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ED 629 Critical Reflections Seminar
Champagne, Debora Jane


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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 629 Critical Reflections Seminar

Semester

S1P 2012 EDG

Faculty

Champagne, Debora Jane

Title

Assistant Professor, Coordinator Teacher Leadership

Degrees/Certificates

BS: Criminal Justice  MA: Sociology
EdS: Social Science Education--7-12 Soc Studies
PhD: Education and Leadership Policy Studies--5-12 Bld. Admin

Office Location

Copley Hall 211, Park University, Parkville, Missouri

Office Hours

T & Th 1:00-3:30 pm

Daytime Phone

(816)584-6342

E-Mail

debora.champagne@park.edu

Semester Dates

January 16-March 11, 2012  S1P

Class Days

----M-- 1st class meeting January 9, 2011

Class Time

5:00 - 9:30 PM

Prerequisites

15 hours in program, including ED516

Credit Hours

3


Textbook:
NONE--This course addresses the application of knowledge and competencies obtained throughout the master's degree program.  No text is required.

Additional Resources:
Since A.P.A. style will be used in the writing of the research proposal, it is in the student's best interest to obtain a reference guide for the A.P.A. policies--6th edition.  The student is responsible for ensuring A.P.A. application of graduate writing format.  The American Psychological Association website provides free format/style information and writing tutorials.

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:
ED629 Critical Reflections Seminar: This is one of two concluding courses in the Master of Education designed to complete the praxis model. It is designed to focus on current issues in education and is the reflection part of the experience. Each participant will write a major paper and make a presentation of that paper. The paper must be related to the emphasis area/strand teacher leadership, early childhood or adult education.. Prerequisite: 15 hours in the program including ED516. a. general studies b. school law c. multi-cultural d. teaching at-risk students e. early childhood f. adult education

Educational Philosophy:
The instructor's role is to provide students with the opportunity to critically explore and collaboratively interact in the development and writing of a research proposal--full development of Chapter 1, 2, and 3 required for submission to the Park University I.R.B. for ED630 action research project.  The activities include chapter driven group presentation, discussion, and applying information related to course objectives including critical examination of area/strand literature.  The instructor will provide a variety of learning and assessment opportunities to inlcude writing, e-companion weekly discussion threads, readings, lecture/discussion, mid-term exam, student presentations/critiques, videos, and web sites.

Learning Outcomes:
  Core Learning Outcomes

  1. The student will demonstrate knowledge of current issues in education using research and writings. (1.2.1 -1.2.11)
  2. The student will utilize critical thinking including the ability to analyze, evaluate, and creatively find solutions to current issues in education. (1.2.1 -1.2.11)
  3. The student will utilize writing to demonstrate the ability to think critically and to propose supportable solutions to educational issues. (1.2.1 -1.2.11)
  4. The student will demonstrate the ability to intellectually present and discuss educational issues. (1.2.1 -1.2.11)
  5. The student will demonstrate an understanding of what it means to be a reflective educator. (1.2.1 -1.2.11)


Core Assessment:

Class Assessment:

Participation:  student attendance and participation is essential in achieving maximum learning.  Students will have chapter assignments completed for deadline peer and instructor review and discussion, e-companion discussion thread activitites, classroom final presentation of Proposal, and self-reflection. 
 
Mid Term Examination: "research writing techniques and processes".
 
Research Proposal Development:  comprehensive development of Chapter 1, 2, and 3 final edit to be ready for submission to the Park University I.R.B. as required for completion of Action research in ED630.
 
Formal Proposal (Chapters 1, 2, and 3)- Each student will develop a proposal that describes the project appropriate to area/strand. It should include a comprehensive definition and discussion of the problem, a review of literature, and a corresponding methodology.

I. Introduction (Define the Problem)

  • state a well defined problem—what, who, where, when, why you think the problem is occurring
  • identify possible solutions, again using current appropriate research
  • identify your solution, discuss theoretical perspective, and why you decided on your particular approach (methodology)

II. Review of Literature

  • include current and appropriate research in review
  • literature review should include multi-disciplinary perspectives when appropriate
  • the project needs to be related to current best practice research

III. Methodology

  • action research design should be sound and relevant
  • data collection techniques should be workable and design should include triangulation of data sources (e.g. both quantitative and qualitative sources when possible)
  • hypothesis must be testable when included with an experimental design 

 

Grading:

Grading:
 
Problem Statement Outline    10
Participation (class/online)    100
Mid-Term exam                     40
Final Paper                          150
total                                     300
 
Scale:
 
270-300 A
240-269 B
210-239 C
180-209 D
    0-179 F

Late Submission of Course Materials:
 

Absences/Late Submission of Course Materials
Students are expected to take an active role in reading, researching, presenting, discussing and applying information related to the course objectives and learner outcomes. The personal experiences of course participants, and input they obtain from others in their schools and communities, are essential elements of course content. Therefore, attendance and active participation in each class meeting is very important. Each student is expected to complete weekly assignments, gather information as required by course activities, complete projects as assigned, and participate as a member of a cooperative learning group.

