College of Education

Expedited and Non-Expedited Approvals

Undergraduate and Graduate

Course and Curriculum Changes

approved on:

Tuesday, January 26, 2016

8:30 a.m.

Bluemont Hall Room 21

Contact Person:

Dr. Brad Burenheide

Chair, Academic Affairs Committee

Phone: 532-5157

Units outside the college that may be directly impacted by these changes are the following:

Agriculture

Architecture, Planning, and Design

Arts and Sciences

Human Ecology

Units within the college that may be impacted by these changes are the following:

Curriculum and Instruction

Educational Leadership

Special Education, Counseling, and Student Affairs

Staley School of Leadership Studies

Expedited

Graduate Course Change

Curriculum and Instruction

FROM: EDCI 830. Contemporary Issues in Family and Consumer Sciences. (0-18) Fall, Spring- Dormant. Advanced study of evolving trends and materials for Family and Consumer Sciences programs; application to teaching and curriculum. Pre-Requisite: EDSEC 621 and Teaching Experience.

TO: EDCI 830. Contemporary Issues in Family and Consumer Sciences. (3) Summer. Advanced study of evolving trends and materials for Family and Consumer Sciences programs; application to teaching and curriculum. Recommended Pre-Requisite: EDSEC 621 and Teaching Experience.

IMPACT: No foreseeable impact.

RATIONALE: The class has been dormant for some time. This is to reactivate the course for enrollment services and to update data regarding the course.

EFFECTIVE DATE: Summer 2016

Non-Expedited

Graduate New Courses

Educational Leadership

#1 EDLEA 848. Philosophies of Inquiry. (3) Fall. In this course, students will explore a variety of philosophical stances that underpin research methods. The course focuses on the nature of reality (ontology) and knowledge (epistemology). Students are expected to develop a personal philosophy of inquiry that will help inform their theoretical and methodological approaches to research. Recommended Pre-Requisite: EDLEA 838.

IMPACT: There is no negative impact to another unit. Rather, this course should be utilized as a complementary course to other units. In this course, students will develop their personal philosophies of inquiry, which should then be applied to their respective research endeavors. Thus it is an interdisciplinary course that should only serve to enhance students’ research agendas, regardless of discipline or field.

RATIONALE: In this course, students will explore a variety of philosophical stances upon which different education research methods are built. With a focus on the nature of reality (ontology) and the nature of knowledge (epistemology), the course will challenge students to question the ways in which education knowledge is produced, interpreted, and utilized. By the end of the course, students are expected to develop a personal philosophy of inquiry that will help inform their theoretical and methodological approaches to education research.

EFFECTIVE DATE: Fall 2016

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#2 EDLEA 928. Narrative and Arts-Based Inquiry in Qualitative Research. (3) Fall-every other year. Students will be introduced to narrative and arts-based inquiry to inform their qualitative research projects. Students will identify a genre from narrative and arts-based inquiry to prepare representational and methodological reflection pieces to inform their future research. Topics covered include critical autoethnography, creative non-fiction, visual representation, mixed-medium art and more. Pre-Requisite: EDLEA 838.

IMPACT: There is no negative impact to any college of audience. In fact, if students use this form data representation in their dissertation or publishable papers, they have a strong chance of being noticed by their respective disciplines for engaging a broad audience, community engagement, and for innovative work. Additionally, if students choose to use this approach in their dissertation, they would have done a large amount of reading that could inform both their methodology and data representation chapters.

RATIONALE: Qualitative research is multidimensional where students need to learn how to represent data in compelling ways that can be taken up within and outside of academic boundaries to become key agents of change, especially within certain social justice agendas. For this reason, students need to learn the various ways in which data can be presented in accessible, compelling manner, employing the creative arts that would engage a broad variety of audience. In this class, students will learn various options in the creative presentation of narrative data.

