KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 6900 Special Topics
Department Educational Leadership
Degree Title (if applicable) Master of Education in Educational Leadership
Proposed Effective Date Fall, 2005
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Approved
Dr. Traci Redish
Faculty Member
2-15-05_
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
EDL 6900 Special Topics
Date
1
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites ___________________________________________
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDL 6900_______________________
Course Title _Special Topics _______ ______________________
Credit Hours varies with topic, 1-9
Prerequisites Admission to M.Ed. program in Ed. Leadership or___
graduate Ed. Leadership certification program
Description (or Proposed Degree Requirements)
This individually designed course will examine advanced topics in educational leadership
and/or educational technology emphasizing the students’ area of specialty.
III.
Justification
The purpose of this course is to provide specialized instruction on a current or emerging
topic in educational leadership and/or educational technology.
EDL 6900 Special Topics
2
IV.
Additional Information (for New Courses only)
Instructor:
Text: To be determined by instructor
Prerequisites:
Admission to M.Ed. program in Ed. Leadership or graduate Ed. Leadership
certification program
Objectives:
1. Candidates will develop a more comprehensive knowledge of selected topics in
educational leadership and/or educational technology through a variety of
instructional resources such as interviews, electronic searches, field experiences,
debates, demonstrations, laboratory hands-on activities, panel discussions, and guest
speakers.
2. Candidates will understand the implications of the selected topics in the profession.
3. Candidates will demonstrate skills in organizing, synthesizing, and applying the
information gained in the course.
Instructional Method
The instructional method will be determined by the instructor and may vary by
topic and the needs of the individual candidate. Instructional methods may include
lecture, online discussion and collaboration, group discussions, debate, laboratory
experiences, interviews, field experiences, panel discussions, and online
exercises.
Method of Evaluation
Candidates will be evaluated using the following criteria:
Grades will be assigned as follows:
92-100 average points
A
85-91 average points
B
76-84 average points
C
<76 average points
F
EDL 6900 Special Topics
3
For a grade of A:
 All parts of the
assignments are
complete as defined
by the instructor.
 Topics are fully
developed.
 Knowledge of subject
matter is clear and
work is focused on
assigned topics.
 Additional
information beyond
requirements is
included if
appropriate.
 Work shows a clear
match between
theory and practice.
 Work shows
evidence of critical
thinking.
 Work contains few or
no errors in writing.
 Citations and
references are used
correctly and
consistently.
V.
The student’s work will exhibit the following:
For a grade of B:
For a grade of C or below:
 All parts of the assignments
 Assignments do not address
are addressed, but one or two
all requirements or do not
may be incomplete or unclear
meet some criteria specified.
(i.e., perhaps examples are not
 Topics may be only partially
sufficient or are not explained
developed.
in sufficient detail for the
 No clear match between
reader to form a clear picture.
theory and practice.
 Knowledge of subject matter
 Contains numerous errors in
is clear.
writing.
 Work shows a clear match
 Errors in citations and
between theory and practice.
references or no citations
 Work contains several errors
and references where
in writing.
needed.
 Citations and references are
used correctly and
consistently.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth
EDL 6900 Special Topics
4
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Educational Leadership
EDL 6900
Special Topics
1-9 credit class
Fall 2005
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
EDL 6900 Special Topics
5
EDL 6900
Special Topics in Educational Leadership
Department of Educational Leadership
Kennesaw State University
_________ Semester, 20__
Instructor:
Name:
Address:
Office Phone:
E-mail:
Class Sessions:
Day:
Location:
WebCT: Utilized in tandem with on-site attendance
Semester Hours:
Variable, 1-9
Prerequisites:
Admission to M. Ed. program in Educational Leadership or graduate Educational
Leadership Add-On Certification program.
Texts (required):
To be determined by instructor.
Readings:
Professional journal readings will be assigned over the course of study.
Referenced Journals and Instructional Resources:
References and resources will vary by topic, but may include the following:
Educational Leadership Journals
American School Board Journal
Education Week
Educational Evaluation and Policy Analysis
Educational Leadership
Principal
Studies in Educational Evaluation
Educational Technology Journals
Association for the Advancement of Computing in Education http://www.aace.org
Center for Applied Research in Educational Technology http://caret.iste.org
Consortium for School Networking http://www.cosn.org/index.cfm
Educational Researcher http://www.aera.net/publications/?id=317
EDL 6900 Special Topics
6
International Society for Technology in Education http://www.iste.org
Journal of Educational Technology and Society http://www.ifets.info
Journal of Research on Technology in Education http://www.iste.org/jrte/37/2/index.cfm
Journal of Technology Education http://scholar.lib.vt.edu/ejournals/JTE
Learning and Leading with Technology http://www.iste.org/LL/32/4/index.cfm
Regional Educational Laboratory Network http://www.relnetwork.org
Teaching Horizons in Education (THE) Journal http://www.thejournal.com
Catalog Description:
This individually designed course will examine advanced topics in educational leadership and/or educational
technology emphasizing the students’ area of specialty.
