Syllabus Date: May 30, 2014 Ed.D. Program – Research Sequence EDUC 3001: Fundamentals of Research 3 credits, Summer 2014 Syllabus Instructional Team Tom Akiva, PhD Assistant Professor 5938 Posvar Hall 412-648-7320 tomakiva@pitt.edu Office Hours: By appointment Mike Gunzenhauser, PhD Associate Professor 5912 Posvar Hall 412-648-2119 mgunzen@pitt.edu Office Hours: By appointment Cindy Tananis, EdD Associate Professor 4314 Posvar Hall 412-648-7171 tananis@pitt.edu Office Hours: By appointment Meeting Times Face-to-Face: Online: Tuesday, June 24, 8 am to 5 pm Thursday, June 26, 8 am to 5 pm Saturday, June 28, 8 am to 5 pm Saturday, July 12, 1 to 5 pm Saturday, August 2, 8 am to 12 noon Asynchronous, May 31 – August 2 Course Description This initial course in the research sequence introduces students to disciplined inquiry of problems of practice through a variety of perspectives, approaches, and methods of planning and conducting educational research. This course provides a foundation for further study of research topics and the enactment of educational research. Objectives of the Course EDUC 3001 is organized around the following guiding questions: 1. How do you engage as a scholar-practitioner in education? Reading and critically analyzing examples of studies done in a variety of traditions and methods. Using evidence (analyzed, interpreted, represented, discussed) to address problems of practice? Accessing and critically considering research, synthesizing and building conceptual understanding from research, and conveying what we know in writing. 2. What is the relationship of research with practice in education? Research paradigm/design: related to framing problems, gathering, analyzing, and representing evidence, toward various purposes and audiences. 3. How is research defined as inquiry? The role that research plays in educational practice and policy. Epistemological and theoretical diversity in educational research, including discussion of different research paradigms or theoretical perspectives. EDUC 3001: Fundamentals of Research Akiva, Gunzenhauser, Tananis 2 4. How is educational research designed? Research design, structure of research method, including the role of prior research, the forming of a meaningful problem statement and research question. 5. How is educational research conducted? Overview of multiple methodological forms or approaches available to educational scholar-practitioners and the different purposes that they serve. 6. How is educational research evaluated? Important concepts related to the ethics and quality of educational research, such as validity, reliability, trustworthiness, generalizability, verisimilitude, and transferability. Doctoral Milestones No formal milestones are reached in this course. However, the assignments for this course will help you develop your final paper for EDUC 3002, the position paper on a problem of practice. This paper serves as the first-step towards completing the preliminary exam. Prerequisites No specific pre-requisites are required for this course. Texts This course includes books, book chapters, and journal articles. This course requires two books, both available for purchase at the University Store on Fifth for the special bundled price of $64 [for the two bundled books, the special assigned ISBN is 978-1-4833-7212-9]. The texts are also available at Amazon.com, half.com, and other sources. The McEwan text is on reserve at Hillman Library. The Menter text has been ordered as a multi-user ebook at the library (to be found by searching the text name at pittcat.pitt.edu). McEwan, E.K., & McEwan, P.J. (2003). Making sense of research: What’s good, what’s not, and how to tell the difference. Thousand Oaks, CA: Corwin Press. [ISBN 978-0-7619-7708-7] $32.86 Menter, I., Elliot, D., Hulme, M., Lewin, J., & Lowden, K. (2011). A guide to practitioner research in education. Los Angeles, CA: Sage Publications. [ISBN 978-1-8492-0185-8] $44.00 Additional required articles, book chapters, and other readings are posted on CourseWeb. The following texts are recommended but not required and are also available at the University Store: American Psychological Association (APA). (2009). Publication manual of the American Psychological Association, 6th ed. Washington, DC: Author. [ISBN 978-1-4338-0561-5] $29.95 for paperback. Spiral bound recommended: [ISBN 978-1-4338-0562-2] $36.95 [reference copies in library] Booth, W.C., Colomb, G.G., & Williams, J.M. (2008). The craft of research, 3rd ed. Chicago, IL: University of Chicago Press. [ISBN 978-0-2260-6566-3] $17.00 [multi-user ebook via pittcat.pitt.edu] EDUC 3001: Fundamentals of Research Akiva, Gunzenhauser, Tananis 3 Course Requirements and Expectations Because this class is paired with Foundations 1 and meets in an intensive stretch of back-to-back all day classes, you will need to plan ahead to meet the reading load for the week of June 23. As indicated on the course schedule, you are expected to read and take notes on nearly all of the assigned course readings prior to June 23. You should begin that process well in advance to allow enough time. Course Format In addition to the 32 face-to-face hours of class time outlined in the schedule, you are expected to spend an additional 12 hours online in active discussion and exploration of resources including discussion, accessing