KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 9500 Doctoral Seminar
Department/ Bagwell College of Education
Degree Title (if applicable) Ed.D. in Education
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
“The Collaborative Development of Expertise in Teaching and Learning”
Date
Page 1 of 12
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 9500
Course Title Doctoral Seminar
Credit Hours 3 credit hours
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 doctoral seminar
addresses: (1) development of a concept paper that frames the dissertation, and (2) admission to
candidacy through a college-approved qualifying experience. This seminar provides opportunities
for doctoral students to work individually with members of their respective committees as well as
with peers. This is a three-credit seminar which may be repeated. Prior to enrollment, the doctoral
student must complete twelve hours of graduate level research course work.
III.
Justification
As doctoral students begin to conceptualize their research and write their proposals, they need
support and guidance from the faculty and from peers. Faculty provide support by guiding
meaningful discussions that address the general form and framework of an acceptable
prospectus or concept paper as well as a review of matching qualitative and quantitative methods
to researchable educational questions. Peer support is provided by means of peer reviews
determining (1) clarity of writing, and (2) adequacy of the research design.
IV.
Additional Information (for New Courses only)
Instructor:
Drs. Chan, Wan, Ukeje, Strieker & Paris
Text: American Psychological Association, (2001). Publication Manual of the American
Psychological Association (5th ed.). Washington, D. C., Author.
Optional: Please see page 5 of this syllabus.
Prerequisites: 12 hours of graduate level research courses and permission from advisor.
“The Collaborative Development of Expertise in Teaching and Learning”
Page 2 of 12
V.
Course Objectives:
Objectives
1. Formulate a researchable
educational question(s) on topic in
education which has the potential to
positively influence practice or policy.
2. Engage faculty in meaningful
discussions around research questions
and possible paths to find solutions.
Establish committee of guide
Acceptance to Candidacy.
Doctoral
KSD’s
1a, 2a, 3b,
4a, 5a, 6a
Distributed School Leadership
Roles
- Curriculum, Instruction &
Assessment Leader
- Learning & Development
Leader
- Change Leader
1a, 3c, 4b-c, - Data Analysis Leader
4f, 5a-b
- Process Improvement Leader
- Performance Leader
- Curriculum, Instruction &
Assessment Leader
- Learning & Development
Leader
- Change Leader
- Curriculum, Instruction &
4. Examine various types of qualitative, 1a, 2a, 3b- Assessment Leader
quantitative and single-subject design.
c, 4a-b, 5a- - Learning & Development
Match the appropriate methodology to
b
Leader
the research questions.
- Change Leader
- Data Analysis Leader
- Process Improvement Leader
- Performance Leader
- Curriculum, Instruction &
5. Prepare concept paper for peer
1a, 3c, 4b-c, Assessment Leader
review.
4f, 5a-b
- Process Improvement Leader
- Performance Leader
- Relationship Leader
- Change leader
6. Act in concert with and/or on behalf
2b, 5a-f, 6a - Process Improvement Leader
of colleagues to improve concept
- Relationship Development
paper.
Leader
- Learning & Development
Leader
- Curriculum, Instruction &
8. Collaborate with committee to
1a, 2c, 3b-c, Assessment Leader
determine appropriate qualifying
4a-f, 5a-f,
- Change leader
experience.
6a
- Data Analysis Leader
- Process Improvement Leader
- Relationship Development
Leader
- Learning & Development
Leader
3. Analyze and synthesize the
literature on specific educational
issues related to the research
questions.
1a-c, 2a,
4a, 5f, 6a
“The Collaborative Development of Expertise in Teaching and Learning”
PSC/NCATE
Standards
1.1-1.5
1.6-1.8
1.1-1.5
1.1-1.8
1.1-1.8
1.1-1.8
1.1-1.8
Page 3 of 12
VI.
Instructional Methods
This seminar will meet approximately four times during the semester to provide doctoral
students with information, guidance and support from faculty and peers. Between the
sessions, each doctoral student will meet individually with the faculty and other members of
their committee to conceptualize the research process and determine the qualifying
experience.
VII.
Methods of Evaluation.
1. Emerging concept papers will be evaluated by means of self-evaluation and peer
evaluation on BCOE rubric. (Rubric will be developed and approved by PTEU.)