Purpose/Rationale:
The purpose of this course is to provide specialized instruction on a current or emerging topic in educational
leadership and/or educational technology.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing
expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability,
intent and expertise to facilitate high levels of learning in all of their students through effective, research-based
practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU
fosters the development of candidates as they progress through stages of growth from novice to proficient to expert
and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not
an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning
are entwined and that only through the implementation of validated practices can all students construct meaning and
reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally,
the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Use of Technology
Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and
information technologies will be integrated throughout the master teacher preparation program, and all candidates must
be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During
the courses, candidates will be provided with opportunities to explore and use instructional media, especially
microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net
and Internet, and feel confident to design multimedia instructional materials, create WWW resources, and develop an
electronic learning portfolio.
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles
of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies
and curricula for providing effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates
to explore how multiple attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender,
EDL 6900 Special Topics
7
geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis
on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443)
and develop an individual assistance plan. In some cases, certification of disability is required. Please be aware
there are other support/mentor groups on the campus of Kennesaw State University that address each of the
multicultural variables outlined above.
Statement for School-Based Activities
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety
of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate
activities may include, but are not limited to, attending and presenting at professional conferences, actively serving
on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional
development activities at the school or district level, and participating in education-related community events. As
you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.
Professional Portfolio Narrative
A required element in each portfolio for the Graduate Program is the portfolio narrative. The purpose of the portfolio
narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what
evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative, which
includes descriptive, analytic, and reflective writing in which you reflect on each proficiency and how you make the
case that the evidence you have selected in your portfolio supports a particular proficiency, using the Portfolio
Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based best practices.
Goals and Objectives:
This course is designed to meet the following objectives:
4.
5.
6.
Candidates will develop a more comprehensive knowledge of selected topics in educational leadership
and/or educational technology through a variety of instructional resources such as interviews, electronic
searches, field experiences, debates, demonstrations, laboratory hands-on activities, panel discussions, and
guest speakers.
Candidates will understand the implications of the selected topics in the profession.
Candidates will demonstrate skills in organizing, synthesizing, and applying the information gained in the
course.
Course Requirements/Assignments:
Assignments will be determined by the instructor and will vary by topic. Course activities will include, but are not
limited to:
1.
2.
3.
4.
Lecture
Student research projects
Class exercises
Presentations
EDL 6900 Special Topics
5.
6.
7.
Class and group discussions
Reading assignments
Review of research
8
Evaluation and Grading:
For a grade of A:
 All parts of the
assignments are
complete as defined
by the instructor.
 Topics are fully
developed.
 Knowledge of subject
matter is clear and
work is focused on
assigned topics.
 Additional
information beyond
requirements is
included if
appropriate.
 Work shows a clear
match between
theory and practice.
 Work shows
evidence of critical
thinking.
 Work contains few or
no errors in writing.
 Citations and
references are used
correctly and
consistently.
The student’s work will exhibit the following:
For a grade of B:
For a grade of C or below:
 All parts of the assignments
 Assignments do not address
are addressed, but one or two
all requirements or do not
may be incomplete or unclear
meet some criteria specified.
(i.e., perhaps examples are not
 Topics may be only partially
sufficient or are not explained
developed.
in sufficient detail for the
 No clear match between
reader to form a clear picture.
theory and practice.
 Knowledge of subject matter
 Contains numerous errors in
is clear.
writing.
 Work shows a clear match
 Errors in citations and
between theory and practice.
references or no citations
 Work contains several errors
and references where
in writing.
needed.
 Citations and references are
used correctly and
consistently.
Grades will be assigned as follows:
92-100 average points
A
85-91 average points
B
76-84 average points
C
<76 average points
F
Academic Integrity Statement:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy
on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University
materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or
destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through the established
procedures of the University Judiciary Program, which includes either an "informal" resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's
minimum one semester suspension requirement.
Class Attendance Policy:
See appropriate graduate KSU catalogue for statement.
EDL 6900 Special Topics
9
Course Outline
Course outline will be determined by instructor and will vary by topic.
References/Bibliography
Conceptual Framework Summary References:
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background
information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp. 3-14).
Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational
PsychologyRreview, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student?
Instructional Science, 26, 127-140.
Course references
Course outline will be determined by instructor and will vary by topic.
EDL 6900 Special Topics
10