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SYLLABUS
E 2640
TCHL930-Research Methods:
A RESEARCH SEMINAR FOR THE DEVELOPMENT OF HIGHER EDUCATION
INNOVATIONS, FOR RESEARCH ON THE HIGHER EDUCATION
ENTERPRISE AND FOR ADVANCEMENT OF EDUCATIONAL TECHNOLOGY
Course Prefix and Number: TCHL 930-01
Course Title: :Methods of Research
A RESEARCH SEMINAR FORTHE DEVELOPMENT OF HIGHER EDUCATION
INNOVATIONS, FOR RESEARCH ON THE HIGHER EDUCATION ENTERPRISE AND
FOR ADVANCEMENT OF EDUCATIONAL TECHNOLOGY AND KNOWLEDGE
Spring of 2007
Course Credit: Variable, 1-6 hours of credit, elective course
Instructor: Oliver D. Hensley, PhD.
Class Wednesday- 5-8:00 PM
310 Hughes Hall
Office: 302 Hughes Hall.
Phone: (620) 235-4222 FAX 235-4520-
e-mail ohensley@pittstate.edu
I. COURSE DESCRIPTION
.
Catalog Description TCHL 930. Seminar in Research Skills. 3 hours. This course
meets the research requirement for Option II of the Ed. S. degree. It is intended for
practitioners who will be users of educational research and educational evaluation. The
course will emphasize a review of educational research and evaluation principles, the use
of these skills in reading, analyzing and interpreting research and evaluation, and the
presentation of reports on topics of interest to the students. Prerequisites: TCHL 891
Methods of Research and TCHL 824 Educational Statistics I, or permission of instructor.
Always courses are very dependent upon teacher orientation. This Syllabus is copyrighted by Dr.
Hensley and reflects his belief that research methods are best learned by doing research. He has
the expectation that every student will start a research project in this seminar. He provides a body
of knowledge to students while they research a topic of their choice. Seminar Topics depend upon
Student Goals and their Research Expertise, However, the primary intents for the course are
developing competency in analyzing the structure of a thesis and understanding the fundamental
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modes of inquiry associated with independent research.. Application of independent research
methods and selecting techniques for doing a thesis or a research project is the first consideration
of the student in this class. Working on the development of new methods and techniques is the
third purpose of this class. Continually our thoughts are on Selecting the Appropriate
Modes of Inquiry (MOI) to Solve a Problem and Creating a Research Design for
students that fit into the following Modes of Inquiry .
Options for Modes of Inquiry
1. Epistecybernetic MOI. Knowledge dissemination is the primary function of professors;
consequently, knowledge stewardship is a major consideration for all teachers. Dr. Hensley
lectures on the Importance of the systems theory in education stewardship and assists students in
creating educational innovations for instructional and technological improvements in the
classroom and for developing International Standards for Schools, disciplines and particular
classes. He encourages students to test their intellectual products in demonstration schools and
then helps them take tested products into the market place.
2. Pure Experimental MOI considers the Scientific Way of Thinking and Setting Conditions for
Treating Subjects Using controlled substances and conditions. Cambell’s Varieties of Eighteen
Research Designs
3. Comparative Studies of Education MOI provides a critical examination of education around the
world, using approaches from cultural anthropology, history, rural sociology and other social
sciences, Dr. Hensley provides direct contact with British, Chinese, Tatar and Russian coinvestigators for students using Comparative International Studies MOI.
4. Diversity MOI offers a critical analysis of multiple perspectives on culture, diversity and
gender in local, regional and global contexts of higher education and in formal and informal
settings. He feels that Diversity Studies are not only a substantive area of study, but a unifying
thematic across the curriculum. He is particularly fond of cooperative studies with scholars of
Native American Studies and encourages students to choose topics that advance these topics.
5. Qualitative Modes of Inquiry in Education focus on foundational questions regarding the
conduct of qualitative research in education. Dr. Hensley defines knowledge and then reviews
foundation questions concerning classical epistemology, neo-epistemology, intellectual history,
philosophy and the sociology of knowledge, arranges for case studies and pilot field-work, and
lectures on the acceptance and adoption of innovations in the education enterprise and assists
students with non-traditional qualitative inquiries in education. This is the place of testing
alternative methodologies and theories. It is the place for the dissident. The instructor loves the
polite dissident who wants to prove a new way of thinking. Large samples and classical thought
are not necessary—knowledge of past thought, an open mind, new paradigms, and hard work are.