2. Complete concept papers by faculty evaluation on BCOE rubric.
3. Assessment of performance on qualifying experience will be determined and conducted
by the student’s committee.
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0 – Existing Faculty
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth 0
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
Education
COURSE NUMBER
EDUC 9500
COURSE TITLE FOR LABEL
Doctoral Seminar (Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
3 Credit Hours
Approval, Effective Term
Fall 2006
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas? NA
Learning Support Programs courses which are required as prerequisites NA
APPROVED:
Vice President for Academic Affairs or Designee
“The Collaborative Development of Expertise in Teaching and Learning”
Page 4 of 12
Bagwell College of Education
M.Ed. Program
EDUC 9500 Doctoral Seminar
Template
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 doctoral seminar
addresses: (1) development of a concept paper that frames the dissertation, and (2) admission to
candidacy through a college-approved qualifying experience. This seminar provides
opportunities for doctoral students to work individually with members of their respective
committees as well as with peers. This is a three-credit seminar which may be repeated. Prior to
enrollment, the doctoral student must complete twelve hours of graduate level research course
work.
VI.
PURPOSE/RATIONALE:
As doctoral students begin to conceptualize their research and write their proposals, they need
support and guidance from the faculty and from peers. Faculty provide support by guiding
meaningful discussions that address the general form and framework of an acceptable
prospectus or concept paper as well as a review of matching qualitative and quantitative methods
to researchable educational questions. Peer support is provided by means of peer reviews
determining (1) clarity of writing, and (2) adequacy of the research design.
“The Collaborative Development of Expertise in Teaching and Learning”
Page 5 of 12
VII.
COURSE AND OBJECTIVES
Objectives
1. Formulate a researchable
educational question(s) on topic in
education which has the potential to
positively influence practice or policy.
2. Engage faculty in meaningful
discussions around research questions
and possible paths to find solutions.
Establish committee to guide
Acceptance to Candidacy.
Doctoral
KSD’s
1a, 2a, 3b,
4a, 5a, 6a
Distributed School Leadership
Roles
- Curriculum, Instruction &
Assessment Leader
- Learning & Development
Leader
- Change Leader
1a, 3c, 4b-c, - Data Analysis Leader
4f, 5a-b
- Process Improvement Leader
- Performance Leader
- Curriculum, Instruction &
Assessment Leader
- Learning & Development
Leader
- Change Leader
- Curriculum, Instruction &
4. Examine various types of qualitative, 1a, 2a, 3b- Assessment Leader
quantitative and single-subject design.
c, 4a-b, 5a- - Learning & Development
Match the appropriate methodology to
b
Leader
the research questions.
- Change Leader
- Data Analysis Leader
- Process Improvement Leader
- Performance Leader
- Curriculum, Instruction &
5. Prepare concept paper for peer
1a, 3c, 4b-c, Assessment Leader
review.
4f, 5a-b
- Process Improvement Leader
- Performance Leader
- Relationship Leader
- Change leader
6. Act in concert with and/or on behalf
2b, 5a-f, 6a - Process Improvement Leader
of colleagues to improve concept
- Relationship Development
paper.
Leader
- Learning & Development
Leader
- Curriculum, Instruction &
8. Collaborate with committee to
1a, 2c, 3b-c, Assessment Leader
determine appropriate qualifying
4a-f, 5a-f,
- Change leader
experience.
6a
- Data Analysis Leader
- Process Improvement Leader
- Relationship Development
Leader
- Learning & Development
Leader
3. Analyze and synthesize the
literature on specific educational
issues related to the research
questions.
VII.
1a-c, 2a,
4a, 5f, 6a
PSC/NCATE
Standards
1.1-1.5
1.6-1.8
1.1-1.5
1.1-1.8
1.1-1.8
1.1-1.8
1.1-1.8
CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching and Learning and Leadership
“The Collaborative Development of Expertise in Teaching and Learning”
Page 6 of 12
“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:
To successfully complete the doctoral seminar; three tasks must be accomplished. The first is to
obtain IRB approval for the research. Second, write progressively improved drafts of your concept
paper by fully participating in the critique of fellow students’ proposals - an important means for
progressive improvement. Third, successfully complete the qualifying experience.