provided and other resources, and completing assignments. This does not include the time in addition to class that you are expected to spend on reading, studying, and completing assignments. For doctoral level courses, a minimum of 1.5 hours is required for every instructional hour. To adequately manage the content requirements of this course, you should plan for the following, at minimum: 32 class hours + 12 active online hours + 66 hours class-related work = 110 minimal hours of active engagement Grading and Rubrics We have two types of grading for assignments in this course. First are ungraded assignments that you are required to complete as part of your participation in the course. Each of these assignments needs to be completed for you to receive your final grade for the course. Second are graded assignments that are awarded point values. In this course and your companion course this summer we will be incorporating the SWoRD system from Panther Learning to elicit peer feedback on select writing assignments. For assignments submitted through the SWoRD system, part of your grade will be determined by your participation in providing feedback on your peers’ papers. We are incorporating this system as a learning tool to enhance opportunities for improving scholarly writing, one of the most important features of the EdD program. Details on the SWoRD system will be provided separately. See PantherLearning.com For each of the graded writing assignments, instructors provide grading rubrics. Instructors will use the grading rubrics to determine point values and to facilitate communication about the strengths and weaknesses of student writing. Point values on individual assignments will determine your final grade in the course. As we will explain more in class, rubrics are intended to facilitate communication and grading rather than to direct or determine your performance. 4 EDUC 3001: Fundamentals of Research Akiva, Gunzenhauser, Tananis Graded Assignments and Scale Assignment Values: Assignment 1. APA tutorial 2. IRB certification 3. Academic integrity/plagiarism tutorial 4. Library tutorials 5. Introductions: Bio/picture 6. Scholar-practitioner goals statement 7. Course discussions: Blog discussions of readings 8. Problem of practice topic statement 9. Journals and articles collection 10. Annotated bibliography 11. Methods design paper Total Points Possible required required required required required required 10 20 required 35 35 100 Grading Scale: Point Total 97-100 94-96 90-93 87-89 84-86 80-83 77-79 74-76 70-73 60-69 59 or below Final Letter Grade A+ A AB+ B BC+ C CD F General Expectations for Assignments Assignments are to be submitted electronically via Courseweb (except as noted in the assignment descriptions and on the course schedule). Use APA style, as explained in the APA tutorial, for all citations and references. Submit work in an easily readable 11- or 12-point font, double-spaced. Attend to the word ranges specified in the assignments. Late work slows down the process of review and work on subsequent assignments. As further incentive to complete work on time, late submissions will be reduced the equivalent of one-third of a letter grade for each day late. Exceptions are granted for documented illness only. Assignments submitted through our Courseweb site will be filtered through SafeAssign, a software that checks for instances of plagiarism and misattribution. School of Education Statement on Academic Integrity. The integrity of the academic process requires fair and impartial evaluation on the part of faculty and honest academic conduct on the part of students. EDUC 3001: Fundamentals of Research Akiva, Gunzenhauser, Tananis 5 To this end, students are expected to conduct themselves at a high level of responsibility in the fulfillment of the course of their study. It is the corresponding responsibility of faculty to make clear to students those standards by which students will be evaluated and the resources permissible for use by students during the course of their study and evaluation. Cheating/plagiarism will not be tolerated. Students suspected of violating the University of Pittsburgh Policy on Academic Integrity, from the February 1974 Senate Committee on Tenure and Academic Freedom reported to the Senate Council, will be required to participate in the outlined procedural process as initiated by the instructor. Students in this course are expected to comply with the University of Pittsburgh Policy on Academic Integrity, which can be found online at: http://www.provost.pitt.edu/info/ai1.html EDUC 3001: Fundamentals of Research Akiva, Gunzenhauser, Tananis 6 Assignment Descriptions Several assignments are due prior to the first class. Additional assignments are progressive and focus on a topic of your chosen interest. Please consult the “Assignments Crosswalk” (handed out at Orientation and available on Courseweb) and the course schedule (at the end of this syllabus) for due dates. 