6.Developing Innovative Technologies of Instruction and Media MOI focus on intersections of
culture, technology and education in formal and informal education and in society at large. Work
on the Internet is a major effort for students using this MOI. Students iselecting this mode of
inquiry integrate theoretical and practical studies of technologies and media through cultural,
economic, and political critique and the production of instructional intellectual property for use
with mass communication systems or jump-drives. This is the place for home schoolers and online addicts.
7. Psychological Studies in Education are taught usually in the Department of Psychology and
Counseling as they examine learning, cognition, and motivation; however, sometimes students
with a special focus on teaching and teacher learning in higher education want to conduct an
educational psychology study. This mode allows students to concentrate on issues in instructional
methods, teacher attributes, and student learning and motivation. Dr. Hensley advises students
wanting to study in this area to arrange for a course of study with faculty in Psychology. For more
information, please contact the faculty in Department of Psychology and Counseling.
8. Curriculum Studies MOI forms a nexus of theoretical and historical study across an array of
issues and discourses in the critical analysis of the school’s curriculum, state & federal curriculum
policies and the history of the curriculum as related to in-schoolpractice and the education of
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teachers. Dr. Hensley has a long-abiding interest in the Structure of Knowledge and in its impact
on school curricula and student’s minds. He delivers several lectures on structuring of knowledge
and shows examples structured knowledge and the standards for curricula in American Language
and Culture and in an international counterpart, Russian Language and Culture at
WWW./CUESInternationalStandards.com. He provides lectures on a Revolution in Thinking
About Knowledge to stimulate discussion on curriculum validation and evaluation methods
9.Teacher Education & Pedagogical Training a university-wide Mode of Inquiry based in
Technology Education, Arts and Sciences and Business Foundations for those students whose
major goal is inquiry into the problems of general teacher education and not a particular
curriculum area or emphasis.
10.Philosophical Inquiry in Education looks at the language and logic of educational discourse
along with the relationship between education, language and culture and employment. HEADS
11. Historical Modes of Inquiry in Education examines past events that have led to current
attitudes and circumstances pertaining to education, or that serve as a benchmark for comparison
with current educational movements. Oral History
The Work of the American Academician.
The Special Services and Leadership Studies Department of the College of Education provides a
series of Research Seminars dedicated to the development of student research manuscripts (theses
and sponsored projects). TCHL 930-01 is designed to bridge the gap between the theory and practice
of scholarly research . It has the intent of assisting graduate students in structuring their conceptual
frameworks for research prospecti and proposals, in testing new research protocols, in validating
innovative instruments, and in preparing prototype manuscripts related to the student’s scholarly
interests within their knowledge discipline.
II. RELATION TO KNOWLEDGE BASE
A. Relation to the College of Education Philosophy.
In the faculty orientation for the academic year of 2003-04, Dean Steve Scott encouraged the
faculty to plan for rapid changes in educational technology and to use the Internet and
Blackboard to provide their courses to students on and off-campus. TCHL 930-Research
Methods is designed to help colleges, public schools, and area vocational and technical
schools, allied health professions, social agencies, justice institutions, to develop cooperative
educational offerings, research programs, and services, to improve cooperative faculty
professional development programs, to establish standards and efficacy measures for any
course or program, and to develop cooperative research projects for faculty and student work.
This course aims to further the college's belief that all professional preparation programs should
contain: 1) reflective critical analysis, 2) critical self-reflection, and 3) the analysis and application
of research. Students in this course will demonstrate reflective critical analysis skills by 1)
critiquing current research manuscripts, 2) revising their research manuscripts after considering
colleague and instructor comments on their work, and 3) applying specific theoretical models to
actual research.
