Attached are syllabi from two courses in our EdD curriculum. The courses are distinct and have separate instruction; however, they are taught within the same semester and intentionally complement one another.

Department of Educational Leadership and Policy Analysis
University of Missouri - Columbia
EL9473
Instructor :
Office :
Telephone :
E-mail :
This course will provide an opportunity for students to explore two methods of collecting and analyzing qualitative data: fieldnotes of participant observation and focus group interviewing. While the course will address the foundations of each method, it will primarily focus on the design and application of the methods. Issues surrounding the analysis and reporting of these types of data will also be discussed.
Specifically, students will:
1. understand the fundamentals of two forms of data collection: participant observation and focus groups;
2. understand the strengths and weaknesses of each method of data collection; and
3. apply knowledge and skills obtained for each method in an authentic data collection activity.
The course is divided into three modules. After an introduction (module 1), students will explore the fundamentals and standards for quality for interviewing and fieldwork observations (module 2). The final module, will address focus groups.
Students will: a) develop an interview protocol and guidelines for fieldwork that support their inquiry projects in the Content and Context of Learning (EL9479); b) conduct focus group interview and collect field notes; and c) reflect on the experience of collecting data and the process of analyzing their data.

Emerson, R., Fretz, R., & Shaw, L. (1995). Writing ethnographic fieldnotes . Chicago:
University of Chicago Press.
Krueger, R.A., & Casey, M.A. (2000). Focus groups: A practical guide for applied research . (3 rd Edition). Thousand Oaks, CA: Sage.
Inquiry III and the Content and Context for Learning (EL9479) have been designed to compliment each other. Assignments for the Inquiry III course will be completed in conjunction with the Individual and Team Project assignments in EL9479. There is a more detailed description of each assignment at the end of the syllabus. Please refer to the EL9479 syllabus for assignment details for that course.
EVIDENCE OF LEARNING
Points Due Date
A. Participation 20 Ongoing
B. Individual Field Notes Assignment
Plan for Collecting Fieldnotes
Fieldnote Write Up
C. Focus Group Assignment
Plan for Focus Groups
Critique of the Focus Group Process
Grading
A total of 100 points are possible. A=90-100 B=80-89
10
30
10
30
C=70-79

If you need accommodations because of a disability, if you have emergency medical information to share with your instructor, or if you need special arrangements in case the building must be evacuated, please inform your course instructor(s) immediately.
To request academic accommodations (for example, a notetaker), students must also register with Disability Services, AO38 Brady Commons, 882-4696 . This campus office is responsible for reviewing documentation provided by students requesting academic accommodations, and for planning accommodations in cooperation with students and instructors, as needed and consistent with course requirements. Another resource, MU's Adaptive Computing Technology Center, 884-2828 , is available to provide computing assistance to students with disabilities. For more information about the rights of people with disabilities, please see <ada.missouri.edu> or call 884-7278.
Incomplete Grades
Incomplete grades will be granted only for extenuating circumstances, as outlined in the
Graduate School Catalog.
Academic Honesty
“Academic honesty is essential to the intellectual life of the University. Students who use, or attempt to use as their own answers, words, ideas or research findings of another person are guilty of academic dishonesty. In addition to such acts of cheating or plagiarism, any unauthorized possession of examinations, hiding of source materials, or tampering with grade records are acts of academic dishonesty specifically forbidden by
University rules” (UMC Graduate Catalog 2004-2006, p. 9).
More specifically, it is essential that you give credit when due to authors whose works you have consulted. For example, you must acknowledge when you are using someone else’s ideas. You must also use quotation marks to set off words, phrases, sentences, or paragraphs that have been written by someone else and also cite the source of this material. Failure to do is cause for a charge of plagiarism or academic dishonesty. The author(s) of a paper suspected to contain plagiarized elements will be reported to the appropriate university officials.
Additional definitions and discussions of plagiarism are provided in the Publication
Manual of the American Psychological Association (5th ed.), in the section on ethics
(and especially on pp. 349-350). Another useful source is found at the webpage for
MU’s Campus Writing Program http://cwp.missouri.edu/resources/plagiarism.htm)

