m e m o r a n d u m - welcome to eku graduate school€¦ · m e m o r a n d u m to: amber gray...

Eastern Kentucky University is an Equal Opportunity/Affirmative Action Employer and Educational Institution

M E M O R A N D U M

TO: Amber Gray

FROM: Dr. Kim Naugle

Associate Dean

DATE: September 20, 2012

SUBJECT: COE Agenda

Please consider the following agenda items for the College of Education at the next Graduate Council Committee meeting

on October 5, 2012:

Dept: Educational Leadership and Policy Studies Chair: Dr. James Bliss

Program Revision Doctorate in Education

New Course EDL 824 Page 6

New Course EDL 825 Page 12

Dept: Special Education Chair: Dr. Deborah Haydon New Course SED 898 Page 21

EASTERN KENTUCKY UNIVERSITY Serving Kentuckians Since 1906

Dr. Kim A. Naugle, PhD, Associate Dean

Office of the Dean

College of Education

E-Mail: [email protected]

420 Bert Combs Building

521 Lancaster Avenue

Richmond, Kentucky 40475-3102

Phone: (859) 622-1175

Fax: (859) 622-5061

[email protected]

Richmond, Kentucky 40475-3107

(606) 622-2228 Fax (606) 622-6676

E-mail: [email protected]

mailto:[email protected]

Curriculum Change Form (Present only one proposed curriculum change per form)

(Complete only the section(s) applicable.) Part I (Check one) Department Name Educational Leadership & Policy Studies New Course (Parts II, IV) College College of Education Course Revision (Parts II, IV) *Course Prefix & Number Hybrid Course (“S,” “W”) *Course Title New Minor (Part III) *Program Title Doctor of Education (EdD) Program Suspension (Part III) __X_ Program Revision (Part III) *Provide only the information

relevant to the proposal. If Certificate, indicate Long-Term (University) or Short-Term (Departmental)

Proposal Approved by: Date Date Departmental Committee 4/24/2012 Council on Academic Affairs College Curriculum Committee 5/1/2012 Faculty Senate** General Education Committee* N/A Board of Regents** Teacher Education Committee* 5/22/2012 EFFECTIVE ACADEMIC TERM*** Graduate Council* ______________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) To revise/edit the EdD program within the 2012-2013 graduate catalog to be consistent and accurate with current policy and program procedures.

A. 2. Proposed Effective Academic Term: Fall 2013 Spring 2013

A. 3. Effective date of suspended programs for currently enrolled students: (if applicable) N/A

B. The justification for this action: The revisions to this program are needed to adjust for specific changes in our student population. These include growth in demand by aspiring post-secondary education leaders. We must continue to promote accessibility to the program while maintaining appropriate standards of rigor and quality. During the first five years of operation, we have offered several temporary “topics” courses that now require normal EKU course titles and CRNs. In addition, the Graduate School will need relief from our reliance on using University exception forms to complete students’ DegreeWorks. In other words, the EKU Graduate Catalog should be updated to better reflect current principles and practices in student course-taking.

C. The projected cost (or savings) of this proposal is as follows:

Personnel Impact: N/A

Operating Expenses Impact: N/A

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Equipment/Physical Facility Needs: N/A

Library Resources: N/A

Part II. Recording Data for New, Revised, or Dropped Course (For a new required course, complete a separate request for the appropriate program revisions.)

1. For a new course, provide the catalog text. 2. For a revised course, provide the current catalog text with the proposed text using strikethrough for deletions

and underlines for additions. 3. For a dropped course, provide the current catalog text.

New or Revised* Catalog Text (*Use strikethrough for deletions and underlines for additions. Also include Crs. Prefix, No., and description, limited to 35 words.)

Part III. Recording Data for Revised or Suspended Program

1. For a revised program, provide the current program requirements using strikethrough for deletions and underlines for additions.

2. For a suspended program, provide the current program requirements as shown in catalog. List any options and/or minors affected by the program’s suspension.

Revised* Program Text (*Use strikethrough for deletions and underlines for additions.)