B. Relation to Program Philosophy.
This course is designed to further the TCHL faculty's commitment to excellence in preparing
administrative and instructional leaders to serve the higher education, health, science and
technological enterprises. More specifically, this course attempts to produce professionals who
can think reflectively on a wide variety of science and education issues and who can analyze their
actions within specific practice, instructional, service and research contexts and then apply these
analyses to the development of sponsored projects.
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C. Relation to the College Organizing Theme
Mission Statement COE
The mission of the College of Education is to prepare competent, committed, caring
professionals, provide service to the various communities of which we are a part, and expand the
body of knowledge through research and dissemination activities.
Beliefs
On Our Overall Efforts:
Competent, committed, caring faculty and staff lead to the development of
competent, committed, caring professionals.
On Teaching, Scholarship, and Service:
The College's greatest commitment is to teaching. Scholarship is essential to the
vitality of the College and its programs. Through service, College faculty
members have the responsibility to contribute to the betterment of the university,
the profession, and the community.
On Leadership:
College faculty and staff should be leaders in university, community, and
professional endeavors.
On a Changing World:
Technology is dramatically impacting teaching and learning. The College is
committed to diversity in curriculum, students, and faculty. The College embraces
creating a 'culture of assessment' to support continuous improvement of academic
programs. The College embraces experimentation, innovation, and change as the
means to remain relevant and vibrant in a rapidly changing world. The
preparation of education and other human service professionals should include
extensive, supervised clinical experiences.
This course intends to promote excellence with equity through scholarship, research, and
reflective practice in education and human services. This intention is predicated on the
assumption that the mastery of technical competence alone is insufficient for preparing education
and scientific leaders for the 21st century. Technical competence is clearly an indispensable
component of any program designed to prepare leaders for tomorrow's world, but equally
indispensable are the habits of thought--the critical self-reflection and reflective analysis--as well
as the analysis and application of research to practice, that distinguish the learned professions.
D. Relation to the Special Services and Leadership Studies Department Goals
Program Goals Addressed, TCHL 930-Research Methods is designed to advance the belief that
the members of the Higher Education Community of Scholars at PSU are dedicated to developing
a superlative Community College and Higher Education Major in the Educational Specialist
Degree Program at PSU. The purposes of this course are to advance the PSU Graduate Program
so it can better serve the people of Southeast Kansas/Eastern Oklahoma, Western Missouri and
Northwestern Arkansas, the state, the nation, and the world in the first decade of the 21tst century;
to prepare a conceptual foundation for science and education advancement in the 21st century;
and to support the goals of the four colleges and the mission of Pittsburg State University as a
comprehensive university.
The College of Education will:
Goal I:
Enhance the excellence of its academic programs.
Goal II:
Promote faculty excellence.
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Goal III:
Focus on service to students.
Goal IV:
Provide leadership, service, and support to its various constituencies.
Goal V:
Support the creation of new knowledge and its dissemination.
Goal VI:
Provide the climate and resources needed to support College of Education efforts.
This course will assist the PSU Community of Scholars' to prepare scientists, educators,
administrators, researchers, and support personnel for the science and technological fields, the
higher education enterprise, to perform research related to science and higher education, and to
deliver higher education services to humanity. It is the focal point for a Community of Scholars
dedicated to advancing education and establishing standards of excellence for the field. This
course is part of the curricular and administrative framework, which should help the Pittsburg
State University Graduate and Undergraduate Programs:
1. To develop student prospecti, theses proposals that are recognized for their excellence.
2. To provide continuing education to keep students abreast of current knowledge related
to specific research methodology. There is an emphasis on using SKATES: Structured
Knowledge with Advanced-Technology Education Systems.
3. To bring together students and faculty from the various disciplines and research support
areas for the purpose of developing student research papers and theses.
E. Course Objectives
1. To demonstrate to students the joys of research in Higher Education when you have
your own scholarship.
2. To assist students in matching career objectives with thesis and project topics related to
their respective fields of study and then assisting them in finding evidence for their thesis..
3. To provide seminars that acquaint students with the research facilities of PSU,
cooperating institutions, that introduce them to support services of the various service
centers of the Four State Region, that expose them in the various methodologies, standards,
and pedagogies of the allied health professions, social sciences, mathematics and arts. This
interdisciplinary seminar will allow them to become acquainted with the extant research of
the program fellows and established researchers in their respective fields.