Listed below for your additional information are the criteria that will be used in evaluating written assignments. It is strongly recommended that you use these criteria to review drafts and to guide your editing. Page limits will be designated for each written assignment; students are expected to adhere to those page limits. The Publication
Manual of the American Psychological Association (5th Edition) serves as a source of information about writing and is the major source of guidance about style and format.
Additional information about APA guidelines can also be found at www.apastyle.org.
Mechanics and style a) The paper (report, article critique…) includes the necessary components. b) The material is free of spelling, grammatical and typographical errors.
1 c) The material is well organized, well written and easy to read and interpret.
1,2
Substance and insight a) The topic or problem is approached comprehensively (within the limits noted above) and thoughtfully. b) The thesis presented in the paper (report, article cr itique…) is developed in a logical fashion, key concepts are clearly delineated and logically related, and important points are elaborated as necessary. c) Inferences, conclusions, recommendations and action plans are logically developed and well supported. d) The presentation of information is accurate. e) The analysis of information is adequate. f) Concerns regarding both bias in source material and bias in the general argument of the paper are addressed.
1
Support and documentation a) The related literature is adequately reviewed.
1 b) The paper (report, article critique…) accurately and appropriately cites ideas and/or direct quotes from the literature.
1 c) The in-text citations and reference list correspond to APA guidelines.
1
1For guidance, see the Publication Manual of the American Psychological Association (5th ed).
2For guidance you may refer to style guides such as Elements of Style, by Strunk and White (2000).

Participation
Class participation consists of active and thoughtful participation in class discussions via blackboard. This means providing your own response to blackboard discussions as well as responding meaningfully to your peers in the time allotted for the discussion.
Individual Field Notes Assignment
Following the guidelines provided in EL9479 for the Individual Assignment, you will:
A. Develop a plan for collecting field notes
The plan will consist of a two-page double spaced paper that includes:
1) the purpose of the observation;
2) a description of the learning theory or theories that will guide your observation; and
3) a summary of the learning event.
B. Field Note Write Up
1) Provide your typed fieldnotes constructed after your observation. Include your handwritten notes taken during the observation.
2) Provide a four-page double-spaced self-critique of the observation and field note taking process.
3) Your discussion, justifications, and critique of your observation activity need to draw upon the course readings and follow APA style.
Focus Group Interview
Following the guidelines provided in EL9479 for the Team Project you will conduct a focus group interview. Teams will use the readings on focus groups to plan, implement, analyze and critique their experience of collecting data via focus groups. When conducting the focus group interview, team members will divide into one of two roles: either “Interviewer” (a maximum of two people may interview) or “Observer”. Observers will take notes on what respondents say, but also on what probing questions occur to them or shift s in questioning strategy are caused by participants’ responses.
This assignment requires submission of a:
A. Plan for Focus Group
Four-page, double-spaced paper that describes:
1) the purpose of the study;
2) the purpose of the focus group within the broader study design;
3) how the focus grou p addresses the study’s purpose; and
4) how the focus group protocol reflects the study’s purpose and theoretical framework.
The plan should also include a description of each person’s role. This paper will be submitted as a group paper.
B. Critique of the Focus Group Process:
Four-page, double spaced paper that critiques the focus group process by drawing on the focus group experience and the literature on focus groups covered in class. Each team member will write their own critique guided by the readings and their unique perspective in the focus group (e.g., interviewer or observer).

Teams must audiotape and transcribe their focus group interviews. If video equipment is available and participants are agreeable, teams should consider video taping the focus group in order to capture additional data (e.g., body language) that is missed otherwise. Focus group interviews should be between
30 and 40 minutes in length.

The course schedule is intended as a quick guide for readings and assignments. Dates indicate when the parts of each module will begin. Additional information about requirements and grading are located within the syllabus and the pathway documents.
Topic Activities Starts
Module 1 Introduction
Module 2 Part 1:
Introduction to
Field Notes
Part 2:
Writing up Field
Notes
Review the Syllabus, Objectives, and
Organization of the Course
Read: Emerson, Fretz, & Shaw – Preface,
Ch 1 & 2
Discussion: Post your thoughts about (a) what writing materials you might choose, and (b) the when, where, and how to write jottings.
Read: Emerson, Fretz, & Shaw – Ch 3 & 4
Discussion: (Optional) Post any questions or issues you want to work through related to your plan for collecting fieldnotes.
Assignment: 2-page plan for observation due by the end of week 4 on 9/??/08 .
08/??/08
Week 1
08/??/08
Week 2
09/??/08 and
09/??/08
Weeks
3-4
Module 3
Part 3:
Pursuing
Meaning and
Processing
Field Notes
Part 1:
Introduction to
Focus Groups
Read: Emerson, Fretz, & Shaw
– Ch 5 & 6
Discussion: To be announced
Assignment: Fieldnote Write Up is due by the end of week 6 on 09/??/08 .
Read: Krueger & Casey – Ch 1 & 2
Discussion: With your other group members, discuss the purpose and participants for your focus group.
9/??/08 and
9/??/08
Weeks
5-6
10/??/08
Week 7
Part 2:
Conducting
Focus Groups
Read: Krueger & Casey – Ch 3, 4, & 5
Discussion: Develop 3 questions for your focus group and post to get feedback from peers.
Assignment: The Plan for Focus Group is due the end of week 11, 11/??/08.
Part 3:
Analyzing and
Reporting
Focus Group
Results
Read: Krueger & Casey – Ch 6, 7 & 11
Discussion : To be announced
Assignment: Four-page Focus Group assignment due by the end of week 15 on
12/??/08.
10/??/08,
10/??/08, and
10/??/08
Weeks
8-10
11/??/08
And
11/??/08
Weeks
11-12