See below: DOCTOR OF EDUCATION (Ed.D.) Leadership and Policy Studies I . GENERAL INFORMATION P-12 and Postsecondary leaders are challenged with directing broad educational programs that increase excellence and equity as measured by outcomes. Schools and school districts need professionals who use current knowledge and possess strong leadership skills to design and administer programs that can improve teaching and learning to accomplish these outcomes. Moreover, they need leaders who know about and respond to the specific challenges and strengths of the communities they serve. The Doctor of Education (Ed.D.) program at Eastern Kentucky University will play a significant role in developing such leaders. Participation in this doctoral program will lead to enhanced understanding and practical capacity with regard to human learning, educational institutions, and the interaction of the larger society with educational, financial, and governmental entities and processes. Likewise, participation will allow for the acquisition of skills to conduct and successfully apply research. Course work will be built on a knowledge base that reflects current research, theory, and practice,; and while doctoral faculty will serve as ongoing mentor resources by answering questions, helping to resolve administrative problems, collaborating on research projects, referring individuals to job openings, etc. I I . ADMISSION REQUIREMENTS The decision to admit a student to doctoral work constitutes a major commitment from the faculty in the form of advising, teaching, chairing and serving on the committee, preparing and evaluating examinations, and guiding the dissertation to successful completion. The application window for potential candidates opens for two months during the spring semester, beginning January 1st and ending March 1st. Upon successful review, candidates are admitted to the program effective the next summer or the next fall semester. Admission to the Doctor of Education program is based upon the following entrance requirements: 1. Earned a master’s degree in education or a related field with a minimum graduate GPA of 3.5, with a review of admission status triggered by any grade of “C” or below. 2. Must have completed three years of professional experience (preference will be given to those with leadership experience). and must demonstrate competency in educational research and statistics. See section below regarding graduate course work in education research and statistics. The applicant should note, however, that the decision to admit students to the doctoral program is a collective judgment of the faculty and represents their determination of the likelihood of the candidate’s success in all major phases of the degree program. These judgements judgments take into account the candidate’s professional experiences, communication and thinking skills, and other relevant capabilities. Thus, a candidate is not automatically admitted on the basis of meeting the minimal criteria.

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A completed application packet will include: • Completed graduate application • Transcripts of all undergraduate and graduate work • Resumé of professional experience • Score reports from the Graduate Record Examination or Miller Analogies Test • A brief Short essay (500-700 words) describing the relationship between the applicant’s professional goals and the Ed.D. program • At least three positive letters of recommendation—including at least one each from a peer, a supervisor, and a college/university faculty member. Evaluation process: After a holistic review of the application packets, the Doctoral Program Committee will select those applicants to be interviewed. Interviews will be conducted within thirty (30) days of the application deadline. The one-day interview will include: Admission Requirements: Admission requirement #1 • A review of the candidate’s completed application packet professional portfolio, using a rubric to be established by the Doctoral Program Committee • A problem-solving exercise to be completed by the candidate and evaluated using a rubric established by the Doctoral Program Committee • A demonstration of the candidate’s technology skills, to be evaluated using a rubric established by the Doctoral Program Committee • A demonstration of the candidate’s written and oral communication skills, to be assessed using a rubric established by the Doctoral Program Committee • A dispositions evaluation (an assessment of attitudes and behaviors practiced in the areas of personal responsibility, ethics, emotional management, communication, and work ethics) of the candidate to be conducted by one or more members of the Doctoral Program Committee using an established format/protocol Admission requirement #2 • An interview with Doctoral Program Committee members • An interview with the Dean or Associate Dean The committee will review all available data to assess the overall potential of the candidate for success in the program before making a final decision about acceptance. Additional requirements regarding graduate course work in educational research: To be approved for full admission into the doctoral program, candidates must meet the following minimum requirement: Admission requirement #3 The candidate must have successfully completed (with a grade of “B” or higher) a graduate level course in educational research and statistics and/or successfully completed and defended a thesis or specialist project demonstrating research proficiency within the last four years, counting from the semester of admission. If the candidate has not completed course work in statistics and research methodology nor successfully completed and defended an appropriate thesis or specialist project, additional course work in these areas may be required. Candidates who do not meet the above requirement may be admitted provisionally and required to complete successfully one or more introductory graduate level educational research courses. and/or may be counseled to pursue the Doctor of Education via the Specialist in Education degree. I I I . PROGRAM REQUIREMENTS Each candidate’s program of study will be individually planned within the following curriculum framework: Research Core......................................................................9 hours* EDL 810, 811, 812, or 910 (choose 3 courses) Academic Core.....................................................................9 hours* EDL 820, 821, 822, or 823, 824, 825, or 826. (choose 3 courses) Leadership Specialization.................................................12 hours Selected from advanced graduate course offerings and aligned with the student’s program of study to create an individualized track that is both cognizant of background experiences and prior knowledge and relevant to professional objectives. (At the time of transfer, no courses older than eight (8) years old will apply.) Cognate Area........................................................................6 hours Two advanced graduate courses chosen from a department or program outside the leadership specialization area. (At the time of transfer, no courses older than eight (8) years old will apply.) Rural Studies Core...............................................................6 hours* EDL 930, 931 (choose 2 courses) Field Experience...................................................................6 hours EDL 900 (register multiple times) Dissertation.........................................................................12 hours EDL 912. 999 (register multiple times) Exit Requirements…………………………………………0 hours GRD 878P (Qualifying Exam) and GRD 878Z (Defense)