4. To provide the students with a formal and regular group environment to exchange ideas
and to obtain critiques of their research papers from Innovation Fellows around the world.
5. To develop student ideas into manuscripts following university guidelines for research
papers
6. To test the soundness of the student's ideas for , their adroitness in the development
processes, and their writing ability for research papers.
7. To develop the student's conceptual framework for their scholarly work so it fits into
their school or agency priorities.
8. To prepare and test project prototypes.
9. To assess the social benefits of the student’s research and to estimate the consequences
of not conducting their project.
III. METHODS
A. Class Schedule and Format.
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The course, TCHL 930 Methods of Research is usually conducted in 16 three-hour seminars.
Initially, the instructor sets the ground rules for the seminars and outlines with the participants the
topics for discussion and the criterion for evaluation. The PSU faculty assist in the initial three
seminars by presenting an overview of the past, current, and projected research activities in their
areas of excellence. Students are invited to meet individually with faculty to discuss Student
Research Paper Development and to chart their research course. During the remaining seminars,
students prepare Decision Elements, Prospecti, and Proposals. Guest lecturers are invited to the
seminars to lead discussions related to various modes of inquiry and research techniques related
to higher education. Historiography, nursing, sociology and justice studies, cost analyses, legal
investigation, policy analyses, program planning and budgeting analyses, planned change
strategies, behavioral studies, advanced-technology education, and epistecybernetics are a few
examples of many modes of inquiry that are discussed in terms of application to specific student
research. Of course, individual students will be asked to justify their selection of particular modes
of inquiry for the conduct of their research and to demonstrate their ability to conceptualize the
framework for the entire research project prior to developing the prototypical instruments and
manuscripts.
B. Teaching Style.
The instructor initiates each of the next 12 sessions by lecturing briefly on the proposal development
process and the principles of successful development of the project prototypes. The instructor
provides models and CUES checklists of the essential elements of the proposal application, the
development processes are thoroughly explained and then critiqued. By the fourth session, the focus
shifts to student research questions. Students are expected to put their own research ideas into several
technical document forms--decision elements, letters of inquiry, prospecti, and proposals to their
targeted research. The students are rotated through peer review groups that critique their draft
documents and their ability to direct and contribute to a study group is peer assessed. Students are
expected to reflect on the quality of their peers' prototype instruments and manuscripts and to provide
helpful critiques on their colleagues' presentations.
C. Rationale
The TCHL 930 Methods of Research Seminars are formal mechanisms to bring active research
minds together to discuss their research with one another. Scholarly discussion is the intellectual
forge where seminal research ideas are thrust repeatedly to strengthen and temper them. The critical,
initial conceptualization, which sets the pattern for the ultimate quality of the research, occurs
through intensive student and faculty group discussions of a specific student's research. The TCHL
930 Methods of Research Seminars provide an established environment for student and faculty
discussion of student research ideas at Pittsburg State University. TCHL 930 removes the “research
isolation” experienced by many students. Hence, their demand for professional research seminars
and their enthusiastic reception for proposal writing seminars.-Past enrollment in these courses
indicate that if provided an intellectual climate for the synergistic development of student research
ideas, they will enroll and profit from such courses. Reflective thinking on ethics and research
standards and the analysis and application of research modes are incorporated into the thought
processes used in this course.
IV. EVALUATION
A. Course Requirements
1. General Requirements, Quality Points and Grades--Students are expected to
perform in an exemplary fashion activities listed in the attached Assessment Sheet and
to prepare acceptable technical documents for submission to a sponsor. Students not
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achieving their target quality points are advised to take an "Incomplete" and to go
through the development process again.
2. Knowledge and Use of Finding Tools--Students are expected to use the finding
tools to locate research topics. This requires knowledge and practical use of the
directories and the computerized bibliographic listings in the library and the Internet.
3. Student Leadership--Students are expected to lead and participate in study group
activities.