Content and Context of Learning
ELPA 9479
Course Syllabus
Fall 2008
Instructor Information:
Dr. Jeni Hart
301C Hill Hall
882-4225 hartJL@missouri.edu
Office Hours: by appointment
Course Description :
Students will develop the knowledge and skills for examining, designing and implementing organizational, classroom, and training conditions that support quality learning experiences for all learners. This theme addresses the nature of learning and the issues that add or detract from quality learning for all learners. On the surface the course title implies that this is a course about
“what” should be taught. In fact, it is a course about what is known about learning and the conditions that enhance learning. Participants and faculty will attempt to model the knowledge studied throughout the course. Optimal learning and the issues that can enhance the quality of or detract from quality learning for all is a focus of this course. Throughout this course, participants and the instructor will attempt to model optimum learning conditions and strategies. Students will be asked to demonstrate a thorough understanding of those conditions and competencies through study, critique, development, and implementation of authentic learning experiences.
Course Objectives:

Content : To facilitate understanding of how adults learn.

Context : To provide scholarly and practical information about what is needed to create an effective learning environment.

Application : To garner tools to help organizations transform into effective learning organizations.
Required Texts:
Donaldson, G. A., Jr. (2008). How leaders learn: Cultivating capacities for school improvement .
New York: Teachers College Press.
Mezirow, J., & Associates (Eds.). (2000). Learning as transformation: Critical perspectives on theory in progress . San Francisco: Jossey-Bass.
Journal & Electronic Articles and Book Chapters (additional readings):
Brown, J. S., & Duguid, P. (2001). Knowledge and organization: A social-practice perspective.
Organization Science , 12(2), 198-213.

Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge (2 nd
Ed.). Baltimore: The Johns Hopkins Press. (chapters 1 and 8)
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26 (2),
247-273.
McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school:
Strategies for increasing student motivation and achievement . San Francisco: Jossey-
Bass.
Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organizational
Science, 5 (1), 14-37.
Nonaka, I. (1991, November/December). The knowledge-creating company. Harvard Business
Review , 96-104
Senge, P. M. (1990). The leader’s new work: Building learning organizations. Sloan
Management Review, (32) 1, 7-23.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice . San Francisco:
Jossey-Bass. (Chapter 2, pp. 23-45)
Basis for Student Evaluations:
Activity
A.
Individual Assignment
B.
Reflective Journal (collected twice)
C.
Team Project
D.
Class Participation
E.
Leading a Learning Experience
Percentages as Assigned to Letter Grades:
Point Value
40
40
60
20
40
There is no preconceived designation of the number of students to receive each grade, nor any ceiling on the number of "A”s to be assigned if all students exhibit the high standard of performance expected for that grade. In general, 93% and above will be reserved for an "A," 83 –
92% for a "B," and 73 – 82% for a "C."
92.50 – 100 = A
82.50 – 92.49
72.50 – 82.49
72.49 or below
= B
= C
= F

Assignments are due at the start of class, on the day designated in the course syllabus.
Points equal to the loss of one letter grade will be immediately deducted to any assignment up to one day late. Each subsequent day an assignment is late will result in the loss of points equal to one half of one letter grade.
Course Requirements:

