–Course Syllabus Course Title: Course Schedule: Course Location/Times: SEM/700R – Doctoral Program Orientation Seminar February 7, 2006 to February 13, 2006 – Online Feb 16, 2006 – On-ground On-ground Residency will be held in Designated Atlanta GA Location ATL01-06B.SEM 700R This is the Main Classroom, and every learner has the ability to read and write to this newsgroup. This is where class discussion will be held, answers to discussion questions will be posted, weekly summaries submitted, and weekly participation monitored (at least two substantive messages on at least 5 days out of 7 each week). University of Phoenix automatically monitors attendance from posting two messages on any 2 separate days to any of the newsgroups.] ATL01-06B.SEM 700R.ASSIGNMENTS [For the residency, we will not be using this newsgroup. All activities will be taking place in the Main Classroom.] ATL01-06B.CHAT.ROOM [For the residency, we will not be using this Online Newsgroups: newsgroup. All activities will be taking place in the Main Classroom.] ATL01-06B.SEM 700R.COURSE.MATERIALS [For the residency, we will not be using this newsgroup. All activities will be taking place in the Main Classroom.] ATL01-06B .SEM 700R.LEARNING-TEAM.A [For the residency, we will not be using the Learning Team newsgroups. All activities will be taking place in the Main Classroom.] ATL01-06B.SEM 700R.LEARNING-TEAM.B ATL01-06B.SEM 700R.LEARNING-TEAM.C ATL01-06B.SEM 700R.LEARNING-TEAM.D ATL01-06B.SEM 700R.LEARNING-TEAM.E Web Access to Class: https://mycampus.phoenix.edu/login.asp. Required Texts: Cone, J. D., & Foster, S. L. (2001). Dissertations and theses from start to finish. Washington, D.C.: American Psychological Association. Reference Materials: American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, D.C.: Author University of Phoenix Academic Review Checklist Materials: Dissertation Tips The Dual Roles of a Peer Coach Research Journaling The Japanese Have a Systemic Approach to Team Learning Academic Rigor versus Work APA PowerPoint Scholarly Writing Rubric Sample APA Paper First Year Residency Overview Electronic Resources: All required articles and Web sites can be accessed through the Electronic Reserve Readings (ERR) found on this course’s rEsource page. Instructor’s Name: Dr. John DeNigris III Telephone: 407.248.9117 Eastern time UoPhx E-mail Address: denigris@email.uophx Alternate E-mail Address: denigris@cfl.rr.com Availability: Nine in the morning to 4 pm, except during residencies, then the best way to catch me is through email. Welcome! My name is Dr. John DeNigris. Please call me Dr. D. I am excited to be your guide for this learning journey and about being part of your online and your residency experience! I know you will be leaving family, friends, and work behind as you traveled to Atlanta for your first on ground course. Together we will make this a challenging, exciting, and rewarding learning event for you. Please look over the syllabus and post any questions you have to the Question for Dr. D. thread in the Main Newsgroup. Instructor Bio I have posted my bio to a thread in the Main Newsgroup, and invite you to post your bio to the same thread the first day of the course. Course Description Upon completion of this course, learners will have prepared a plan to navigate their doctoral program of study. This orientation seminar includes journaling for success, advanced Learning Team tactics, finding and directing one’s passion into a doctoral research study, and APA doctoral applications. Purpose and Approach SEM/700R, coupled with PHL/700R, is designed to assist and clarify learners’ transition to doctoral-level inquiry. This first course in the Year One residency focuses on the applied nuances of scholarship in University of Phoenix curricula and in greater academia. Learners entering this residency are asked to evaluate critically what they have learned and done in previous environments – master’s programs, workplaces, personal life – and recognize them as components of a paradigm of thought and performance, one that will most likely be fundamentally altered over the course of the program. In SEM/700R, that evaluation translates to a better understanding of the nature and purpose of doctoral education, heightened ability to think beyond perceptual differences in a team environment, and increased understanding of the form and purpose of the dissertation in doctoral study. Furthermore, this course affords learners increased preparation in the accepted practices within the University of Phoenix model of scholarship, including scholarly writing and the use of American Psychological Association (APA) style. Finally, in this course, and in all residency courses, learners interact on a cohort-wide basis, affording the opportunity to enrich their knowledge within an immersive, collaborative environment. University of Phoenix doctoral education is designed and communicated with the belief that scholarship is best actualized within a communal setting. In fact, much of the learning experience in residency occurs outside of the classroom – in conversations with faculty and students, in Learning Team sessions, and in the simple experience of being a part of a community of scholars. SEM/700R is designed to be a dialogic interaction between faculty and learners, with an emphasis on the practical application of doctoral learning tools. Learners will work collaboratively to understand the team process, to evaluate the meaning and structure of dissertations, and to identify the various resources they will access throughout their program. These efforts culminate in a foundational understanding of how learners might integrate passion, knowledge, and scholarship into their studies and into their eventual dissertation research. Course Topics and Objectives The Doctoral Challenge Compare and contrast levels of scholarship