4. Readings--Students are expected to read the text, LeTrendre, Brenda and Lipka,
.Richard 1999. Getting Answers to Your Questions, PSU and other theses, Hensley,
Oliver, 1998 CUES Guidelines for Writing Theses and Research Papers, : the PSU
Graduate School Guidelines and the recent literature in their disciplinary field related to
their topic.
5. Faculty/Student Mentoring--Each student is expected to work closely with a
faculty researcher on the development of a real research project in their discipline.
6. Thinking--Students are expected to select a research problem and to propose their
solution for the problem.
7. Writing--Each student is expected prepare prototype documents every week and to
have these documents peer and instructor critiqued.
8. An Acceptable Prospectus and Proposal for a Research Study-Students are
expected to write and submit prospecti and proposals according to the CUES
Guidelines and the Standards for their department.
9. Final Examination--Students will be expected to have general knowledge of the
research establishment, of the CUES Research Paper Development procedures, and of
the intricacies of the research development processes.
10. Grades--Grades are assigned according to student production of specific work
according to the Quality Points shown below:
B. General Requirements for the Class
1. Participation as a Peer Reviewer
20
2. Scan of the Environment
05
3. Decision Element
10
4. Prospectus (Structure & Quality)
20
5. Proposal (Structure & Quality)
50
6. Phototypes of Instruments
20
7. Prototypes of Manuscripts
50
9. Completed Research Project
75
10. CUES Student Study Protocol
30
11. CUES Rating of Proposals
10
12. Critiques of Books on Thesis
& Research Paper Writing
10
13 Quality of Thought
30
14. Other (TBD)
10-50
Each assignment has a 20% increase in value if it focuses on one of the following three
innovative focal areas: SKATES, Native American Education, Global Education
A maximum of 170 Quality Points may be earned by achievement in activities 1-13.
15. Final Examination
30
A=200-190
B=189-180
C=179-170
D=169-160
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TCHL Department Expectations for
*RESPECT FOR THE INTEGRITY OF THE ACADEMIC PROCESS in both
Professional Behavior and Social and Emotional Well-being for Faculty & Students
The rights and responsibilities that accompany academic freedom are at the heart of the
intellectual purposes of the University. Our conduct as community members should
protect and promote the University's pursuit of its academic mission. We are all,
therefore, expected to conduct ourselves with integrity in our learning, teaching and
research, and in the ways in which we support those endeavors.
Examples are as follows:
*Professional Behavior*
--Demonstrates effective interpersonal skills
--Functions effectively in a variety of group roles
--Is respectful of alternative views
--Collaborates with others on professional level
--Demonstrates honesty and integrity to self and others
--Demonstrates moral excellence and trustworthiness
--Is reflective when making decisions
--Demonstrates the flexibility to accept and change
*Social and Emotional Well-being*
--Analyzes and takes responsibility for own behavior
--Accepts constructive criticism positively
--Exhibits respect for others
--Demonstrates ability to learn from both success and failure
--Demonstrates a professional emotional state
The Department Incorporated the
ARTICLE 34. STUDENT CONDUCT CODE
Preamble - General Conduct Policy Academic institutions exist for the transmission of
knowledge, the pursuit of truth, the development of students, and the general well being
of society. Free inquiry and free expression are indispensable to the attainment of these
goals. As members of the academic community, students should be encouraged to
develop the capacity for critical judgment and to engage in a sustained and independent
search for truth. Freedom of the individual may be defined as the right to act or speak, so
long as it does not adversely affect the rights of others. Believing in this concept,
Pittsburg State University will protect freedom of action and freedom of speech for both
students and employees, so long as it is not of an inflammatory or demeaning nature and
does not interfere with the students living and study conditions, and the administration of
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its affairs. It shall constitute a disruptive act for any member of the University community
to engage in any conduct which would substantially obstruct, interfere with or impair
instruction, research, administration, authorized use of University facilities, the rights and
privileges of other members of the University community, or disciplinary proceedings.
Additional information on Student Conduct may be found in
Responsibilities or www.pittstate.edu/stucode.
.
Code of Student Rights and
V. BIBLIOGRAPHY
Allen, G. R. 1973. The Graduate Students' Guide to Theses and Dissertations: A Practical Manual
for Writing and Research. San Francisco: Josey-Bass.