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M inimum Program Total..................................................60 hours *No other course may be substituted for a core course. IV. EXIT REQUIREMENTS Qualifying Examination – The student’s Program Advisory Committee prepares and scores the Qualifying examination. This examination consists of two (2) parts options, which include: (1) written responses by the student to the prepared questions written by the Program Advisory Committee and or (2) an oral defense of those written responses a written prospectus detailing a research plan prepared by the student and evaluated by the Program Advisory Committee. The Program Advisory Committee will require students to rewrite any failed portion of the Qualifying examination by the last day of classes during the following semester. Dissertation – The purpose of the dissertation is for students to demonstrate the ability to conceptualize and complete an inquiry project. The dissertation process, during which students register for twelve (12) credit hours, includes three (3) stages. First, there is the development of a proposal that the Program Advisory Committee reviews and approves. Second, students prepare the dissertation document. Finally, students defend the dissertation to the Program Advisory Committee. For additional information, consult the department chair. Ed.D. website at www.education.eku.edu/EDD.

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Part IV. Recording Data for New or Revised Course (Record only new or changed course information.) Course prefix

(3 letters) Course Number

(3 Digits) Effective Academic Term

(Example: Fall 2012) College/Division: Dept. (4 letters)*

AS HS BT JS ED UP

Credit Hrs. Weekly Contact Hrs. Repeatable Maximum No. of Hrs.

Lecture Laboratory Other Cip Code (first two digits only)

Schedule Type* (List all applicable)

Work Load (for each schedule type)

Grading Mode* Class Restriction, if any: (undergraduate only)

FR JR SO SR Grading Information: Course is

eligible for IP (in-progress grading) for: Check all applicable

Thesis Internship Independent Study Practicum

CoRequisites and Prerequisites **See definitions on following page** Co-Requisite(s): (List only co-requisites. See below for prerequisites and combinations.) Course Prefix and No. Course Prefix and No. Prerequisite(s): (List prerequisites only. List combinations below. Use “and” and “or” literally.) (Specific minimum grade

requirements should be placed in ( ) following courses. Default grade is D -.) Course Prefix and No. Course Prefix and No. Test Scores Minimum GPA (when a course grouping or student cumulative GPA is required)

Co-requisite(s) and/or Prerequisite(s) Combination (Use “and” and “or” literally.) (Specific minimum grade requirements should be placed in ( ) following courses. Default grade is D-.)

Course Prefix and No. Test Scores Minimum GPA (when a course grouping or

student cumulative GPA is required)

Equivalent Course(s): (credit will not be awarded for both…; or formerly…) Course Prefix and No. Course Prefix and No. Course Prefix and No.

Proposed General Education Element: Please mark (X) in the appropriate Element or Elements ( e.g. – 4B(3) X ). Element 1 (9) Element 2 (3) Element 3 (6) Element 4 (6) Element 5 (6) Element 6 (6) 1A (3) 2 (3) 3A (3) 4A (3) 5A (3) 6 (6) 1B (3) 3B (3) 4B (3) 5B (3) 1C (3) or 3A/B

Integrated A&H(6) or 4A/B Integrated Sciences(6)

NOTE: Do not forward validation tables with curriculum form.

(*Use Validation Tables.)