Determine the mechanisms necessary for Learning Team stability Resolve elements of a Learning Team charter Create a Learning Team identity and logo University of Phoenix Model of Scholarship Differentiate between scholarly and non-scholarly sources Develop a course of action for finding a research topic Evaluate the meaning and structure of dissertations Examine models of APA style Scholarly Tools Examine the role of academic journaling in research Identify characteristics of a potential peer coach Course Changes Assignments in this document take priority. While the reading assignments and learning objectives remain the same as indicated on the rEsource page, some of the assignments in this syllabus have been customized for this particular course. Attendance in Online Courses (First Week of SEM - Online) A learner will be considered in attendance for a given week of online instruction if he or she posts at least once in any newsgroup on two different days during the online week of Tuesday through Monday. Deadlines for attendance are based on Mountain Standard Time. Working privately with the instructor via email does not count toward the attendance required by the University. Any learner who fails to make these weekly postings will be required to withdraw from that course without a grade and will subsequently be required to retake the course in directed study format. The Online Campus processes these withdrawals automatically. The Dean for the learner’s program must approve each directed study. There is a maximum of three directed studies allowed for a student during the entire program. Directed studies are not an entirely favorable substitute for online classes, as learners miss the valuable interaction of their cohort members. Participation for Online Courses Learners are expected to participate, on at least 5 days out of each 7-day week, in several conference discussions relating to the subject matter for the week. Discussions will take place in the main classroom newsgroup as assigned by the faculty member in the course syllabus. Learners will read, analyze, and respond to questions and comments from the faculty member and fellow learners. Attendance at Residencies (Last Segment of SEM – On-ground) Every learner is expected to attend all classroom and Learning Team sessions of each of the three residencies, and attendance will be taken at every event. Every learner is encouraged to register and stay at the host residency hotel with other Cohort members for the full duration of each residency. Residency courses that occur on weekends will adhere to the aforementioned policy; no attendance exceptions will be made for learners attending activities external to residency sessions. Participation for Residency Every learner is expected to fully participate in all classroom and Learning Team activities during the residencies. While attendance refers to physical presence, participation connotes meaningful interaction with other Cohort members. Cohorts, Groups, and Teams Learners are grouped together by program (DBA, DM, DHA, or EDD) during their SEM online portion of the residency. Each of these groups is referred to as a cohort. Each cohort may or may not include people who were classmates in COM/705 (the doctoral program entry class). Cohort members matriculate together throughout their program. Cohort members are divided into class groups. In some cases, different cohorts may be put together to form a class group for common courses. For example, DBA cohort members may be grouped with DM cohort members for a SEM/700R class. New class groups are formed for each online class and residency. Each online class group may or may not include people who were classmates in the first residency. In residency and online classes, learners subdivide their groups into Learning Teams. The Learning Team is a cooperative team of 4 to 6 learners who work together to accomplish course team projects. In each online class, learners form new Learning Teams, and as such, Learning Teams may or may not include people who have previously been teamed together. Learning Teams are a vital part of the learning environment at University of Phoenix. Just as groups change in professional work environments, Learning Teams will change at various times throughout the program. The School of Advanced Studies strives to facilitate the opportunity for learners to practice collaborative skills with many members of their cohort along their doctoral journey. st Learning Team Concepts: 1 Residency (Online/On-Ground) In the first residency class, SEM/700R, learners practice application of Learning Team concepts. This includes the development of a charter template for use throughout their program classes. During SEM/700R, learners form Learning Teams for their subsequent PHL/700R class. Academic Honesty Academic honesty is highly valued at the University of Phoenix. You must always submit work that represents your original words or ideas. If any words or ideas used in a class posting or assignment submission do not represent your original words or ideas, you must cite all relevant sources and make clear the extent to which such sources were used. Words or ideas that require citation include, but are not limited to, all hard copy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Please see the University of Phoenix Catalog for more information about academic honesty, including consequences of academic dishonesty. Privacy and Confidentiality in the Online Classroom and during One of the highlights of the University of Phoenix academic experience is that students can draw on the wealth of examples from their organizations in class discussions and in their written work. However, it is imperative that students not share information that is confidential, privileged, or proprietary in nature. Students must be mindful of any contracts they have