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ED 516 Intro to Graduate Research
Hunt, David Scott


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 516 Introduction to Graduate Research

Semester

F2P 2009 EDO

Faculty

Hunt, David Scott

Title

Adjunct Facutly

Degrees/Certificates

ED.D. in administration
superintendent, principal, elementary teacher certification

Office Location

Blackburn Elementary   17302 R. D. Mize Rd. Independence, MO 64057

Office Hours

Monday-Friday 8:00-4:00

Daytime Phone

816-478-2500

Other Phone

816-796-1042

E-Mail

david.hunt@park.edu

dhunt1@indep.k12.mo.us

Semester Dates

October 19th through December 13th

Class Days

---W---

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:
"Teachers as Reflective Practioner and Action Researcher" (2002) by Parsons and Brown

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
An introduction to both qualitative and quantitative research, including research design. The purpose of this course is to enable the educator to become an informed consumer of research. Prerequisite: An intermediate college level statistics course.

Educational Philosophy:
The instructor’s role is to provide students with the opportunity to collaboratively interact in researching, presenting, discussing and applying information related to the course objectives. The instructor will provide a variety of learning and assessment opportunities including- writings, dialogues, quizzes, readings, lectures, examinations, videos and web sites.

Learning Outcomes:
  Core Learning Outcomes

  1. Investigate, read and understand research on current educational issues as measured in course papers.
  2. Identify and discuss contemporary issues in educational research and psychology during classroom discussion.
  3. Distinguish between quantitative and qualitative research and critically analyze these methodologies during class discussion.
  4. Analyze the progression of scientific though and better understand its influence in education as part of participation grade.
  5. Understand the interrelatedness between educational research and teacher practice as demonstrated in classroom assignments.
  6. Construct a teacher research proposal, which corresponds to actual classroom problems and/or issues.


Core Assessment:

Class Assessment:

1. Participation - Student attendance and participation is essential in achieving maximum learning.  It is generally expected that students will attend all scheduled class sessions and to contribute to the classroom learning environment.  However, it is recognized that occasions do arise that necessitate being absent from a class.  Students are responsible for making prior arrangements regarding a necessary absence and for completing any alternative assignments.  (8 @ 20 points each = 160 points)
2. Weekly Reflections – Each student should submit a weekly reflection starting with week two. The reflection journal is to be submitted each class period and should include the student’s reaction to course activities (subject matter, discussions, comments, presentations, etc.) that occurred the preceding week. They should not be simply an accounting of course activities, but should include comments related to learning and instructional methodology. Each week’s reflection should be approximately one typed double spaced page in length. These are personal reflections. They are what you think and believe related to what you are learning. Whereas your comments are your personal beliefs and reactions, they will be assessed based on how they relate to the previous week’s activities, not on the positions taken. (7 @ 20 points each = 140 points)
3. Article Review and Presentation – Each student will research, read and summarize 2 articles related to current research. Students will present a brief oral summary about the article and then have 1 or 2 questions prepared to stimulate discussion. (2 at 40 points each = 80 points) These articles may be used in the Review of Literature in your Research Proposal.
4. Research Proposal- Each student will develop a research proposal (10-12 pages). This proposal will integrate both quantitative and qualitative components. These two research orientations will be discussed throughout the duration of this course. (150 points) Grading is based on quality, not  quantity

Grading:

Participation              160
Weekly Reflections   140
Article Reviews           80
Research                   150
Total                         530
 
 Scale 477 - 530 – A
424 - 476 – B
371 - 423 – C
318 - 370 – D     
0 - 317 – F

Late Submission of Course Materials:
LATE SUBMISSION OF COURSE MATERIALS: This course is designed to emphasize the application of knowledge and dispositions through structured performances requiring the student to read, analyze, and respond to a variety of educational situations.  The articulation of ideas through verbal and written discourse is paramount in maximizing learning outcomes.  Hence, all assigned work is expected to be completed in a timely fashion.  A grade reduction of 20% will be assigned for late work.  The instructor may make modifications to these requirements for unique and/or extenuating circumstances.

Classroom Rules of Conduct:
Students whose behavior is detrimental to good order in the classroom or interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University.  Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under influence of drugs or alcohol, excessive tardiness, and excessive absences.

Course Topic/Dates/Assignments:

Week Date       Topics/Assignments
1 March 15 Introductions         And research types
2 March 22 Weekly reflection 1 due         Text Chapters 1-2        
3 March 29 Weekly reflection 2 due         Article discussions begin         Text Chapters 3-4                         4 April 5         Weekly reflection 3 due         Text Chapters 5-6         
5 April 12 Weekly reflection 4 due         Text Chapters 7-8        
6 April 19 Weekly reflection 5 due         Work day on proposals 7
 April 26 Weekly reflection 6 due         Text Chapters 9-10         Group discussions of proposals
8 May 3         Teacher research proposal due         Weekly reflection 7 due

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2009-2010 Graduate Catalog Page 31-32


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2009-2010 Graduate Catalog Page 35

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is copyright and can not be reused without author permission.

Last Updated:7/27/2009 5:03:15 PM