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(Complete only the section(s) applicable.) Part I (Check one) Department Name Educational Leadership & Policy Studies X New Course (Parts II, IV) College College of Education Course Revision (Parts II, IV) *Course Prefix & Number EDL 824 Hybrid Course (“S,” “W”) *Course Title Public Policy & Assessment New Minor (Part III) *Program Title Program Suspension (Part III) ____ Program Revision (Part III) *Provide only the information



A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) The creation of the doctoral course, EDL 824 Public Policy & Assessment

A. 2. Proposed Effective Academic Term: (Example: Fall 2012) Spring 2013


B. The justification for this action: The doctoral course, EDL 824, will be an option for the academic core in the Doctorate of Education program in the Educational Leadership & Policy Studies department.






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New or Revised* Catalog Text (*Use strikethrough for deletions and underlines for additions. Also include Crs. Prefix, No., and description, limited to 35 words.) EDL 824 Public Policy & Assessment. (3). A. Content includes the study of forces that influence education policy and decision making. Focus of study will be on policies relevant to P-12 and postsecondary education in the U.S. Students prepare and present policy briefs.





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EDL 824 Spring 2013 AS HS ELPS BT JS ED X UP


3 Lecture Laboratory Other Cip Code (first two digits only)




1, B, T, V, W N FR JR SO SR Grading Information: Course is













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1. Eastern Kentucky University Department of Educational Leadership & Policy Studies EDL 824, Public Policy Development and Assessment, CRN 3 Credit Hours Instructor: James Bliss Office: 859-622-8433 Address: College of Education

429A Bert Combs Building Richmond, KY 40475

Email: [email protected]

2. Description of Course

Content includes the study of forces that influence education policy and decision making. Focus of study will be on policies relevant to P12 and postsecondary education in the U.S. Students prepare and present policy briefs.

3. Textbook

Peter, J. (2011). Making policy work.

4. Student Learning Outcomes

Students in the course will gain the requisite knowledge to understand, think critically about, and apply fundamental concepts of policy formulation, adoption, and evaluation to major contemporary educational and public service policy issues. Assessment will occur through class discussions and policy briefs.

• Students will articulate theories and methods of policy process, policy analysis, and evaluation. Students will describe, discuss, explain, and apply principles of policy development, implementation, and evaluation.

• Students will demonstrate and improve their critical analysis. Students will illustrate and successfully defend their informed points of view, analysis, and conclusions regarding the formulation, adoption, and evaluation of education policy, using oral and written methods.

• Students will demonstrate and improve their ability to synthesize research as good policy discussions and policy briefs are grounded in research.

5. Evaluation Methods

Policy Briefs 80% Presentations 20%

Each policy brief will be evaluated with regard to (a) scope of the policy problem, (c) summary of the current policy situation, (c) recommendation for change, and (d) critique or likely policy alternatives. Each presentation will be evaluated on the quality of arguments and overall logic and persuasiveness of the talk.

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Final Grade Calculation 92% and above = A 82-91% = B 72-81% = C

A = 90-100% B = 80-89% C = 70-79% F = 0- 69%

6. Student Progress

Policy Briefs will reflect improvement in clarity and detail. Though intended primarily to inform and to persuade potential decision makers, a policy brief must adhere to conventions of good writing. All work may be revised and resubmitted to achieve a higher grade or until we achieve parity of outcomes at a sufficiently high level of quality. Students may prepare and present their policy briefs together or individually. At least one student policy brief must be individually authored. Presentations must be made in a timely manner according to the course outline, and brief writers should await instructor feedback prior to submitting the next brief. 7. Attendance Policy Attendance is essential for mastery of course material. Attendance will be verified through a student sign-in-sheet. Students will be responsible for signing in each class meeting. If absence is unavoidable, the student must seek approved in advance. Alternative activities may be assigned for each absence at the instructor’s discretion. Missed assignments and exams may be completed at the discretion of the instructor. 8. Last Day to Withdraw

See Colonel’s Compass.

9. Disability Statement

If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the office on the third floor of the Student Services Building, by email at [email protected] or by telephone at (859) 622-2933 V/TDD. Upon individual request, this syllabus can be made available in alternative forms.

10. Academic Integrity:

This course will adhere to the Standard AI Statement: Students are advised that EKU’s Academic Integrity policy will be strictly enforced in this course. The Academic Integrity policy is available at www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the Office of Academic Integrity.