agreed to with their companies. Grading Criteria There are no points in this zero-credit course. FOR FUTURE REFERENCE: POSTING ASSIGNMENTS Learners have write-only access to the Assignments newsgroup in Online classes, which means you can post messages to the newsgroup but not download and read messages there. However, you are able to go to the Student Web page, http://mycampus.phoenix.edu, to see a list of messages you have posted in the Assignments newsgroup of the class. The following link provides a demonstration of what this function looks like on the Student Web page: http://corptrain.phoenix.edu/resourceB/index2.htm. Here are a few things to note about this function: · · · Learners can see the header of the messages, but not the actual text. If you see the header, however, you can rest assured that the facilitator can read the posting. Learners can see the headers of their own messages in the Assignments newsgroup, but not the headers of messages posted by classmates or the facilitator. There may be a delay of up to 30 minutes between the time a message is posted and the time it registers on the Web page. If you check sooner than that and do not see the message listed, you should check back later. If you still do not see the message listed after an hour, you can try posting it again or contact Online Tech Support. Workshop One – Online (One Week) The Doctoral Challenge Compare and contrast levels of scholarship Determine the mechanisms necessary for Learning Team stability Scholarly Tools Examine the role of academic journaling in research Individual Assignments 1. Reading Assignments: Articles as assigned on the course’s Electronic Readings Reserve Page along with a. Research Journaling b. The Japanese Have a Systemic Approach to Team Learning c. d. e. f. g. Academic Rigor versus Work APA PowerPoint Scholarly Writing Rubric Sample APA Paper First Year Residency Overview 2. Discussion Questions: Learners will formulate a response to the Discussion Questions posted by the faculty member, referencing supporting literature wherever appropriate. Learners will continue to discuss each other’s responses throughout the course week. The first DQ response will be due on Day 2 (Wednesday), the second on Day 4 (Friday), and the third on Day 6 (Sunday). 3. Activity #1 - Doctoral Learner Resources View the SEM/700R Residency Orientation PowerPoint (available on the course’s rEsource page), and visit at least three of the following online resources. Write a short paragraph about the resources you feel will be important to your success in the doctoral program. Post this paragraph to the thread I start no later than Day 3 (Thursday). a) Program and Research Handbook (available on the front page [after log on] of your student Web site) Visit your program and research handbooks via the mycampus Web site, examining the material detailed therein – especially regarding the research and dissertation path through the program. Be prepared to discuss this material in the newsgroup and at the residency session. b) APA Style and Formatting Tools (available on the course rEsource page) On the rEsource page for this course, several APA tools have been posted. Take some time to familiarize yourselves with this material and to pose questions regarding APA in our classroom c) rEsource Features (available on the course rEsource page) Explore the various components of the rEsource page, including the eBook collection and Virtual Organizations. These features will be used in upcoming online courses, so it is highly recommended that you become comfortable in accessing and working within them. d) The Center for Writing Excellence (CWE) (available via the Services section of your student Web site) Although you most likely have experience with the WritePoint system, take time this week to explore other facets of the CWE. Of specific interest should be the dissertation services and the plagiarism checker. Each of these components is extremely helpful for writing in the doctoral programs. 4. Activity #2 - University Library Most of you have already accessed the University Library for research, either in COM/705 or in LDR/711. It is important to explore all of the resources available via the online library. To begin this activity, review the Getting Started with Research in the University Library document available on the library’s home page. After reading this document, it is recommended that you visit (if you have not already) the following collections within the library and take notes regarding the possible uses of each in your own research. While perusing the library, complete three tasks: · Find 5 topics of research interest. · · Find a recent (within the last year), APA-formatted dissertation (preferably a UOP dissertation) that addresses at least one of these topics. Post your 5 topics and the title of the dissertation under the thread I establish in the main classroom (due on Day 5) and bring an electronic copy the dissertation (saved to your computer) to the on-ground day of SEM. During the on-ground workshop, you will review the dissertation for specific criteria that I assign. Then you will present your findings to your team members and complete an in-class team dissertation assessment. Conduct a critical analysis of the nature and functionality of the databases you review, including an understanding of the scope it covers, the meaning of the qualifier “peer-reviewed,” and the search functions available – including advanced search modes and Boolean logic (e.g. AND, OR search modifiers) employed. a) Article Databases – Major: you most likely have already used this resource; it is important to ensure you understand the type and breadth of articles found in each database provided (EBSCOhost, InfoTrac, and ProQuest). Explore the lists of journals archived in each database and become comfortable with the “advanced