Leading a Learning Experience: (40 points)
Each student will be responsible for directing and enhancing our learning about one of the topics to be covered in this. This activity is designed to provide the students with an opportunity to develop teaching skills, including the planning and development of an educational session; the selection of the teaching methodology to employ, focused on adult learning theories; and the presentation of a topic. The topics are based upon the weekly schedule. Students should plan to choose one or part of an assigned reading for the class period of the learning experience. If a student want to choose a topic outside the designated class reading assignments, please notify the instructor by class on September 3, 2008.
Plan to use approximately 30 minutes of the class period (time may be modified based upon size of the class). You may select the teaching methodology and format of your session (e.g., lecture, discussion, case-based, problem-solving, inviting a guest to copresent with you). You should consider using handouts or other materials to accompany your session.
If you select an additional reading or a different reading due to the selection of a topic not on the syllabus, readings on your topic must be made available to the class at least one week prior to your learning experience . Please mark the reading with your name, the session title, and the date the reading will be used. Be sure to reference both the reading(s) you selected (if appropriate) and the references from required readings in your presentation.
On the evening of your presentation, you must submit an outline (approximately two pages) of your presentation (can be submitted as a Power Point handout if desired), along with a list of issues for discussion in class, and the list of references you used in developing your presentation.
Following the presentation, your classmates will provide written feedback to you. This feedback will only be for your personal development and will not be shared with the instructor.
The instructor will evaluate this activity on the following:
 the quality of your preparation for the session, including materials reviewed to prepare the session (reflected in the references);
 centrality of the reading to your presentation;
 the quality of the handouts for the session (if you decide to use handouts); and
 the selection of content and the organization of the session (reflected in the outline)
 clarity and extent to which the session enhanced learning on the topic selected.


Individual Assignment : (40 points) Observation of one instance of learning in progress in student’s own organization (e.g., teachers at a staff meeting, staff development, etc.).
The underlying question is: How did learning occur in this organization/environment during this particular time? On a concept map, compare or contrast to optimal learning conditions and strategies. Given the organizational context, what recommendations would you make to further advance learning and to create an authentic learning experience? (2-3 typed pages, excluding the concept map, based on Nonaka (1991, 1994).
Due October 1.

Reflective Journal: (20 points each, 40 points total) The purpose of this assignment is to encourage reflective practice and to critically consider your own learning. Throughout the semester, you will be presented with new ideas about learning. You should use the journal as a mechanism to integrate these new ideas into how you understand how you learn and how others learn. Reflect on how this knowledge about learning influences how you and others may lead. This is an on-going activity and entries should be made at least once for each week during the semester. The journal will be collected twice throughout the semester and will be evaluated based upon thoughtfulness of reflection, clarity of thought, and integration of class concepts and knowledge. Format of the journals may vary by instructional site. For example, the journal may be done through guided discussion threads on Blackboard; may respond each week to the following questions:
What did I learn? How will I apply what I learned? How will my practice change based upon what I learned?; or handwritten or electronic journals.

Team Project – Investigation of an Organization: (50 points for project; 10 points for reflection) Teams consist of four to five individuals. Teams will investigate how an organization with which the team is NOT familiar (such as the Red Cross, a professional or college athletic organization, the Police Department) creates, communicates, assesses and evaluates learning. In your examination and investigation look at the formal and informal organizational structure and leadership, as well as other pertinent aspects of the organization. How do the leadership, structure, etc. promote or impede the creation and dissemination of knowledge/learning? (N.B,: Observation and focus group interviewing will be required, so teams may have to complete university Human Subjects Review forms if they intend to use these data outside of this class project.) Qualitative research methods will be reviewed prior to data collection. The report will be designed as a small case study and presented as a roundtable discussion (style modeled after a professional conference) in class on December 10.
This assignment requires electronic communication among all members of the team. The final project should not exceed 20 pages and should include appropriate literature, explanation of the research methods, presentation of project findings, a discussion of the conclusions, and a discussion of implications and recommendations for practice.

Class Participation: (20 points) Evidence of timely completion of readings and course requirements, including active participation in whole-group class discussions, small group discussions and activities, and team projects.
All written assignments, except the reflective journal (unless you include references, which must be in APA), must be prepared per APA Publication Manual, 5 th Edition.