All reading assignments, class lectures and activities are individualized.
“The Collaborative Development of Expertise in Teaching and Learning”
Page 7 of 12
IX.
EVALUATION AND GRADING:
Only Pass/Fail and In Progress grades will be given. 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
XIII.
1.
Develop the Concept Paper:
a)
Identify problem statement and formulate research questions;
b)
Examine various research methodologies
c)
Select research methodologies and develop research design appropriate to
research questions and context.
d)
Critical analysis and synthesis of literature, related policy and law.
e)
Participate in peer review of initial draft.
f)
Prepare final version of paper.
g)
Obtain IRB approval
2.
Determine Qualifying Experience:
a)
Consider examinations that lead to development of literature review
b)
Consider pilot study or survey development
c)
Develop other options with committee
3.
Successfully Complete Qualifying Experience.
REFERENCES AND BIBLIOGRAPHY (To be adapted to need and interest of candidates.)
Bazeley, P., Richards, L. (2000). Preface. The NVivo qualitative project book. Thousand Oaks, CA,
SAGE 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.
“The Collaborative Development of Expertise in Teaching and Learning”
Page 8 of 12
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. (2nd 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, 597602.
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. (2nd 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.
“The Collaborative Development of Expertise in Teaching and Learning”
Page 9 of 12
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.
McMillan, J. H. (2000). Educational research: fundamentals for the consumer. (3rd ed.). New York, NY:
Addison Wesley Longman.
McMillan, J. H., & Schumacher, S. (2001). Research in education: A conceptual introduction. New York,
Longman.
Merriam, S. B., & Simpson, E. L. (2000). A guide to research for educators and trainers of adults.
Malabar, FL, Krieger Publishing Company.
Mertler, C. A. & Charles, C. M. (2005). Introduction to educational research. Boston: Pearson AB
Longman.
Miles, M. B., & Huberman, A. B. (1994). Qualitative data analysis. Thousand Oaks, Sage Publications.
Mills, G.E. (2003). Action research: A guide for the teacher researcher. (2nd ed.). Upper Saddle River
NJ: Merrill Prentice Hall.
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.
Orlich, D., Harder, R., Callahan, R. & Gibbson, H. (1998). Teaching strategies. Boston: Houghton Mifflin.
Patten, M. L. (2000). Understanding research methods: An overview of the essentials. Los Angeles, CA,
Pyrczak Publishing.
Patton, M. Q. (1987). How to use qualitative methods in evaluation. Los Angeles, SAGE Publishing.
Sagor, R. (1992). How to conduct collaborative action research. Alexandria, VA: ASCD.
Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: ASCD.
Schonlau, M., Fricker, R. D. & Elliott, M. N. (2001). Conducting research surveys via e-mail and the web.
Santa Monica, CA, RAND Publications.
Selwyn, N., & Robson, K., (1998). Using e-mail as a research tool. [Electronic Version] Social Research
Update, 21. Retrieved October 14, 2003, from http://www.soc.surrey.ac.uk/sru/SRU21.html
Shavelson, R. J. (1996). Statistical reasoning for the behavioral sciences. (3rd ed.). Boston: Allyn and
Bacon.
Simon, M. K., & Francis, J. B. (1988). The proposal cookbook: A step by step guide to proposal design
and writing. Bloomington, MN, MicroFutures, Inc.
Spencer, L., Ritchie, J., Lewis, J., & Dillon, L. (2003). Quality in qualitative evaluation: A framework for
assessing research evidence. London: National Center for Social Research.
“The Collaborative Development of Expertise in Teaching and Learning”
12
Page 10 of
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational psychology
review, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert
student? Instructional Science, 26, 127-140.
Weitzman, E. A., & Miles, M. B. (1995). Computer programs for qualitative data analysis. Thousand
Oaks, CA, SAGE Publications.
Wiersma, W. (2000). Research methods in education: An introduction. Boston: Allyn and Bacon.
Wolcott, H. F. (2001). Writing up qualitative research. Thousand Oaks, CA, Sage Publications.
“The Collaborative Development of Expertise in Teaching and Learning”
12
Page 11 of
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.
“The Collaborative Development of Expertise in Teaching and Learning”
12
Page 12 of