1. APA tutorial (Complete online) Before class begins, all students are required to complete the online tutorial at apastyle.org. Nearly all scholarship in education is presented in the standard writing style of the American Psychological Association (APA). You will find that some journals, particularly work influenced by humanities disciplines, follow the Chicago Manual of Style. For this course, you will be expected to demonstrate facility with APA in all of your written work. Of particular importance are the citation and reference conventions of APA. You are encouraged to purchase the 6th edition of the APA manual in spiral-bound form to use as a desktop reference throughout your doctoral studies. The APA also maintains a helpful website as a resource, including a tutorial that runs about 21 minutes. Go to http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx to begin the tutorial. 2. IRB certification (Bring paper copies to class) The University requires that all researchers complete human subjects research training before submitting any studies for review. This is accomplished through a comprehensive online instructional program. By the date indicated on the syllabus, present a copy of your certification for the University of Pittsburgh Institutional Review Board. Begin training here: http://www.citi.pitt.edu. For more information about the IRB and your expectations as a student researcher, see the Education section of the IRB website: http://www.irb.pitt.edu/student-research. Complete the two required modules if you haven’t already and present certificates on the date indicated on the course schedule. The modules can be difficult to reach on the website. You need to complete the modules on Social & Behavioral Research – Basic/Refresher and Social & Behavioral Responsible Conduct of Research. Allow at least 6 hours to complete the modules and quizzes. You are required to be IRB certified in order to receive a grade for the course. Additional modules relevant to social science research are recommended but not required. If you already have IRB certification through Pitt’s CITI portal, print your certificates and bring to class. If you have Pitt IRB certification through the previous system, that certification is now obsolete. If you have CITI certification outside the Pitt system, you are still required to complete the C ITI certification through the Pitt portal. 3. Academic integrity/plagiarism tutorial (Bring printed certificate to class) All students’ work from the very beginning of the course is expected to reflect the highest standards of academic integrity. From time to time, we all need reminders on how to cite and reference prior work with integrity. Everyone in the course is required to complete this online tutorial by the first class meeting. http://www.umuc.edu/writingcenter/plagiarism/index.cfm EDUC 3001: Fundamentals of Research Akiva, Gunzenhauser, Tananis 4. 7 Library tutorial (Complete online) Prior to our first class, you need to become familiar with the following library resources. As you proceed through the following information, post any lingering questions or concerns that you have about these areas of competency in the “Course Questions” Blog on Courseweb. You will be expected to engage with them as soon as the course starts. a. EZ-Proxy. Become familiar with the EZ-Proxy service, which connects your computer to the University system and allows you nearly the same access to library resources that you obtain from a PC sitting in Hillman Library. http://www.library.pitt.edu/offcampus b. PittCat. Bookmark http://pittcat.pitt.edu as your library search interface. This original PittCat is more appropriate for graduate students than the default interface, called PittCat+. c. Libguides. Visit the Educational Research Libguide developed by Marnie Hampton for graduate students in the School of Education. http://pitt.libguides.com/education d. Mendeley and EndNote. Mendeley and EndNote are the two citation management tools that are supported by the university. Library search pages are integrated with these tools to make keeping track of sources and citation. Start at the following website: http://www.library.pitt.edu/mendeley-and-endnote-citation-tools. Become familiar with these two choices. Then, select which one you would like to learn and use as part of the course. e. ERIC. ERIC is the online Education Abstracts depository and indexing service maintained by the U.S. Department of Education. It is the leading search tool for educational research, but not the only tool you’ll need to find education documents and articles. Start here: http://www.library.pitt.edu/eric-education-abstracts and become adept at (i) conducting searches; (ii) evaluating sources; (iii) interfacing with citation management tools; (iv) locating articles and documents in the Pitt library system; and (v) locating resources through Pitt library services such as Inter-Library loan. f. ProQuest Dissertations. Another source for scholarship in education is the dissertations database. Do not complete a literature search without also checking the dissertation database. Keep in mind that most dissertations do not get published in any other form. Start here to find this database: http://www.library.pitt.edu/db/p. g. Library of Congress. Keep in mind that the Pitt libraries contain excellent resources but neither contain nor catalogue nearly all the relevant books and other documents that you will need to access. Visit and bookmark http://loc.gov as your primary source for comprehensively locating books and other documents. Amazon.com is also a surprisingly reasonable resource as well for finding titles. Use the Pitt Interlibrary Loan service to obtain the titles you need. h. Google Scholar. Become familiar with the features of http://scholar.google.com/ that make it a useful tool for some aspects of library searching. Especially handy are the links from documents to future work that has cited the source. Also helpful are author links so that you can discover the entire body of work of a key author in your area of interest. On a University computer, or with EZ-Proxy currently enabled, Google Scholar interfaces directly with the Pitt library system. EDUC 3001: Fundamentals of Research Akiva, Gunzenhauser, Tananis 5. 