search” features of all three. b) Article Databases – Specialized: These databases are much more specific in scope than those found in the major listing, and many of their topical areas apply directly to University of Phoenix’s doctoral programs. Whereas some of the databases are not scholarly sources, they are excellent for idea generation and general overviews of specific areas. c) Books, Dissertations, and Theses: This section of the library should be of particular interest to you for obvious reasons.;-) You can review the archived dissertations from University of Phoenix to get a general idea of the type of research conducted at this institution and as a way of conceiving the direction you might take in your own studies. d) Company Directories and Financials: This resource is most germane to DM and DBA learners, but some of the material within, especially the Leadership Library, applies across the disciplines. e) Country Profiles and Economic Data: This section of the library contains data on nations throughout the world, including cultural information. You will find these resources invaluable if you wish to conduct research on global organizations . f) Encyclopedias and Dictionaries: This section of the library contains an extremely diverse selection of reference materials. g) Writing and Publishing Resources: Crucial to those of you who wish to continue in scholarship, this section of the library contains useful tools for entering into the greater field of academia. Of special interest is the Papers Invited database, which catalogs current and past calls for papers on a variety of topics. 5. Activity #3 - Timeline Use the table found in the Research Path document to develop a personal programmatic timeline and post this timeline to the main classroom newsgroup. The timeline should include learners’ life events (A 2-week vacation to Europe next summer? A baby on the way?), professional events (planning your company's annual sales conference in 2007?), etc. as they relate, complement, and conflict with your ability to complete the program in an efficient fashion. Recall that the School of Advanced Studies requires a B- or better to proceed to the next class. How will you work your schedule and balance your personal and professional commitments, to allow you time to successful complete each course? Completed timelines will be reviewed and discussed collaboratively online. Post your timeline to the thread I start no later than Day 6 (Sunday). 6. Implications and Conclusions: By the end of the week, learners create a brief statement of how the week’s learning has affected their thought process. This statement will include suggested real-world manifestations of the week’s material and a plan for implementing the material in personal and/or professional settings. This statement can also include questions for the course facilitator regarding material that may still be unclear. This statement will be formatted with two headings, Implications and Conclusions, and the statement will be sent in the body of an e-mail (not as an attachment) to the main class newsgroup under the thread I provide. Workshop Two – On-Ground (One Day) University of Phoenix Model of Scholarship Differentiate between scholarly and non-scholarly sources Develop a course of action for finding a research topic Evaluate the meaning and structure of dissertations Resolve elements of a Learning Team charter Create a Learning Team identity and logo Assignments 1. Reading Assignments: Texts: Cone and Foster (2001), chapter 1, pp 3-8 and chapters 2,3,4, and 7 Articles: All required articles and Web sites can be accessed through the Electronic Reserve Readings (ERR) found on this course’s rEsource page. 2. Dissertation Review: Learners will locate, via the electronic library, a recent (within the last year), APA-formatted dissertation. Learners will bring an electronic copy of the dissertation (saved on your computer) to the on-ground workshop. During the workshop, learners will review the dissertation for specific criteria identified by faculty. Then, learners will present their findings to their team members and complete an in-class team dissertation assessment. Learning Team Assignment Team Name, Logo, and Charter Activity: Using the Learning Team Charter Template as presented in COM 705, teams are asked to prepare a presentation detailing their name, logo, and charter, with supporting information regarding their development. The goal of the assignment is to prepare teams for creating charters throughout the curriculum and to communicate effectively their roles and needs within the team environment. You will form teams and give presentations during the on-ground segment of SEM 700R, January 5. Plan for the presentation to last about 10 – 15 minutes. The presentation should address the following points in addition to those previously mentioned. i. Purpose/strengths/challenges of teaming in an online environment ii. Learning Team mission iii. Specific activities for building community iv. Specific steps for managing conflicts v. Communication strategies vi. Techniques for addressing addition, loss, and reformation of team members throughout the doctoral program Brief Summary of SEM/700r Deliverables Assignment Location Due Participation Main Bio Chat Room Day 1 – Tuesday DQs 1, 2, 3 Main Day 2, Wednesday - DQ 1 Day 4, Friday – DQ 2 Day 6, Sunday – DQ 3 Activity #1 – Doctoral Learner Resources Main Thursday Activity #2 – University Library Main Day 5, Saturday Activity #3 – Timeline Main Day 6, Sunday Weekly Implications & Conclusions Main Monday Ongoing— 5 days per week SEM/700r Calendar Tuesday Wednesday Thursday 1/7 Bio 1/8 DQ 1 1/9 Activity #1 1/14 No class 1/15 No class 1/17 Class in Phoenix! starts Friday 1/10 DQ 2 Saturday 1/11 Activity #2 Sunday 1/12 Activity #3 DQ 3 Monday 1/13 Online Class Last day to submit Activity #3 and DQ 3