In the event of an Unavoidable Absence, and with PRIOR notice and APPROVAL from the instructor, the student may substitute an individual literature review of one current JOURNAL article related to your research problem for work missed in class.  To receive full participation credit, however, the ‘review’ (2 typed pages in length) must be presented to the group upon return to class.

A student who misses two classes will not be assigned a grade higher than “B”.

A student who misses more than two classes will be referred to the University administration for discussion of the need to re-enroll in the class at a later time.

During the completion of your Research Proposal, you will be required to support your thoughts and positions through documenting (citing) authoritative sources in the filed of education. Written documentation (citations) should adhere to current APA  6th edition guidelines. (see Plagiarism)

Preparation – Each student will be an important member of the learning community. Students will be expected to come to class prepared and ready to be a contributing member of the collaborative learning process. It is important to have completed all readings and preparatory work prior to the scheduled class session. A twenty percent (20%) reduction will be assessed for work submitted after the scheduled class period for which it was due.

Classroom Rules of Conduct:
 

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:
 

Course Topic/Dates/Assignments:

Jan 9 week 1

  • reviewing process and goals for critical reflection in research
  • brainstorm possible educational needs/problems; select your topic; develop problem statement (10 pts)
  • peer review of problem statements and discussion of Chapter 1 (10 pts)
  • theoretical perspectives and foundations for action research
  • Chapter 1 draft due January 23, week 2 class meeting

Jan 23 week 2

  • submit Cover Page and Chapter 1 for peer review (10 pts)
  • peer and instructor review of Chapter 1
  • suggestions provided for comprehensive edits
  • Discussion of Chapter 2

Jan 30 week 3--NO Meeting On Ground work through E-companion support Discussion

  • E-companion Discussion thread answer online questions (10 pts)
  • Peer and instructor review of Literature evaluation online (10 pts)
  • Reviewing literature for comprehensive discussion of “Problem and the W’s”

 

Feb 6 week 4

·         submit Chapter 2 for peer review (10 pts)

·         peer and instructor review of Chapter 2

·         suggestions provided for comprehensive edits

·         discussion of Chapter 3 methodological options

·         writing about how you are going to study/collect data on your “problem”

·         discussing theoretical perspectives

·         mid-term examination “research writing techniques and processes” (40 pts)

Feb 13 week 5

  • Submit Chapter 1 and 2 for final peer and instructor review (10 pts)
  • Discuss mid-term exam
  • Discuss Chapter 3 methodology framework….quantitative and qualitative
  • theoretical issues

Feb 20 week 6 No Meeting On Ground work through E-companion support Discussion

·         E-companion Discussion thread answer questions as indicated (10 pts)

·         Students will describe issues in developing Chapter 3 and peers will review (10 pts)

·         Remember each of you are working toward final write of Chapter 1, 2, and 3 due Monday, March 5, 2012 final class meeting

Feb 27 week 7

·         Submit Chapter 3 for final peer and instructor review (10 pts)

·         You may submit edits of Chapter 1, and 2 for final peer review

·         Final instructor review with suggestions for final write of proposal

March 5 week 8 final class meeting

  • Project presentations (10 pts) to include Reflective comments on what you would do differently if you had the opportunity to ‘try again’
  • discussion related to final write (remember APA tutorials online are free)
  • course evaluation

Final Proposal Edit due no later than Sunday, March 11, 2012 by 10:00 pm CST

·         submit final APA format copy of Proposal Debora.champagne@park.edu

·         make sure you receive “I have received and was able to download your attachment” email response from instructor

·         Chapter 1 (50 pts)

·         Chapter 2 (50 pts)

·         Chapter 3 (50 pts)

·         This final proof perfect copy of Chapter 1, 2, and 3 – The Research Proposal-- is what you will submit to the I.R.B. at Park University for project completion in ED630

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 2011-2012 Graduate Catalog Page 21

Plagiarism:

Plagiarism is 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 2011-2012 Graduate Catalog Page 21


Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.Park University 2011-2012 Graduate Catalog Page 25

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:

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Last Updated:12/28/2011 12:27:10 PM