8 Introductions: Bio/picture (Post on Courseweb) The EdD cohort (mixed across six areas of concentration: Educational Leadership; Higher Education Management; Language, Literacy and Culture; Science and Mathematics Education; Social and Comparative Analysis in Education; Special Education) is intentionally designed to be a large, diverse group representing a variety of experience and perspective related to education. All of you share a common goal: to achieve the highest degree available in the field of education as you become expert scholar-practitioners. One challenge in such a large group is coming to know all of the folks who share the experience. Toward that end, we ask that each of you upload a brief bio and a picture to the INTRODUCTIONS area of the Courseweb site so that we can begin to come to know this shared community. 6. Scholar-practitioner goals statement (1000-1250 words; 4-5 pages) Your choice to obtain an Ed.D. degree is an indication that you not only wish to extend and polish your practice as an educational leader, but also wish to enter the world of scholarship to both inform your practice and to bring knowledge from your practice to the field, at large, through applied research. This first Fundamentals of Research course provides you a platform to explore the role of scholarship as it informs your practice, and the role of practice as it informs your scholarship, and the methods of research that you might consider applying to your problem of practice across the next three years of academic work. As such, we ask you to begin the course by reflecting on your past and current practice and scholarship, and to envision the relationship of practice and scholarship as you continue your studies. Write a relatively brief paper addressing these issues prior to the first day of class. One of our class activities will be to share your paper with colleagues and discuss both current/past activities and your aspirations for the future. Some of the following questions may help you to jumpstart the process --- they are suggestive only --- feel free to organize your thoughts and writing as best suits your own choices for organization: a. How do you use research to inform practice? b. Do you conduct research? Have you considered research of your practice? c. How do you encourage others to make use of research or to conduct research? d. What informs your practice? How often do you seek new information or refined information? From where? e. How do you envision yourself as a doctoral scholar? f. In what areas of education do you want to develop expertise? How will you do that? g. How do you conceive of research integrated with your practice? 7. Course discussions: Blog discussions of readings In addition to the written assignments for this course, students are expected to add substantive contributions to online discussion of concepts and issues related to the main texts. Approximately 20% of this course’s class time occurs online. We will use the Blogs tool on Courseweb to organize this discussion (found under the tab, “Course Discussions”). We intend this space to be a place for YOUR voice and meaningful exchange with colleagues. Since instructors have ample time to make comments or insert thoughts during instruction, we will refrain from entering our own discussion points in the blogs, although we will regularly read them and consider your contributions for assessment purposes. EDUC 3001: Fundamentals of Research Akiva, Gunzenhauser, Tananis 9 The course texts are easily accessible and quite readable. We request that you fully read all texts prior to the first class sessions. You should also discuss via the blogs prior to class. This will reduce the need for close reading during a very busy week (June 23-28, 2014) when you will be attending class all day and will likely have little energy or time for further work in the evening. Our hope is that each evening you will review both the course texts sections that will apply to the topics to be covered the next day. Reviewing the discussion via the blogs will also help you to focus on the most important elements from the readings to be ready for activity in class. In this course, there are five possible Blogs. Your input is not required for every question posed, or even every area of discussion. We expect everyone to find at least one discussion across the five blogs to add to substantively. Further instructions are posted in the blog section of our Courseweb site. 8. Problem of Practice Topic Statement (1000-1250 words, 4-5 pages, double-spaced, 11- or 12point font) You will submit this assignment for credit in both EDUC 3001 and EDUC 3002. This is a brief paper in which you describe a research topic you are interested in