KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 9000
Department Bagwell College of Education
Degree Title (if applicable) Doctor of Education (EdD)
Proposed Effective Date Fall 2006
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:
Faculty Member
Approved
_____
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
Date
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 ________EDUC 9000______________________
Course Title _______Doctoral Seminar______
________
Credit Hours 3-0-3 (Repeatable)
Prerequisites 12 hours of graduate level research courses
Description (or Proposed Degree Requirements)
Once doctoral students in the Bagwell College of Education have completed their programs of study in
elementary and early childhood education, educational leadership, middle and secondary education or
special education/ESOL, they begin the dissertation phase. The dissertation phase is guided by doctoral
seminar that addresses: (1) development of a concept paper that frames the dissertation, and (2) admission
to candidacy through a college-approved qualifying experience. Initially, the graduate student is required to
write a concept paper that clearly, and concisely, describes the overarching constructs, the research
question and the conceptual framework of the first three chapters of the dissertation. Once the concept
paper is officially approved by the doctoral committee, the graduate student must pass the qualifying
experience which may be an examination or paper. Based upon the successful completion of the qualifying
experience, the student is admitted to candidacy. This is a three-credit seminar which may be repeated.
III.
Justification
The first seminar introduces doctoral students to basic research planning that provides opportunities for
them to work with their peers in pairs, small groups as well as individually, with their committees. As
doctoral students begin to conceptualize their research and write their proposals, the discussion focuses
upon the requirements of the Bagwell College of Education, the general form of an acceptable concept
paper as well as a review of matching qualitative and quantitative methods to researchable educational
questions. At this point, students in this seminar conduct peer reviews determining (1) clarity of writing,
and (2) adequacy of the research design. Through peer critique, the doctoral students develop a sense of
what is required to achieve candidacy. Once the concept paper is approved by the Doctoral Committee,
each student works individually with their doctoral committee to identify, and successfully complete, the
appropriate qualifying experience.
IV.
Additional Information (for New Courses only)
Instructor:Varied
Text:
American Psychological Association, (2001). Publication Manual of the
American Psychological Association (5th ed.). Washington, D. C., Author.
Prerequisites: 12 hours of graduate level research courses
Objectives:

Form the Doctoral Committee and identify the Chairperson

Gain approval of the draft of concept paper

Conduct peer reviews in development of concept paper

Obtain approval of the concept paper from Doctoral Committee

Select appropriate format of qualifying experience, e.g. paper, oral or examination

Pass qualifying experience

Admission to candidacy

Submit appropriate forms to the KSU Institutional Review Board for approval
Instructional Method
-Small group, large group, individual conferencing, writing & researching
Method of Evaluation
-Self, peer, professor review
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
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
EDUCATION (EDUC)
9000
Doctoral Seminar
3-0-3 (Repeatable)
Fall 2006
S/U/IP
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
Bagwell College of Education
M.Ed. Program
EDUC XXXX Doctoral Seminar
Template
EDUC XXXX Doctoral Seminar
Kennesaw State University
Bagwell College of Education
Department
Department phone number:
Department
Semester XXXX
I.
INSTRUCTOR:
e-mail:
web page:
office phone:
CLASS MEETING:
IV:
TEXTS
Required:
American Psychological Association, (2001). Publication Manual of the American Psychological
Association (5th ed.). Washington, D. C., Author.
Optional:
See reference list as appropriate to study.
V.
CATALOG COURSE DESCRIPTIONS:
Once doctoral students in the Bagwell College of Education have completed their programs of study in
elementary and early childhood education, educational leadership, middle and secondary education or
special education/ESOL, they begin the dissertation phase. The dissertation phase is guided by doctoral
seminar that addresses: (1) development of a concept paper that frames the dissertation, and (2) admission
to candidacy through a college-approved qualifying experience. Initially, the graduate student is required to
write a concept paper that clearly, and concisely, describes the overarching constructs, the research
question and the conceptual framework of the first three chapters of the dissertation. Once the concept
paper is officially approved by the doctoral committee, the graduate student must pass the qualifying
experience which may be an examination or paper. Based upon the successful completion of the qualifying
experience, the student is admitted to candidacy. This is a three-credit seminar which may be repeated.
VI.
PURPOSE/RATIONALE:
The first seminar introduces doctoral students to basic research planning that provides opportunities for
them to work with their peers in pairs, small groups as well as individually, with their committees. As
doctoral students begin to conceptualize their research and write their proposals, the discussion focuses
upon the requirements of the Bagwell College of Education, the general form of an acceptable concept
paper as well as a review of matching qualitative and quantitative methods to researchable educational
questions. At this point, students in this seminar conduct peer reviews determining (1) clarity of writing,
and (2) adequacy of the research design. Through peer critique, the doctoral students develop a sense of
what is required to achieve candidacy. Once the concept paper is approved by the Doctoral Committee,
each student works individually with their doctoral committee to identify, and successfully complete, the
appropriate qualifying experience.
VII.
VII.
COURSE AND OBJECTIVES