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http://www.academicintegrity.eku.edu/

11. Course Requirements

Course presentations and policy briefs should reflect or challenge the following insight:

Questions of public policy almost always arise from a conflict of goods. Without a conflict of human goods, there are no policy questions. Values like equality and freedom appear to conflict, as do pairs like community and efficiency, or justice and privacy. A well-formed policy question asks three questions: What goods are in conflict? At what points do the gains in securing one good affect the gains or losses in securing another good? What is the best adjustment between conflicting goods that is possible?

Thomas F. Green

12. Course Outline

Week1 August 21, 2012 Definitions and sources of policy 2 August 28, 2012 Setting a policy agenda 3 September 4, 2012 The tools of government 4 September 11, 2012 Presentation of policy brief 1 5 September 18, 2012 Values and political ideology 6 September 25, 2012 Law and regulation 7 October 2, 2012 Public spending and taxation 8 October 9, 2012 Presentation of policy brief 2 9 October 16, 2012 Bureaucracy and public management 10 October 23, 2012 Institutions and agents of policy making 11 October 30, 2012 Networks of governance 12 November 6, 2012 Presentation of policy brief 3 13 November 20, 2012 Information, research, and deliberation 14 December 4, 2012 Deciding if a policy works 15 December 11, 2012 Presentation of policy brief 4

13. University E-mail policy

Faculty and students should use their EKU email addresses when communicating with others at EKU. EKU email addresses are uploaded automatically to Blackboard software for efficient communication within EKU.

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(Complete only the section(s) applicable.) Part I (Check one) Department Name Educational Leadership & Policy Studies X New Course (Parts II, IV) College College of Education Course Revision (Parts II, IV) *Course Prefix & Number EDL 825 Hybrid Course (“S,” “W”) *Course Title Organizational Behavior & Justice New Minor (Part III) *Program Title Program Suspension (Part III) ____ Program Revision (Part III) *Provide only the information



A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) The creation of the doctoral course, EDL 825 Organizational Behavior & Justice.

A. 2. Proposed Effective Academic Term: (Example: Fall 2012) Spring 2013


B. The justification for this action: This doctoral course, EDL 825, will be an option for the academic core in the Doctorate of Education program in the Educational Leadership & Policy Studies department.





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EDL 825 Organizational Behavior & Justice. (3). A. Examines the dynamics of educational organizations including the complex patterns of human dynamics and provides a rationale for principles of situational leadership. Facilitates understanding of organizations, their management, and implications for perceptions of fairness.





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EDL 825 Spring 2013 AS HS ELPS BT JS ED X UP


3 Lecture Laboratory Other Cip Code (first two digits only)




1, B, T, V, W N FR JR SO SR Grading Information: Course is













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1. Eastern Kentucky University

Department of Educational Leadership & Policy Studies EDL 825, Organizational Behavior & Justice, CRN 3 Credit Hours

Instructor: Charles Hausman Office: 859-622-8250 Address: College of Education Cell: 859-494-7614 415 Bert Combs Building FAX: 859-622-1126 Richmond, KY 40475 E-Mail: [email protected] Location: Combs 218 Time: 5:30-9:00 p.m. 2. Course Description:

Examines the dynamics of educational organizations including the complex patterns of human dynamics and provides a rationale for principles of situational leadership. Facilitates understanding of organizations, their management, and implications for perceptions of fairness.

3. Texts: Greenberg, J. (2011). Behavior in organizations (10th ed.). Greenberg, J. & Colquitt, J. (Eds.). (2005). Handbook of organizational justice.

4. Student Learning Outcomes:

Upon completion of this course, each participant will:

1. Specify and describe the essential concepts underlying various theories of organizational behavior, the assumptions on which they rest, and their implications for leadership and management;

2. Understand why people in organizations feel and behave as they do; 3. Identify strategies that can improve the behavior, attitude, and performance of people who are managed/lead; 4. Develop group decision-making, motivational, conflict resolution, and communication skills; 5. Demonstrate the ability to incorporate multiple views of organizational behavior into a “theory of practice”; and 6. Apply learning to the analysis of a specific organizational behavior problem in a case study. 5. Evaluation Methods:

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Expectations and Evaluation:

(1) Class participation as a discussant and thoughtful listener. Class members are expected to read the required text and participate actively in their Reading Groups and during whole class discussions. 10% (Required)

(2) Case Analysis--Helen’s Awkward Problem. The analysis should fall between 5-7 double-spaced pages. See guidelines for the case for specific criteria on which the case will be evaluated. Guidelines will be posted for the Case within 2 weeks of the first class. 30% (Required)

