeatable, how many times? 2

    Credit Hours Section Type Grading Option
    3 R - Supervised Research -
     
    Abbreviated Title (30 characters maximum)
    Grad Sem: Ldr-Schol Community
     
    Course Online? Percentage Online
    B - Face-to-face and online (separate sections) 60

    Prerequisites

    EDG7046

    Corequisites

    Course Description

    Participation in leader-scholar learning community to develop dissertation/capstone project concept, review literature, plan intervention, and design research. Registration begins in second year of program and continues until candidacy.


  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 is the dissertation preparation course for the EdD cohort in Curriculum and Instruction which is to be offered in Pinellas County in the 2015-16 academic year. It is also designed to update the EdD in Program Development in accordance with Carnegie Project on the Education Doctorate principles and standards.

    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 conducting research and field investigations on situated problems of practice in educational settings.

    Experience in advising or directing student research activities.


  4. Other Course Information

    A. Objectives

    This course is to prepare students to design a product that is sufficient in scope, significance, and complexity to serve as the focus for a Dissertation in Practice, including:

    • Conceptualizing a problem of practice

    • Analyzing a problem of practice for intervention

    • Reviewing relevant literature on the problem and potential interventions

    • Designing an intervention program or project

    • Developing an implementation plan for the intervention

    • Designing a study to investigate the effects of the proposed intervention

    B. Learning Outcomes

    Objectives: Upon successful completion of this course, students will:

    • Identify and describe a specific, contextualized problem of practice in their own educational workplace or one with which they are familiar and to which they have access.

    • Analyze a specific, contextualized problem of practice and design research-based, data-driven solutions and interventions aimed at reducing or eliminating the problem.

    • Develop an implementation plan for the proposed intervention and a plan for sustaining the intervention in an appropriate educational context.

    • Design a research-quality study to determine the effects of the proposed intervention on the problem of practice.

    • Write a proposal for preliminary review by the EdD committee to determine its suitability for a Dissertation in Practice.

    C. Major Topics

    This two-semester course is a working group and is organized around student work products. Students will share the results of their work in their cohort group and will receive feedback, critique, and support from other students in refining and improving each aspect of their seminar task (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. These will include but will not be limited to:

    • Conceptualizing a problem of practice

    • Analyzing a problem of practice for intervention

    • Reviewing relevant literature on the problem and potential interventions

    • Designing an intervention program or project

    • Developing an implementation and sustainability plan for the intervention

    • Designing a study to investigate the effects of the proposed intervention

    • Drafting a proposal for a Dissertation in Practice

    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.

    D. Textbooks

    ESD113 (n.d.). Identifying the problem(s) of practice: data worksheet. Tumwater, WA: Capital Regional ESD.

    Gall, M.D., Gall, J. and Borg, W. (2014). Applying educational research: how to read, do, and use research to solve problems of practice (6th Edition). New York: Pearson.

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

    University of Maryland College of Education (Fall, 2012). Introduction to the dissertation in practice. College Park, MD: Author. Retrieved f

    E. Course Readings, Online Resources, and Other Purchases

    Carnegie Project on the Education Doctorate (2014). Dissertation in practice resources. New York: Author. Retrieved from http://cpedinitiative.org/dissertation-practice-resources

    Duquesne University School of Education (Fall, 2011). Dissertation in practice. Pittsburg: Author. Retrieved from http://cpedinitiative.org/files/dissertation_of_practice_guide_du.pdf.

    ESD113 (n.d.). Identifying the problem(s) of practice: data worksheet. Tumwater, WA: Capital Regional ESD. Retrieved from: http://www.esd113.org/cms/lib3/WA01001093/Centricity/Domain/238/Early%20Learning%20Institute/4.6_Identifying%20the%20Problems%20of%20Practice_v2.pdf

    Gall, M.D., Gall, J. and Borg, W. (2014). Applying educational research: how to read, do, and use research to solve problems of practice (6th Edition). New York: Pearson.

    Labaree, D. (May, 2003). The peculiar problem of preparing educational researchers. Educational Researcher, 32(4): 13-22.

    Labaree, D. (October, 2008). The dysfunctional pursuit of relevance in education research. Educational Researcher, 37(7): 421-423.

    National Implementation Research Network (NIRN) (2013). The hexagon tool – exploring context. Chapel Hill, NC: University of North Carolina, NIRN. Retrieved from: http://implementation.fpg.unc.edu/resources/hexagon-tool-exploring-context

    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

    University of Maryland College of Education (Fall, 2012). Introduction to the dissertation in practice. College Park, MD: Author. Retrieved from http://cpedinitiative.org/files/univmaryland_introduction_to_the_dissertation_of_practice_copy.ppt

    F. Student Expectations/Requirements and Grading Policy

    Identification and analysis of existing problem of practice

    in the student’s educational workplace* 20%

    Design of intervention for existing problem of

    practice in an education setting and a plan for implementation.

    (Including Class Presentation and Critique)* 30%

    Design of a research-quality study of the effects of

    the intervention on the problem of practice.

    (Including Class Presentation and Critique)* 30%

    Prepare initial draft of proposal for a Dissertation in Practice

    for doctoral committee review. * 20%

    G. Assignments, Exams and Tests

    Week 1-2

    Conceptualizing a problem of practice

    Week 3-4

    Analyzing a problem of practice for intervention

    Week 5-6

    Reviewing relevant literature on the problem and potential interventions

    Week 7-8

    Designing an intervention program or project

    Developing an implementation and sustainability plan for the intervention

    Week 9-10

    Designing a study to investigate the effects of the proposed intervention

    Week 11-12

    Writing a proposal for a Dissertation in Practice

    Week 13-15

    Presentation and Critique of Proposals

    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

    Draft dissertation proposal must be completed by the end of the semester; no make-up is permitted.

    Presentation of proposal and participation in critique session must be completed at assigned time; no make up is permitted.

    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

    None



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