Apply to USF Now | Graduate Admissions | Events & Workshops | Giving to the Office of Graduate Studies

Graduate Course Proposal Form Submission Detail - EEX7743

Edit function not enabled for this course.


Current Status: SCNS Liaison Notified of Graduate Council Approval - 2016-05-18
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): The course number is to be changed from EEX to EDG to reflect its adoption as a core course by most programs across the College that is being taught by various instructors across Departments and Programs. Each Department Chair has approved the request for the prefix change
Comments: Required. For Spec Ed. Requesting Change to EDG prefix. To GC. Approved Pending verification that prefix change is permissable. Emailed C B-H 5/12/16. Ok to move forward. Appd 5/18/16. to USF Sy 5/18/16. to SCNS after 5/25/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5307 2015-10-18
     
    Department College Budget Account Number
    Educational Leadership ED 0-1714-000; 0-1715-000; 0-1716-000
     
    Contact Person Phone Email
    Vonzell Agosto 9743422 vagosto@usf.edu

  2. Course Information

    Prefix Number Full Title
    EEX 7743 Philosophies of Inquiry

    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? 3

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Philosophies of Inquiry
     
    Course Online? Percentage Online
    U - Face-to-face, online, and blended (separate sections) 75

    Prerequisites

    None

    Corequisites

    None

    Course Description

    Forge students’ critical engagement with the philosophies, theories, perspectives, and paradigms that inform traditions of inquiry, which are influenced by prevailing value systems that shift over time.


  3. Justification

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

    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 is required by all programs associated with the doctoral degree in Curriculum and Instruction except for educational psychology.

    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.)

    Terminal Degree and at least 18 hours of coursework related to research philosophies, paradigms, and theoretical perspectives or equivalent types of experiences teaching, studying, or researching. Committee and Associate Dean approves faculty to teach the course and an advisory group supports the cohesiveness of it in substance and performances expected of students and instructors.


  4. Other Course Information

    A. Objectives

    • Students will begin to acquire a knowledge base of philosophies of inquiry in social sciences and education.

    • Students will become aware of various perspectives and/or paradigms such as post-positivism, social constructionism, interpretivism, critical theories, and post-structuralism.

    • Students will become cognizant that educational research communities select methods of inquiry based upon a particular methodological frameworks, theoretical perspectives, and epistemologies.

    • Students will explore the nature of reality and knowledge and subsequent searches for them through educational research.

    • Students will further develop their own identities as researchers.

    B. Learning Outcomes

    • Students will be able to critically question taken for granted assumptions about research and research methodology.

    • Students will be able to critique research through various lenses/perspectives guiding inquiry.

    • Students will be able to apply knowledge of philosophies of inquiry to make informed decisions about the meaning of research questions, assumptions of epistemological stances they engage, and interpretability of research findings.

    C. Major Topics

    The seminar is organized around , but not limited to, three broad strands of inquiry in education:

    Positivism, Post-Positivism, and Critical Approaches to Inquiry

    Within each tradition, discussions will be organized around the following:

    1. Ontology (the nature of reality);

    2. Epistemology (the nature of knowledge);

    3. Axiology (the ethical and/or moral values and issues); and

    4. Methodology (how inquiry is designed and justified)

    D. Textbooks

    Lukenchuk, A. (2013). Paradigms of research for the 21st century: Perspectives and examples from practice. Peter Lang.

    Crotty, M. (1998/2015). The foundations of social research: Meaning and perspective in the research process. (Reprint) London: Sage.

    Howell, K. E. (2012). An introduction to the philosophy of methodology. Sage Publications.

    E. Course Readings, Online Resources, and Other Purchases

    Sample Articles or Chapters:

    Educational Inquiry

    Paul, J. L., & Marfo, K. (2001). Preparation of educational researchers in philosophical foundations of inquiry. Review of Educational Research, 71(4), 525–547.

    Epistemology

    Berger, P. L., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. Penguin UK.

    Ontology

    Gorski, P. S. (2013). What is critical realism? And why should you care?.Contemporary Sociology: A Journal of Reviews, 42(5), 658-670.

    Paradigms/Perspectives

    Guba, E. G. & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). London: Sage.

    Kincheloe, J. L. & Tobin, K. (2009/2015). The much exaggerated death of positivism. In K. Tobin & S. R. Steinberg (Eds.), Doing educational research (2nd Edition), (pp. 15–32). Rotterdam, The Netherlands.

    Methodological Pluralism

    Hammersley, M. (2011). Methodology, who needs it? Thousand Oaks, CA: Sage.

    Kincheloe, J. L. (2005). On to the next level: Continuing the conceptualization of the bricolage. Qualitative Inquiry, 11(3), 323-350.

    Springgay, S., Irwin, R. L., Kind, S. W. (2005). A/r/tography as living inquiry through art and text. Qualitative Inquiry, 11(6), 897-912

    F. Student Expectations/Requirements and Grading Policy

    The products and performances being evaluated vary among instructors.

    Typical assignments and assessments include: written responses, posters, facilitation, and reviews of research/scholarship.

    There are a total of 4 graded areas:

    Response papers (5/5% each) 25%

    Perspective Paper or Poster 25%

    Group Facilitation 25%

    Critical Review Essay at 25%.

    A+ = 97 - 100 points

    A = 94 - 96 points

    A - = 90 - 93 points

    B+ = 87 – 89 points

    B = 84 – 86 points

    B - = 80 – 83 points

    C + = 77 – 79 points

    C = 74 – 76 points

    C - = 70 – 73 points

    D = 60 – 69 points

    F = below 59 points

    G. Assignments, Exams and Tests

    1 INTRODUCTION: Defining Research, Scholarship, Philosophies

    2 PHILOSOPHY AND THEORY(Reading Response)

    3 PHILOSOPHIES OF SCIENCE (Reading Response)

    4 METHODOLOGY (Reading Resp)

    5 PARADIGMS/ PERSPECTIVES (Reading Resp)

    6 POSIVITISM (Facilitation OR Reading Resp)

    7 POST/POSITIVISM (Facilitation OR Reading Resp)

    8 INTERPRETIVISM (Facilitation or Reading Resp)

    9 CRITICAL (RACE) STUDIES (Facilitation or Reading Resp)

    10 CRITICAL (FEMINIST) STUDIES (Facilitation or Reading Resp)

    11 STRUCTURALISM (Facilitation or Reading resp)

    12 SOCIAL CONSTRUCTIONISM - (Perspective Paper)

    13 POST- STRUCT & POSTMODERNISM (Facilitation or Reading Resp)

    14 BRICOLAGE and ARTS-BASED RESEARCH Response

    15 FINAL Review

    H. Attendance Policy

    Attendance is highly recommended since this is a seminar/discussion course, which suggests a high demand for interpersonal intellectual engagement. Specific attendance policies will be determined by the instructor.

    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

    Make-Up Assignments: A missed assignment may be replaced with an alternative assignment at the discretion of the instructor.

    Assignments and/or assessments completed by students are subject to the University Policy on Academic Integrity, which states: “Students attending USF are awarded degrees in recognition of successful completion of seminar work in their chosen fields of study. Each individual is expected to earn his/her degree on the basis of personal effort. Consequently, any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable.” (USF Graduate Catalog).

    J. Program This Course Supports

    Curriculum and Instruction (all programs except School Psychology).


  5. Course Concurrence Information

    Some programs outside of Curriculum and Instruction have elected to have this course serve as a core requirement (i.e., Educational Leadership, Counseling).



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