American Psychological Association. 1993. Publication Manual of the American Psychological
Association. 3rd Ed. Washington, D.C.: American Psychological Association.
Anderson, Scarvia B. and Ball, Samuel. 1980. The Profession and Practice of Program Evaluation.
San Francisco, CA.: Jossey-Bass Publishers
Bauer, D. G.. 1984. "How to" Grants Manual: Successful Grants-seeking Techniques for Obtaining
public and Private Grants. New York: American Council on Education and Macmillan.
Books in Print. New York: Bowker, 1948--to date.
The Chicago Manual of Style. 1998. Chicago: The University of Chicago Press.
Cooper-Fedler, Pamela A. 1991. A Characterization and Analysis of Faculty Activity and
Productivity Reporting Systems in Research Universities. Unpublished Dissertation Texas Tech
University, Lubbock, TX.
Current Index to Journals in Education. New York:Macmillan; Phoenix, Ariz.: Oryx Press,
1969 to date.
Dissertation Abstracts International. Ann Arbor, Mich.: Xerox Microfilms, 1952 to date.
Education Index. New York: H.W. Wilson.
Fowler, H. Ramsey and Aaron, Jane E. 1989. The Little, Brown Handbook. Glenview, Il:
Scott, Foresman and Company.
Graduate School Staff, Pittsburg State University. 1999. Instructions for Preparing and
Submitting Theses
. Pittsburg, KS: Author
Hensley, Oliver D. 1991. Strategic Planning for University Research. Lubbock, TX: Texas
Tech University Press.
Hensley, Oliver, Clifford Fedler, Donald Bagert. 1997. Epistecybernetics: A New Approach
To Knowledge Stewardship Lubbock, TX: International Society for Epistecybernetics.
Hensley, Oliver, 1998 CUES Guidelines for Writing Theses and Research Papers, *
Required Guidelines
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: LeTrendre, Brenda and Lipka, Richard
1999. Getting Answers to Your Questions,
Norwood, MA: Christopher-Gordon Publishers, Inc.* Required Text
Long, Thomas J., Convey, John J. and Chwalek, Adele R. Completing Dissertations in the
Behavioral Sciences and Education. San Francisco: Jossey-Bass Publishers, 1985.
Olson, Chester L. 1987. Statistics: Making Sense of Data. Boston: Allyn and Bacon, Inc.
Simpson, Henry and Casey, Steven M. 1988. Developing Effective User Documentation. New York:
McGraw-Hill, Inc.
Strunk, William and White, E.B. 1979. The Elements of Style. New York: MacMillan
Publishing Co., Inc.
U.S. Department of Health and Human Services. "Public Health Service Human Research
Subjects." Federal Register, January 26, 1981, 46(16) 8366-8392
Course Prefix and Number: TCHL 930-01......................................................................................... 1
Spring of 2007 .................................................................................................................................... 1
Course Credit: Variable, 1-6 hours of credit, elective course ............................................................. 1
Instructor: Oliver D. Hensley, PhD. ................................................................................................... 1
Office: 302 Hughes Hall. .................................................................................................................... 1
Phone: (620) 235-4222 FAX 235-4520-.......................................................................................... 1
e-mail ohensley@pittstate.edu ............................................................................................................... 1
I. COURSE DESCRIPTION .............................................................................................................. 1
II. RELATION TO KNOWLEDGE BASE ........................................................................................ 3
A. Relation to the College of Education Philosophy. ..................................................................... 3
B. Relation to Program Philosophy. ............................................................................................... 3
D. Relation to the Special Services and Leadership Studies Department Goals ............................. 4
E. Course Objectives ...................................................................................................................... 5
III. METHODS ................................................................................................................................... 6
A.
Class Schedule and Format. ............................................................................................... 6
B. Teaching Style. .......................................................................................................................... 6
C. Rationale .................................................................................................................................... 6
IV. EVALUATION ............................................................................................................................ 7
A. Course Requirements ................................................................................................................. 7
B. General Requirements for the Class ........................................................................................... 7
V. BIBLIOGRAPHY.......................................................................................................................... 9