EFFECTIVE DATE: Fall 2017

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#3 EDLEA 958. Case Study in Qualitative Research. (3) Spring. This is an advanced research course on qualitative case study design and application in social science research. Topics include types of case studies, defining the case, site, and sample selection, data collection methods, within-case and cross-case analysis, and writing case reports. Students will conduct and critique a case study appropriate to their discipline. Recommended Pre-Requisite: EDLEA 838.

IMPACT: There is no negative impact to any college of audience. For faculty, the impact has implications for reducing their time in mentoring students in basic skills required to design and conduct a qualitative research, using the case study method. Time can be better spent between faculty and advisees on more advanced topics while students learn and hone their research skills in this class.

RATIONALE: This is an advanced course for all graduate students which delves into the complete process of designing a qualitative case study and focuses on students’ hands-on experiences of conducting case studies. Often students who have considered or attempted using case study approach for their own research find the knowledge and skills needed to actually conducting a case study is beyond what they have gained from other introductory courses. Often faculty members take their own time to mentor students in these areas and it is time consuming. Even with guidance from their advisors, for students, the experience of trying to learn the method while attempting a research is overwhelming and can be counterproductive. If students are taught these skills and given opportunities to participate in the research process and practice the research skills, then they can perform better in research and work more closely with faculty and/or their advisors for high quality research.

EFFECTIVE DATE: Summer 2016

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#4 EDLEA 968. Discourse Analysis. (3) Summer. Students will be exposed to the broad and complex field of discourse analysis. Students will learn about different theoretical and methodological approaches to analyzing the various forms and conceptualizations of “discourse”. The course will weave together theory and method, as it will cover discourse analysis as both method and methodology. Pre-Requisite: EDLEA 838 or equivalent.

IMPACT: There is no negative impact to another unit. Rather, this course should be utilized as a complementary course to other units. For students who wish to engage in discourse analysis for their research (e.g., dissertation, thesis, etc.), this an opportunity for students to develop their research designs, practice analyzing discourse, and writing about their results.

RATIONALE: In this course, students will be exposed to the broad and complex field of discourse analysis, particularly as it relates to education research. Students will learn about different theoretical and methodological approaches to analyzing the various forms and conceptualizations of “discourse”. The course will weave together theory and method, as it will cover discourse analysis as both a method and methodology. While the course will cover a range of approaches (e.g., sociolinguistics, critical discourse analysis, Foucauldian discourse analysis, etc.), students can expect to explore one approach in-depth through an applied project.

EFFECTIVE DATE: Summer 2016

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#5 EDLEA 978. Qualitative Data Management and Analysis Using Nvivo. (3) Summer. Students will have opportunity to explore the relationships between current technologies and the theory and methods of research. Students will learn to use qualitative analysis software, Nvivo, with specific data sets for preparation of data files, management of text and image, creation of codes, memos, queries models, and formation of reports. Pre-Requisite: EDLEA 838 or equivalent. EDLEA 938 is highly recommended prior to taking this course.

IMPACT: There is no negative impact to any college of audience. The impact has implications for reducing faculty time to mentor students in skills required to manage multiple data sources, document data analysis processes, and create linkage/tracking systems amicable for writing up the research findings scholarly and appropriate for their intended audience. Further, this course has implications in helping students progress in their data analysis and representation as an independent and accountable learner through peer reviews, team teaching, and presenting deliverables to class.

RATIONALE: Often students who work with qualitative research struggle with data management, analysis, and write-up of findings, organizing multiple data sources, cross-tracking raw data and analytical/interpretative data, detailing research processes, and generating evidence-supported proposals, dissertations, or research-based reports they are involved with. This course is designed to assist the students in their utilization of Nvivo, a qualitative analysis software, for their qualitative inquires. This course provides the students opportunity to learn iteratively through modeling, application or experimentation, feedback, and application; it builds on real projects relevant to the students’ own discipline and allows more tailored assistance that better meets individual students’ needs in progressing in their research projects.