Form the Doctoral Committee and identify the Chairperson

Gain approval of the draft of concept paper

Conduct peer reviews in development of concept paper

Obtain approval of the concept paper from Doctoral Committee

Select appropriate format of qualifying experience, e.g. paper, oral or examination

Pass qualifying experience

Admission to candidacy

Submit appropriate forms to the KSU Institutional Review Board for approval
CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching and Learning and Leadership
“The Collaborative Development of Expertise in Teaching and Learning” is the basis for all of
Kennesaw State University’s teacher education programs. Working from a solid content background, the
teacher as facilitator demonstrates proficient and flexible use of different ways of teaching to actively
engage students in learning. Teachers as facilitators are well versed in the characteristics of students of
different ages, abilities and cultural backgrounds. They are skilled in integrating technology into instruction
and create an environment in which students can be successful and want to learn. Teachers as facilitators
know when and how to assess learning by means of various forms of traditional and authentic assessments.
They are well prepared for successful careers in teaching and are expected to act in a professional manner
in all circumstances with colleagues, parents, community members and their own students. As a
professional educator, the teacher facilitator values collaboration and seeks opportunities to work with
other professionals and community members to improve the educational experiences for children and
youth. This course contributes to the candidates’ understanding of their developing role as a professional
facilitator by supporting their educational growth as they learn to effectively teach students.
Use of Technology: Candidates in the doctoral program are expected to utilize technology to support the
research process, collect data, manage information, analyze data and / or write and revise the dissertation as
appropriate.
Diversity
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 ethnicity, race, socioeconomic status, gender,
giftedness, disability, language, religion, family structure, sexual orientation, and
geographic region. 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 (770-423- 6443) and develop an individual assistance plan. In some cases,
certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw
State University that address each of the multicultural variables outlined above. For more
information contact the Student Life Center at 770-423-6280.
VIII.
COURSE REQUIREMENTS AND ASSIGNMENTS:




