Northeastern University Online College of Professional Studies Course Syllabus

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1 Northeastern University Online College of Professional Studies Course Syllabus Education as an Advanced Field of Study Instructor Information: [ EDU 6050: Education as an Advanced Field of Study 12-week term Required Text(s)/Software/Tools: Plano Clark, V. L., & Creswell, J. (2010). Understanding research: A consumer s guide. Boston, MA: Pearson. Houghton, P. M. & Houghton, T. J. (2009). APA: The easy way! (2nd ed.). Flint, MI: Baker College. All other course readings will be posted in Blackboard or available through the NEU library. Recommended Text: American Psychological Association. (2009). Manual of the American Psychological Association, 6 th Edition. Washington, DC: American Psychological Association Course Prerequisites: none; first course in M.Ed. Course Description This core course focuses on the critical evaluation, interpretation, and uses of published research in education as a field of study. Students are given an opportunity to explore the relationship between theory and practice and the changing nature of knowledge. In this course, students will examine peer-reviewed research articles, learn the "rules" and methods through which these scholarly works are developed, and begin to apply research findings to real problems and issues in education. As part of this course, students will use an eportfolio as they begin to document their development as scholars, practitioners, and leaders in the field of education. Course Outcomes Students will have the opportunity to: Explore methods of research through the examination of current research studies that have been conducted by scholars within the field of education Identify the steps a researcher uses when conducting a study Investigate areas of research interest in their concentration (higher education, k-12, elearning design, special education) Analyze and critically evaluate how research is used to construct and inform controversies Identify sources within their concentration, such as peer-reviewed journals, where research studies can be found Explore, develop, and document their professional identities Become conversant in the discourse of academia and how to engage as professionals Begin to apply theory to practice in a recursive manner Begin process of adding Signature Assignments to eportfolio Course Modules 1. Educational Controversies EDU 6050: Education as an Advanced Field of Study 1

2 a. What are the current topics of conversation in academic and popular media? b. How are controversies constructed? 2. Educational Research a. What is educational research? b. How does research inform controversy? c. How is research used to sway policies, popular understandings, and practices? 3. Educational Professional a. In what ways do you engage with educational research? b. What are your views on current topics? On what do you base your understandings & practices? c. In what ways do you engage with theory to practice? Course Methodology Each week, you will be expected to: 1. Review the week's learning objectives. 2. Complete all assigned readings. 3. Complete all lecture materials for the week. 4. Participate in the Discussion Board 5. Complete and submit all assignments by the due dates. Accommodations for Students with Disabilities Students with disabilities, including invisible disabilities, such as chronic diseases and learning disabilities, are encouraged to discuss accommodations that might be helpful for them. On campus, the Disabilities Resource Center (20 Dodge Hall; ) can provide you with information and other assistance. Northeastern University and your instructors have a legal and ethical responsibility to ensure that students with disabilities have an equal opportunity to work and to learn and to receive reasonable accommodations, academic adjustments, and/or auxiliary aids and services. Please talk to your professor about your learning needs. Communication, Work Timeline, and Grading Extensions are given under only the extreme circumstances with prior communication. You must notify the instructor, in advance, if you cannot complete an assignment by the published submission deadline. 5 points for each day that the assigned is late will be deducted from the grade earned. All formal written assignments are expected to be in Word or RTF format, double-spaced with 12-point font, and adhere to APA style. Class Outline Week Topic 1 o Explore Syllabus and course website o Overview Begin locating ourselves in relationship to education and research o Create eportfolio 2 o Educational controversies, Part I o Investigate where to find education research: professional organizations & journals o Identify current controversies o Consider how education professionals use research to inform dialogue and action 3 o Educational controversies, Part II o Narrowing the field o eportfolio work 2

3 4 o Educational controversies, Part III o Taking a closer look at controversies 5 o Educational Research, Part I o How & why we use it o eportfolio work 6 o Educational Research, Part II o How does research inform controversies? o Qualitative and Quantitative methods 7 o Educational Research, Part III o In what ways does research influence policy? o Evaluating literature using research lens 8 o Educational Professional, Part I o In what ways do research & controversies impact your field? 9 o Educational Professional, Part II o Locating yourself within field 10 o Educational Professional, Part III o Engaging with theory to practice o Draft of written reflection that discusses your learning, connections, and competencies o Share eportfolio, provide peer feedback, revise eportfolio 11 o Putting it together - Final version of annotated bibliography and presentation o Signature Assignment #2 and peer discussion 12 o eportfolio work o Peer feedback on final reflection and revise final reflection o Incorporate signature assignment work and reflection into portfolio (My Program area, Ed as Advanced page) o Submit eportfolio within Digication Assignment Brief description Due dates % of Final Grade Discussion Board & Post Initial responses to guiding questions; Weekly 20% (averaged) Controversies Wiki responding to 2 peers Draft Educational Narrative Examination of history, prior experience, values, beliefs, and assumptions regarding education. Week 2 Qualitative feedback - Mini-Presentation Practice presentation about a controversy. Practice/Drafts: Qualitative Week 4 (mini-pres.) feedback - Mini-bibliography & Analysis Draft annotated bibliography that includes four peer-reviewed research articles relevant to a controversy in your field. One entry also includes an in-depth analysis. Note that you may use these as first drafts for your final work or do your final bibliography and presentation on a different topic. Week 6 (mini-bib & analysis) Signature Assignment #1 Examination of history, values, beliefs, and Week 8 Graded - 15% 3