pursuing. The topic you identify in your topic statement will be used for all subsequent assignments in both courses. This should be a problem that you are familiar with, have encountered, and have thought about in your own work or experience. You may even have a tacit theory (See Ravitch & Riggan, Ch. 2) of where this problem comes from or how to solve it. As you progress through this course, you will be working towards a more formal, elaborated conceptual model of this educational problem, which is situated in the existing literature in your program area. You will also receive a Problem of Practice Framework (see Session I notes) as a guide for drafting an initial model. This paper should be clear and coherent and include all of the following: a. Identify the background and rationale for pursuing research in this area; b. Name the specific educational practices that need to be informed by new knowledge; c. Briefly situate your inquiry within your own experience/interests; d. Describe the professional expertise/knowledge that you would use to inform a systematic inquiry in this area; e. Based on the existing literature, briefly summarize a theoretical framework and/or conceptual model relevant to understanding your problem of practice; f. Begin to describe the forms of existing evidence on this problem using sources you’ve identified for your annotated bibliography; and g. Name potential research questions that would be relevant to the topic, being clear on what new knowledge it would be necessary to obtain in order to address. 9. Collect two journals and two articles (have paper or electronic copies available for class; bring detailed notes to class) For a class exercise (date specific on the Course Schedule), identify two journals relevant to your program, specialization, and/or research interest and review it. It may also form the basis for the next assignments. Follow these steps: a. RESEARCH JOURNAL. Select a recent issue (in the last five years) of a commonly used and highly valued research journal in your field (program/specialization) that include(s) at least two empirical research studies (studies for which quantitative or qualitative data is the fundamental source of data). This exercise will be more beneficial to you if you are able to EDUC 3001: Fundamentals of Research Akiva, Gunzenhauser, Tananis 10 obtain a journal relevant to your field. General educational research journals may also be relevant, such as the premier journals Harvard Educational Review, Teachers College Record, and American Educational Research Journal. b. PRACTITIONER JOURNAL. Select a recent issue (in the last five years) of a commonly used and highly valued practitioner journal in your field (program/specialization) that include(s) at least two articles that report quantitative or qualitative data on a problem of practice. This exercise will be more beneficial to you if you are able to obtain a journal relevant to your field. General educator journals may also be relevant, such as the widely-read journals Phi Delta Kappan and Theory Into Practice. For both journals, make notes about the following: i. Find information about the quality of these journals, their mission, sponsorship, readership, frequency of publication, and (if possible) acceptance rate. Start with the masthead, then try the publisher’s website, the Social Sciences Citation Index, and Scholar.Google.com. ii. On the basis of your reading of each article and published information about the journal, prepare notes on your impressions of the journal; the kinds of research it includes; the variety of epistemologies, theoretical perspectives, methodologies and methods presented; and any other issues that reading the journal raises for you. c. ARTICLES. From each journal, select one article. The article from the research journal should be an empirical research study (not a literature review, essay, or conceptual article). The article from the practitioner journal should be on a specific problem of practice for which data of some sort (quantitative or qualitative) were collected and reported. For both articles, make notes about the following: i. The purpose of the study; ii. The conceptual problem and practical problem(s) named or implied; iii. The design of the study (specific approaches to data collection) and the procedures used by the researchers to analyze the data; iv. The major conclusions/insights reached and the evidence on which conclusions are based (be specific); v. The connections the researchers make between their conclusions and theory/literature; vi. The conceptual framework (assumptions/conceptualization) on which the study is built; vii. The paradigm or theoretical perspective in which the methodological approach is located, including evidence of epistemology, stated or implied; viii. Your assessment of the validity of the study and conclusions – strengths and weaknesses as you see them; ix. The audience for the article – who will read it, who should read it, and how difference audiences might ready the study differently. 