Academic Honesty:
Academic honesty is fundamental to the activities and principles of a university. All members of the academic community must be confident that each person’s work has been responsibly and honorably acquired, developed, and presented. Any effort to gain an advantage not given to all students is dishonest whether or not the effort is successful. The academic community regards academic dishonesty as an extremely serious matter, with serious consequences that range from probation to expulsion. When in doubt about plagiarism, paraphrasing, quoting, or collaboration, consult the course instructor .
Plagiarism is the failure to distinguish the student’s own words and ideas from those of a source the student has consulted. Ideas derived from another, whether presented as exact words, a paraphrase, summary, or quoted phrase, must always be appropriately referenced to the source, whether the source is printed, electronic, or spoken. Whenever exact words are used, quotation marks or an indented block indicator of a quotation must be used, together with the proper citation in a style required by the professor (Harris, 2001, p. 132).
If evidence of a violation of academic honesty is discovered, University policy will be followed to adjudicate the violation. Further, should the case be deemed plagiarism, the student will receive a point total grade of 0 for that assignment.
Reference: Harris, R. A. (2001). The plagiarism handbook: Strategies for preventing, detecting, and dealing with plagiarism. Los Angeles: Pryczak.
ADA Accommodations:
If you have special needs as addressed by the Americans with Disabilities Act (ADA) and need assistance, please notify the Office of Disability Services, A048 Brady Commons, 882-4696, or the course instructor immediately. Reasonable efforts will be made to accommodate your special needs.
Class Session Topics/Readings/Activities:
August 27
Activities
Schedule, Syllabus, & Discussion of Course Format
Context of Learning
1.
Course introductions and expectations
2.
Introduce/Assign “Individual Assignment” (due date 10/1)
3.
Introduce “Leading a Learning Experience Assignment”
September 3
Readings
Context of Learning
Activities

Nonaka (1991)

Nonaka (1994)

Eraut (2004)
1.
Reintroduce methods for observation and interviews
2.
Discuss readings

Activities
October 8
Readings
Activities
October 15
Readings
Activities
September 10
Readings
Activities
September 17
Readings
Activities
Content of Learning

Brufee (chs.1 & 8)
1.
Library/work on Individual Assignment
2.
Discuss Readings
Content of Learning

Mezirow (chs. 1-3)
1.
Review Qualitative Methods
2.
Using course readings, groups of 2-3 students will compare answers to the question, “What is learning?” Developing a definition/listing of concepts or descriptions of characteristics that address this question.
3.
Report out/class discussion
September 24
Readings
Activities
October 1
Readings
Content of Learning

Mezirow (chs. 4 & 5)
1. Discuss Readings
Content of Learning

McCombs & Whisler

Weimer
1. Individual Assignment Due – Paper and presentations to class
1.
Discuss Readings
Content of Learning

Mezirow (chs. 11 & 12)
1.
Discuss Readings
Application of Learning

Mezirow (chs. 6 & 7)
1.
Discuss Readings
2.
Introduce/Discuss Team Project Guidelines/Expectations (organize teams/tasks)

October 22 Project Day
1. Team and individual work on final project Activities
October 29
Readings
Activities
Application of Learning

Mezirow (chs. 8-10)
1.
Discuss Readings
November 5
Readings
Application of Learning

Donaldson (Intro-ch. 4)
1.
Discuss Readings Activities
November 12
Readings
Application of Learning

Donaldson (chs. 5-7)
1.
Discuss Readings Activities
November 19
Readings
Activities
Application of Learning

Senge

Brown & Duguid
1.
Discuss Readings
2.
Team project work
November 26 No Class – Thanksgiving Break
December 3
Readings
Activities
Application of Learning

Donaldson (chs. 8-10)
1.
Discuss Readings
2.
Team and individual work on final project
December 10
Activities
Presentation of Team Projects (Continued as needed)
1.
Present/Critique/Discuss Team Projects
2.
Review/discussion of course content and readings
3.
Course evaluations

Recommended Supplemental Readings:
Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge (2 nd Ed.). Baltimore: The Johns Hopkins Press. (chapters 4 and 9)
Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26 (2),
247-273.
Eraut, M. (1994). Developing professional knowledge and competence.
Philadelphia: Falmer
Press. (Chapter 3, pp. 40-58)
Harris, I. B. (1993). New expectations for professional competence. In L. Curry, J. F. Wergin et al. (Eds.), Educating professionals: Responding to new expectations for competence and accountability (pp. 17-52). San Francisco: Jossey-Bass.
Hord, S. M., & Sommers, W. A. (2007). Leading professional learning communities: Voices from research and practice. Thousand Oaks, CA: Corwin Press.
McGaghe, W. C. (1993). Evaluating competence for professional practice. In L. Curry, J. F.
Wergin et al. (Eds.), Educating professionals: Responding to new expectations for competence and accountability (pp. 229-261). San Francisco: Jossey-Bass.
Merriam, S. B. (Ed.). (2001). The new update on adult learning theory.
San Francisco: Jossey-
Bass.
Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood: A comprehensive guide (2 nd
Ed.), San Francisco: Jossey-Bass. (Chapter 14, pp. 318-339)
Nonaka, I., & Takeuchi, H. (1995).
The knowledge-creating company.
New York: The Oxford
University Press.
Senge, P. M. (1990). The leader’s new work: Building learning organizations.
Sloan
Management Review, 32 (1), 7-23.