4 Educational Narrative assumptions regarding education. Signature Assignment #2 Bibliography & Presentation Revised annotated bibliography and online presentation about your controversy, reflecting on what you have learned and the implications for your professional practice. Presentation must include audio. Bibliography and presentation will be shared with your peers in a discussion. The discussion will contribute to your Week 12 reflection. Week 11 Graded - 45% eportfolio Assignments devoted to building and developing your eportfolio; peer feedback; incorporation of Signature Assignments; and final reflection that discusses your learning, connections, and development in relationship to competencies Weeks 1, 3, 5, 10, 11, & 12 Total 100 Grades will be determined on the following scale: A points A points B points B points B points C points C points C points F 60 and below 20% A Word About the Masters Program eportfolio Requirement The M.Ed. Program is a portfolio program, and your first work in the eportfolio will begin in this course. This course carries five credits, as opposed to the four in all other courses, to account for the additional work in becoming oriented to the program s system and expectations for portfolios. As you progress through your M.Ed. Program, in each course you will incorporate one or more signature assignments" into your eportfolio (assignments are designated in the syllabus). The program and each of the concentrations have identified competencies that are essential to your success as education professionals. The eportfolio provides evidence of your progress toward competencies and creates opportunities for improving your work in this regard. You will attach or link the signature work in a page that you create for each course in the My Program area of your eportfolio. These eportfolio course pages are used throughout the program to demonstrate development over time, and in certain concentrations they may also be used to enhance your reflective learning and critical thinking. In all concentrations, your complete collection of signature assignments will be used in the Capstone Course. Consequently, you must submit your updated eportfolio for review at the end of each course in order to receive a passing grade. Please note that you will fail the course if you do not submit your portfolio for review during the last week of class. See for more on the eportfolio component, how-to tutorials, and an overview program and concentration competencies. Note that this resource site also includes a video/print tutorial on how to submit your portfolio for review within Digication. 4

5 Academic Honesty and Integrity Statement The University views academic dishonesty as one of the most serious offenses that a student can commit while in college and imposes appropriate punitive sanctions on violators. Here are some examples of academic dishonesty. While this is not an all-inclusive list, we hope this will help you to understand some of the things instructors look for. The following is excerpted from the University s policy on academic honesty and integrity. For the complete policy, click the link to download the Student Handbook. Cheating intentionally using or attempting to use unauthorized materials, information or study aids in an academic exercise. This may include use of unauthorized aids (notes, texts) or copying from another student s exam, paper, computer disk, etc. Fabrication intentional and unauthorized falsification, misrepresentation, or invention of any data, or citation in an academic exercise. Examples may include making up data for a research paper, altering the results of a lab experiment or survey, listing a citation for a source not used, or stating an opinion as a scientifically proven fact. Plagiarism intentionally representing the words or ideas of another as one s own in any academic exercise without providing proper documentation by source by way of a footnote, endnote or intertextual note. Unauthorized collaboration Students, each claiming sole authorship, submit separate reports, which are substantially similar to one another. While several students may have the same source material, the analysis, interpretation and reporting of the data must be each individual s. Participation in academically dishonest activities Examples include stealing an exam, using a pre-written paper through mail order or other services, selling, loaning or otherwise distributing materials for the purpose of cheating, plagiarism, or other academically dishonest acts; alternation, theft, forgery, or destruction of the academic work of others. Facilitating academic dishonesty Examples may include inaccurately listing someone as co-author of paper who did not contribute, sharing a take home exam, taking an exam or writing a paper for another student. Northeastern University Online Policies and Procedures For comprehensive information, please click the link to download the Student Handbook. Northeastern University Online Copyright Statement Northeastern University Online is a registered trademark of Northeastern University. All other brand and product names are trademarks or registered trademarks of their respective companies. This course material is copyrighted and all rights are reserved by Northeastern University Online. No part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or translated into any language or computer language, in any form or by any means, electronic, mechanical, magnetic, optical, chemical, manual, or otherwise, without the express prior written permission of Northeastern University Online. Copyright 2015 by Northeastern University Online All Rights Reserved 5