10. Annotated bibliography (At least eight annotations: at least five of those must be annotations of empirical research articles or book chapters; each annotation should be at least 200 words). Writing annotations is an underappreciated part of the research process and a difficult art to master. Further complicating the process is that if you seek advice on how to write an annotation, you will get EDUC 3001: Fundamentals of Research Akiva, Gunzenhauser, Tananis 11 varied and conflicting advice. Mostly that is because annotations serve many different purposes for different audiences, including librarians, book sellers, and other researchers. The annotations you’ll write have a precise audience – yourself, and more precisely your future self. Write your annotation so that when you need to refer to a source in a few years (whether it’s an article, book, book chapter, monograph, etc.) the annotation contains all the information you need to (a) mention the source competently and accurately, (b) cite its results to warrant a claim; and/or (c) determine quickly if you need to return to the article for more specific information. Relevant to your topic, select and carefully read at least five empirical research sources, either articles from scholarly journals or chapters from edited books. Required course readings cannot be included in this assignment. To write effective annotations, follow these steps: a. Write in complete sentences. b. Use active voice, precise nouns and verbs, and no vague evaluative language. Counterexample: This is an excellent study with lots of good information. c. Define any key terms that are unfamiliar or that are used in unfamiliar ways. d. Name the theoretical perspective and conceptual framework. Avoid summarizing the author’s literature review. Example: Harris draws from Mary Douglas’ (1982) grid-andgroup typology to classify each school’s cultural context in one of four categories: bureaucratic, corporate, individualist, or collectivist. This would be an appropriate sentence in an annotation for this article: Harris, E.L. (1995). Toward a grid and group interpretation of school culture. Journal of School Leadership, 5(6), 617-646. e. Identify by name the overall methodology of the study. f. Describe each of the research methods used in the study. g. Identify the sample and the population. h. Clearly summarize the results of the study. i. Identify the specified and unspecified implications of the study. j. Name the specified and unspecified limitations of the methodology used in the study. k. As relevant, mention how the author relates the study to prior research on the topic. l. Capture any additional information that makes the article helpful to your project. 11. Methods Design Paper (2000-2500 words, 7-9 pages, double-spaced, 11- or 12-point font) This assignment allows you to consider benefits and tradeoffs of multiple methodological approaches by creating and contrasting three mini-research designs for your research topic. Describe three separate ways you could investigate your topic. As different methods produce different types of information, your research questions may differ across each approach. Your designs may involve qualitative or quantitative methods and should include enough detail to be understood. That is, if you are using questionnaires you do not have to list or write every item; however, you should list scales or constructs, and perhaps provide an example item for each. Similarly if you will employ semistructured interviews you do not have to list every question but you should provide the topics that will be covered. We recommend keeping each research design relatively simple in order to compare across approaches. For example, the best way to address your question may be a quasi-experimental, mixed-methods study with multiple design elements; however, for this assignment you may break apart manageable components of this design (e.g., quasi-experimental, pre-post questionnaire design for one method, focus group interviews for another). EDUC 3001: Fundamentals of Research Akiva, Gunzenhauser, Tananis 12 The paper should include two parts. In Part 1, choose three approaches. For each approach include: a. b. c. d. Your research question The method(s) you will use to address this approach. Details about these methods: scales, topics, purpose, rationale, etc. Your target sample (who? How many? What type of person? What do you expect your response rate will be and why?) e. Advantages and disadvantages of this approach In Part 2, compare and contrast your three approaches. How do the approaches compare? What are the tradeoffs in choosing one over another? State which approach you would ultimately choose and why. Instructor Policies that Apply in this Course Communication: Sending emails: Because of the short and intense nature of the course, we are setting up specific guidelines for email communication. Pose questions of general interest and information via the “Course Questions” Blog on Courseweb. Answers will be posted there. General questions sent via email will be reposted and answered there also. Contact instructors by email only with questions of specific interest that cannot be shared with the whole class. When emailing, please use your pitt.edu email address. You can email directly from the course web site or from your username@pitt.edu email. Please be careful about this; Pitt has an aggressive spam filtering system, and many students emailing from gmail accounts, etc., find their emails do not reach faculty. Tell us who you are and help us figure out what you need: In the subject line, indicate the