EDP 7057 – Spring Semester
Professor: Marisal R. Gavilan
ZEB 358A
Telephone: (305) 348-3223
Fax: (305) 348-4125
e-mail: gavilanm@fiu.edu
Web Address: www.fiu.edu/~gavilanm
Office Hours: 10-11 am on those Saturdays that we have classes
Introduction
This semester course provides an integrative, interactive survey of knowledge and
research in cognitive development and neuroscience as it applies to the development of
leadership and executive skills from early childhood to adulthood. Topics include normal
cognitive and emotional development and their relation to learning and education.
Among the major theoretical orientations are information processing, emotion theory,
neural networks, dynamic systems, modularity/constraints, executive skills theory, and
leadership and the brain. The course makes use of extensive web-based material and
classroom interaction, with lectures/discussions/presentations during every class meeting.
Students will complete a major project by the end of the Fall semester. This is a required
course for students enrolled in the Doctor in Education Degree Program.
Required Texts:
Dickman, M.H. & Stanford-Blair, N. (2004) Connecting Leadership to the Brain,
Corwin Press, Sage Publication Company, Thousand Oaks, California
Dawson, P. & Guare, R. Executive Skills in Children and Adolescent (2002) The
Guildford Press, New York
Recommended Text:
Meltzer, L. (2007) Executive Function in Education: From Theory to Practice, The
Guildford Press, New York
Participants in this course will be involved in three major developmental tasks during the
Fall Semester. First, participants will discuss both orally and in writing the assigned
reading during every class meeting. This assignment will be turned in to the instructor
and points will be given for participation.
Secondly, students will choose one of the chapters from the recommended text:
Executive Function in Education to present to the class in order to extend the
knowledge of the executive function processes to teaching and learning.
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Finally, all participants will develop a 10 page research paper on a topic of choice as
preliminary planning for their dissertation. This topic of choice should also include any
concepts discussed in this class.
Classes will begin on January 10th 2009 , discussion groups will be formed, the delivery
of the course will be presented and Dickmann’s chapters 2 and 3 will discussed
COE Conceptual Framework
The desired future of the College of Education at Florida International University is one
in which candidates, faculty and staff embrace the shared experiences of a diverse,
international, professional learning community.(Conceptual Framework of the College of
Education – revised 2007, p.1). The three major outcomes becomes the lens through
which this course organizes learning experiences and contributes to the vision and aim of
the college. The outcomes include:
a) Unit Content Outcome  Stewards of the Discipline (Knowledge)
b) Unit of Process Outcome  Reflective Inquirer (Skills)
c) Unit Disposition Outcome  Mindful Educator (Dispositions)
Grading:
Class discussions (6 pts. per class)
Presentation
Research paper
Total Pts.
24
26
50
100
Schedule
Dates
January 10
February 7
February 28
March 7
March 28
April 4
Assignment
Introduction to the course
Dickman – Chapters 1 & 2
Dickman Chapter 3
Dawson Chapters 1, 2, 3,
4, 5. 6. and 7
Dickman Chapters 4, 5, 6,
and 7
Students’ Presentations
(N= 6)
Students’ Presentations
(N=5)
Course wrap up
Activities
Lecture/discussion/reflection
Lecture/discussion/reflection
Lecture/discussion/reflection
Lecture/discussion/reflection
Five students will present
topics from Meltzer’s book
Five students will present
topics from Meltzer’s book
Course evaluations
Criteria for classroom routines:
Participation in group activities include (but are not limited to)
Participants’ generated questions, reflective exercises, instructional games, etc.
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Each of these activities will be graded. Twenty five percent of the course grade stem
from these activities
Criteria for classroom presentations
Each student will choose a topic to present in class on the research advances on
the theoretical and practical aspects of Executive Function. Meltzer’s book chapters will
be used as the bases for the presentation, additional research is expected to supplement
this information. Students will have an abstract of the presentation as well as the
references used to supplement their ideas.
Scoring of these presentations will follow the following rubric:
Oral Report Scoring Rubric
Name of Student:
Quality of Research
1 (incomplete)
2 (minimal)
Quality of Visuals
3 (adequate)
4 (strong)
5 (outstanding)
1 (incomplete)
2 (minimal)
Participants’ engagement
3 (adequate)
4 (strong)
5 (outstanding)
1 (incomplete)
3 (adequate)
4 (strong)
5 (outstanding)
2 (minimal)
Abstract and References
1 (incomplete)
Standards Met
2 (minimal)
3 (adequate)
4 (strong)
5 (outstanding)
1 (incomplete)
2 (minimal)
3 (adequate)
4 (strong)
5 (outstanding)
Total
25 points
Criteria for the Research Paper:
For those students with a topic in mind:
These students will develop a 10 page qualitative research paper in which they will
connect their dissertation topic to one or more of the three main orientations discussed in
this class. Review of the literature include, but is not limited to professional journals and
published or edited books in the areas of leadership and the brain or executive skills. A
minimum of 10 entries required.
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For those students without a prepared topic:
These students will develop a 10 page qualitative research paper in which they will
develop a topic related to the orientations discussed in this class. The topic should be
directed to a research question that they have in mind and are interested in exploring.
A minimum of 10 entries is required.
Topics must be discussed with your instructor on the fourth week of class.
All papers must be cleared by the Turnitin Program before submitted to the instructor. A
maximum similarity index of 10 must be obtained. Any points over 10 will be deducted
from the final grade. Papers must be given to your instructor on or before 12-9.
Format:
10 double spaced pages
One inch margins
12 font
APA Style
Be sure to follow APA style and to use all the qualities that typify professional
writing. Use topic sentences well focused paragraphs, good spelling, grammar
habits, and formatting of references. Each of these makes your important ideas
more accessible to your reader and identifies you as a capable professional in your
field. To help you in conceptualizing your writing, you should check to make
sure that you have satisfied the criteria that I will use to assess your work. For
APA guidelines please go to www.fiu.edu/~docstudy/ Then open APA Style
Manual.
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