IX.
Select Doctoral Committee
Develop, defend, and gain Doctoral Committee approval for the concept paper
Develop and successfully complete the qualifying experience.
IRB approval
EVALUATION AND GRADING:
Only Pass/Fail and In Progress grades will be given. To successful complete the doctoral seminar; two
tasks have to be accomplished. The first is to write progressively improved drafts of your concept paper by
fully participating in the critique of fellow students’ proposals - an important means for progressive
improvement. Second, successfully complete the qualifying experience. All the reading assignments, class
lectures and activities are devoted to assisting your progress. This is a three-credit seminar which may be
repeated.
X.
ACADEMIC HONESTY STATEMENT:
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their academic programs in an ethical, professional
manner. Any work that students present in fulfillment of program or course requirements should reflect their own efforts, achieved without
giving or receiving any unauthorized assistance. Any student who is found to have violated these expectations will be subject to disciplinary
action.”
XI.
CLASS ATTENDANCE POLICY:
Attendance is required for this class session, and candidates are expected to be on time.. Class discussions, group work, and activities
require that everyone be present. There is no way to “make up” this class.
XII.
COURSE OUTLINE
(Tentative and Subject to Change)
Class # and Date
Readings
XIII.
Assignments
REFERENCES AND BIBLIOGRAPHY (To be adapted)
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Publications.
Boyatzis, R. E. (1998). Transforming qualitative information: thematic analysis and code development. Thousand
Oaks, CA, Sage Publications
Creswell, J. W. (1994). Research design qualitative & quantitative approaches. Thousand Oaks, CA, Sage
Publications.
Creswell, J. W. (1998). Qualitative inquiry and research design choosing among five traditions. Thousand Oaks,
CA, Sage Publications.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand
Oaks, CA, Sage Publications.
Creswell, J. (2004). Educational research: Planning, conducting, and evaluating quantitative and qualitative
research. (2nd ed.) Upper Saddle River, NJ: Prentice Hall
Dooley, D. (2001). Social research methods. (4th ed.). Upper Saddle River, NJ: Prentice Hall
Galvan, J. L. (2004). Writing literature reviews: A guide for students of the social and behavioral sciences. (2 nd
ed.). Los Angeles: Pyrczak Publishing.
Gay, L. R., Mills, G. E. & Airasian, P. (2006). Educational research: Competencies for analysis and applications.
Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Glasser, W. (1997). A new look at school failure and school success. Phi Delta Kappan, April 1997, 597-602.
Good, T. L. & Brophy, J. E. (1987). Looking in classrooms (4th Ed.). New York: Harper & Row.
Hessle, K. & Holloway, J. (2002) A framework for school leaders: Linking the ISLLC standards to practice.
Educational Testing Service.
Holly, M. L., Arhar, J., & Kasten, W. (2005). Action research for teachers: Traveling the yellow brick road. (2 nd
ed.). Upper Saddle River NJ: Pearson Merrill Prentice Hall.
Hubbard, R. S. & Power, B. M. (1999). Living the questions: A guide for teacher-researchers. York, Maine:
Stenhouse Publishers.
Huck, S. H, Cromier, W. H. & Bounds, W. G. (1974). Reading statistics and research. New York, NY: Harper
Collins Publisher.
Katzenmeyer, M. & Moller, G. (1996). Awakening the sleeping giant: Leadership development for teachers.
Thousand Oaks, CA: Corwin Press.
Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings. New York, NY:
Oxford University Press.
Kellogg Foundation (1996). Celebrations & challenges: A report on science education improvement. W.K. Kellogg
Foundation, One Michigan Avenue East, Battle Creek, MI 49017-4058.
LaBoskey, V. K. (1994). Development of reflective practice. New York: Teachers College Press.
Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design. Upper Saddle River, NJ, Merrill
Prentice Hall.
Litwin, M. S. (1995). How to measure survey reliability and validity. Thousand Oaks, CA, Sage Publications.
Lyne, L. S. (2003). A cross section of educational research: Journal articles for discussion and evaluation. (2nd
ed.). Los Angeles: Pyrczak Publishing.
Mann, C., & Stewart, F. (2000). Internet communication and qualitative research: A handbook for researching
online. Thousand Oaks, CA, SAGE Publications.
Maxwell, J. A. (2002). Understanding and validity in qualitative research. The Qualitative Researcher's Companion.
M. A. Huberman & M. B. Miles. Thousand Oaks, CA, SAGE Publications: 37-64.
McIntyre, D. & Byrd, D. (Eds.) (2000). Research on effective models for teacher education. Thousand Oaks, CA:
Corwin Press.
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Addison Wesley Longman.
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Longman.
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Krieger Publishing Company.
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SAGE Publications.
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DOCTORAL PROGRAM CHECKLIST
There are many points to follow from admission to graduation. Use this checklist as a basic guide to
help you through the process by indicating the date of completion of each activity.
Date
1. _____ Submit application materials Application form (hard copy or on-line); documentation of GRE score;
transcripts; 3 letters of recommendation; documentation of 2 years of experience; writing sample
2. _____ Interview with admissions committee
3. _____ Admission to the program
4. _____ Advising Information about program requirements may be obtained from the Graduate
School Catalog
5. _____ Select Doctoral Prospectus Committee This committee must consist of at least 4 members including the
committee chairperson and one other faculty member from your department and at least one member
from outside of the department.
6. _____ Prospectus Plan Approval After the prospectus committee has been formed, doctoral students must work
with their committee to design a program of study that satisfies the Department.
7. _____ Maintain active student status Students who do not enroll in classes for a period of two semesters must
apply for readmission to the program.
8. _____ Qualifying Examination or Paper and Admission to Candidacy (FORM) Students are only admitted
to candidacy after satisfactory completion of all course work, prospectus and qualifying examinations.
9. _____ Dissertation Proposal Approval A complete dissertation proposal (usually equivalent to the first three
chapters of the dissertation: Purpose/rationale; literature review; and method) must be
submitted to the committee, and approved in a committee meeting.
10. _____ Review College Guidelines for Dissertation Documents A Guide to the Preparation of Dissertations is
available from the Office of Graduate Studies.
11. _____
Maintain active student status Students must enroll in three hour seminars each fall and spring
semester or two hours each summer semester during candidacy. One semester without courses may be
permitted.
12. _____ Institutional Review Board Approval (FORM) For research using human subjects, an IRB form,
available in the Office of Graduate Studies must be submitted.
13. _____ Carry out dissertation research/complete dissertation manuscript For information about the format
of the dissertation manuscript, see……
14.______ Intent to Graduate Degree Application (FORM) Early in the semester of graduation, a degree
application must be processed. Ed.D. students should obtain a copy of this form, complete it and submit
to department chair.
15. _____
College of Education/University Graduate School Announcement of
Dissertation Defense An announcement of the final defense examination must be submitted one month
prior to the oral defense.
16. _____ First submission of dissertation Doctoral candidates must submit copies of their completed dissertation
with all appendices and a letter of transmittal.