course number. Be descriptive. To avoid confusion, please remember to sign your email with your first and last name. Telephone calls or office appointments: You may need to have a conversation about something in the course. We will arrange either a telephone “office hours” or meetings on an as needed basis. Just email one of us and let us know your available time/days. We will be glad to schedule a conference between 9 am and 5 pm Monday through Friday, at a mutually convenient time. Attendance Policy: Attendance is required at all scheduled classes. As a doctoral student, you are expected to be present, to be on time, to be prepared for every class, and to remain for the duration of the class. In the event of an emergency (emergency is defined as a crisis, tragedy, and/or disaster), please contact your instructors by email to notify them that you will not be present in class. When you return to class, please provide the instructors with documentation concerning your emergency. There are no make up days or additions in the EdD program. Unexcused absences will require that you drop out of the current cohort to join the next year’s cohort at the point in the program that you had the unexcused absence. Incomplete Grades: For this course, an I-Grade will be granted only if the student has actively attended to the course requirements but needs extended time to complete the required work to meet minimum expectations. EDUC 3001: Fundamentals of Research Akiva, Gunzenhauser, Tananis 13 If an Incomplete grade becomes necessary, the instructors will require you to propose a plan of action outlining how you will complete the work within no more than one term from the end of the course (and preferably a shorter period of time). School of Education Policies that Apply to this Course Grievance Procedures: The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. When a student believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow the procedure described in the Guidelines by (1) first trying to resolve the matter with the faculty member directly; (2) then, if needed, attempting to resolve the matter through conversations with the chair/associate chair of the department; (3) if needed, next talking to the associate dean of the school; and (4) if needed, filing a written statement of charges with the school-­­level academic integrity officer. [Dr. Jere Gallagher is the Associate Dean and Integrity Officer.] Academic Integrity: Please see the policy on academic integrity as explained earlier in the syllabus. Disability Services: If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the instructor and Disability Resources and Services no later than the second week of the term. You may be asked to provide documentation of your disability to determine the appropriateness of accommodations. To notify Disability Resources and Services, call (412) 648-7890 (Voice or TTD) to schedule an appointment. The Disability Resources and Services office is located in 140 William Pitt Union on the Oakland campus. Statement on Classroom Recording: To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student’s own private use. 14 EDUC 3001: Fundamentals of Research Akiva, Gunzenhauser, Tananis EDUC 3001 Schedule DATE Saturday, May 31 Between orientation and first class TOPIC Orientation Overview of syllabus and assignments APA IRB Academic integrity Library searches Reading and blogging MCEWAN & MENTER MCEWAN ET AL. OTHERS Read: complete text Read: complete text Read: Mertens, Chapter 1 Review: Chapters 1, 2 Review: Chapters 1, 2, 3, 6 Review: Mertens Chapter 1 Review: Chapters 3, 4, 5 Review: Chapter 10 Review: Rivera (action research dissertation exemplar) Review: Chapters 6, 7, 8 Review: Chapters 8, 9 Review: Paredes (evaluation research dissertation exemplar) Introductions via bios/photos Tuesday, June 24 8am-5pm Thursday, June 26 8am-5pm Saturday, June 28 8am-5pm Large Group: Recap of APA, IRB, Academic integrity, library searches Practitioner Research Scholar/practitioner goals Rotations: Literature Review & Annotations Research Design: Problems, Questions, & Sampling Paradigms & Epistemologies Large Group: Evaluating Research Studies Research to Practice Rotations: Experiments & Quasi-Experiments Action Research Observational Methods Large Group: Overview Rotations: Interviews & Focus Groups Evaluation Research Correlational Research Between classes Saturday, July 12 1-5pm Large Group: Overview, Journal/articles exercise Rotations: Secondary Data Bases Survey Research Ethics Review: Chapters 4, 5, 7 Between classes Saturday, August 2 9am-12pm Large Group: Overview Rotations: Case Studies Qualitative Analysis & Reporting Quantitative Analysis & Reporting Read: Chapters 11, 12, 13 ASSIGNMENTS APA tutorial IRB certification Academic integrity/plagiarism tutorial Library tutorials Bio & photo posted Blog discussions of readings Scholar-practitioner goals statement due Sunday, June 22 (11:59 pm via Courseweb) Topic statement due Monday, July 7 (11:59 pm via SWoRD) Peer review via SWoRD Locate practitioner journal, scholarly journal, and two articles; have available for class (along with your notes) Annotated bibliography due Friday, July 18 (11:59 pm via Courseweb) Review: Methods design paper due Sunday, Philadelphia August 3 (case study (11:59 pm via Courseweb) dissertation exemplar)