EFFECTIVE DATE: Summer 2016

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#6 EDLEA 988. Differentiated Research. (3) Fall. Students will complete a research project of their choice by breaking the project into smaller components, setting goals, maintaining accountability, and preparing deliverables towards the completion of the project. Projects can include theory, methodological work, book chapters, publishable papers, dissertation proposal or chapter drafts, grant work, and more. Recommended Pre-Requisite: EDLEA 838 or an advanced research course.

IMPACT: There is no negative impact to any college of audience. The impact has implications for reducing faculty time to mentor students while students are completing their research projects. Additionally, this course will also help students in Educational Leadership who needs guidance in completing their proposals. Further, this course has implications in helping students finish their proposals and dissertations in a timely manner through accountability, partnering with other students, and bringing deliverables to class.

RATIONALE: Students often need help with their qualitative research projects beyond the scope of the coursework, especially when they are writing up literature reviews, publishable papers, proposals, or dissertation chapters. Often students choose a methodological approach that require closer engagement, attention, and feedback. Students also tend to fall behind when they have to do this work on their own without support. Therefore, this course supports students in their research projects in a differentiated manner, honoring that each student’s project is different and therefore needs different kind of attention. Students make a contract with the instructor (with their advisor’s approval) about what they want to accomplish in this class and are held accountable to the contract.

EFFECTIVE DATE: Fall 2016

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Non-Expedited

Graduate New Course

Staley School of Leadership Studies

LEAD 945. Social Science Research for Public Problem Solving. (3) Fall, Spring. The study of how social science research and social sector evaluation can be applied to address public problems, including the identification of public problems and the critique of current evaluation methods, and applying concepts by developing an evaluation including quantitative and qualitative analysis in partnership with social sector partners.

IMPACT: History, Sociology, Political Science, and Landscape Architecture, and Regional & Community Planning were contacted on 9/1/2015 and report no reservations with this course proposal.

RATIONALE: This course is designed for students to understand and practice applied public problem solving. This is an advanced course being proposed as part of the Leadership and Communication doctoral program. This program is in the proposal process.

EFFECTIVE DATE: Fall 2016

Non-Expedited

Graduate New Program

Staley School of Leadership Studies

Doctor of Philosophy in Leadership Communication

From: To:

This is an interdisciplinary program offered by Communication Studies, the Staley School of Leadership Studies, and Communications and Agricultural Education. This program focuses on community-engaged leadership, including processes of influence, deliberation, and dialogue to make progress on the world’s most difficult issues. It will integrate experiential, theoretical, and applied approaches to understand leadership communication. Graduates will use community-engaged scholarship to transform the academic, nonprofit, government, private, and civic spaces in which they live and work.
Supervisory committees in the Leadership Communication Ph.D. program are directed by a minimum of five members of the university graduate faculty, including a major professor with substantial expertise in the area of emphasis, one other faculty member with strengths in the area of emphasis, one faculty member outside the student’s specialization, and one faculty member, appointed by the dean of the Graduate School, from another department within the College of Arts and Sciences, College of Education, or College of Agriculture who serves as the chair of the examination committee for the oral defense of the dissertation.
Each student’s program of study is individualized with the approval of the major professor and the supervisory committee to optimize the student’s interests, expertise, and professional goals.
Information on this Ph.D. program may be obtained from the Director, David Procter, .
REQUIREMENTS FOR A DOCTOR OF PHILOSOPHY IN LEADERSHIP COMMUNICATION
TOTAL = (90)
The Doctor of Philosophy (Ph.D.) in Leadership Communication requires a minimum of 90 postbaccalaureate, graduate credit hours. With the approval of the supervisory committee, up to 30 graduate post-secondary may be used to satisfy the degree requirements.
Core (18 credit hours)
LEAD 801- Foundations of Leadership Credits: (3)
LEAD/COMM/AGCOM 814- Graduate Studies in Leadership Communication Credits: (3)
LEAD/COMM/AGCOM 815- Seminar in Leadership Communication Credits: (1)
^This seminar is offered each semester. Students must enroll for a minimum of 3 credit hours over 3 semesters.
LEAD/COMM/AGCOM 845- Approaches to Public/Community Engagement Credits: (3)
COMM/AGCOM 916- Communication Theories and Engagement Credits: (3)
LEAD/COMM/AGCOM 945- Public Problem-Solving Credits: (3)
Research Methodologies (12 credit hours)
Choose 12 credit hours from the following list. This should be done in consultation with your committee.
COMM 821- Experimental Research in Communication Studies Credits: (3)
COMM 822- Field Research in Communication Studies Credits: (3)
EDCEP 817- Statistical Methods in Education Credits: (3)
EDCEP 917- Experimental Design in Educational Research Credits: (3)
EDLEA 838- Qualitative Research in Education Credits: (3)
EDLEA 938- Advanced Data Analysis in Qualitative Methods Credits: (3)
EDLEA 948- Data Representation and Writing in Qualitative Methods Credits: (3)
PLAN 803- Community Research Methods Credits: (3)
POLSC 900- Advanced Research Methods I Credits: (3)
POLSC 901- Advanced Research Methods II Credits: (3)
PSYCH 802- Psychological Research Design and Analysis I Credits: (3)
PSYCH 805- Psychological Research Design and Analysis II Credits: (3)
SOCIO 822- Introduction Methods of Social Analysis Credits: (3)
SOCIO 823- Intermediate Methods of Social Research Credits: (3)
SOCIO 824- Qualitative Methodology Credits: (3)
SOCIO 825- Quantitative Methodology Credits: (3)
Beyond the core and methods courses, students must complete an additional 30 credit hours. A minimum of 15 credit hours must be from dissertation research hours. The remaining 15 credit hours may come from either elective coursework or more dissertation research hours.
Electives (0-15 credit hours)
Students will work with their committees to select up to 15 credit hours of elective courses appropriate for their programs of study. Students will be directed in a particular sequence to enhance student knowledge and practice in a concentrated area. Possible areas of concentration include:
Certificate in Dialogue, Deliberation and Public Engagement
COMM 790- Dialogue, Deliberation and Public Engagement: Theoretical Models Credits: (3)
COMM 791- Dialogue, Deliberation and Public Engagement: Practice Models Face-to-Face Workshop Credits: (3)
COMM 792- Dialogue, Deliberation and Public Engagement: Core Skills and Strategies Credits: (3)
COMM 793- Dialogue, Deliberation and Public Engagement: Capstone Symposium Credits: (3)
Certificate in Social Justice Education
DED 820- Foundations of Social Justice Education: Research, Theory, and Practice Credits: (3)
DED 880- Reflective Practice in Social Justice Education Credits: (3)
(6-9 credit hours in certificate electives including:)
EDCEP 830- Diversity in Higher Education Credits: (3)
EDLEA 801- Ethical Dimensions of Leadership Credits: (3)
EDLEA 834- Strategies for Educational Change Credits: (3)
EDLEA 845- Leadership for Diverse Populations Credits: (3)
Dissertation research (15-30 credit hours)
Completion of a dissertation which examines a topic congruent with the program of study using a systematic methodology consistent with accepted research paradigms; the dissertation must be successfully defended in a public, oral defense.
LEAD/COMM/AGCOM 999- Research in Leadership Communication Credits: (1-30)

IMPACT: All of the following departments were contacted in Fall 2015 to discuss impact. AGCOM, COMM, EDCEP, EDLEA, HIST, LEAD, POLSC, SOCIO, and Security Studies report no objection. PSYCH has been contacted and replied that they could accommodate some but not a large amount of students into their courses. We will work with them through instructor permission to manage enrollment. PLAN has been contacted and our faculties are planning to meet to understand each other’s programs and work on points of collaboration.