(3) Leadership Development Plan -- Each enrolled student will develop a 1-5 page, single spaced self-assessment of a single facet of his or her leadership along with a mini professional development plan that may involve a specific reading list, a practical shadowing project, or a comparable alternative that will help a student to learn more about their own leadership. 10% (Optional)

(4) Journal Reflections--Each journal entry should be between 1-2 typed pages, double-spaced. There are no right or wrong answers for the journal entries. These will be evaluated on depth of reflection, how well ideas and learnings are supported, and writing quality. 10% each up to 30% Total (Optional)

(5) Group Presentation--Each group will have approximately 30 minutes for their presentations, not including questions and answers. Groups have the autonomy to determine the product they produce and the format of their presentation. Some class time will be provided for groups to plan together, but time outside of class also will be expected. Individuals within a group will be asked to evaluate the individual contributions of each member--10% Groups will also be asked to evaluate the presentations of one another. Specific criteria will be provided by the instructor. 20%--Total 30% (Optional)

(6) Literature Review--10 double-spaced pages on topic of organizational behavior preferably related to your dissertation. 30% (Optional)

(7) Annotated Bibliographies on 6 Research Articles. 30% (Optional)

Activities and Assignments Daily agendas will be distributed at each class. These will outline all class activities for the session as well as readings and assignments due at following sessions.

Standards for Written Work: Written work is to be double-spaced and typewritten. APA style is required.

General Marking System A = 90-100% B = 80-89% C = 70-79% F = 0- 69%

The general marking system is based on two required activities in this section immediately above, plus one to five optional activities as labeled in this section immediately above, to receive full credit for the course.

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6. Student Progress:

Assignment Due Dates: Dates to submit course assignments are listed well in advance on daily agendas. Given that you may be taking another course and that you have full-time job responsibilities, with the prior consent of the instructor, the due dates may be altered to meet the many demands faced by busy educators.

Approach to Learning The learning experiences of this course have been structured to challenge and support participants in: the acquisition of new knowledge, perspectives, and skills; the questioning of taken-for-granted beliefs and assumptions; and the integration of theory with practice. This means students must take substantial responsibility for their own learning--to incorporate ideas about organizational behavior with their own “real” practice of leadership and management in the organizations in which they work. This approach to learning is predicated on the belief that every person is both a teacher and a learner, an expert and a novice, and a leader and a follower.

Minimal lectures will take place in this course. Instead, class participants will learn primarily through role plays, self-assessment instruments, group initiatives, and case studies.

To enable class participants to learn from one another, each individual will be a part of two teams: a reading and a group project team. Reading Groups are for the purpose of enabling students to reflect on, share insights from, and discuss the applications of assigned readings. Group Project Teams will be formed around an interest in specific organizational topics and will make a presentation during the final session to the entire class. Teams that participate in class initiatives will vary with each activity so that all class members have the opportunity to work with one another.

7. Attendance Policy:

Class Attendance: If a situation arises in which you are unable to attend class, I would appreciate a message indicating your absence prior to the class session, if possible. Sometimes emergencies happen and notification would not be possible until after a class session.

Tardiness: Class sessions will start promptly at 6:00 p.m. unless there are circumstances beyond our control (traffic, open-houses, weather, etc.). If you know you will be late, please notify me in advance, if possible.

8. Last Day to Withdraw:

See Colonel’s Compass.

9. Disabilities Statement: If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the office on the third floor of the Student Services Building, by email at [email protected] or by telephone at (859) 622-2933 V/TDD. Upon individual request, this syllabus can be made available in alternative forms.

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10. Academic Integrity: This course will adhere to the Standard AI Statement: Students are advised that EKU’s Academic Integrity policy will be strictly enforced in this course. The Academic Integrity policy is available at www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the Office of Academic Integrity.

11. Course Requirements:

Learning Activities

Opportunities for the application and testing of learnings from course readings and class discussions will occur through some learner choice of combinations of the following:

1. Applying learnings to a case study entitled Helen’s Awkward Problem (required); 2. Developing a Leadership Development Plan (LDP) focused on anticipated development as a leader as a result of participating in this class (optional); 3. Reflecting in response to one to three journal prompts (optional);

4. A group presentation on an organizational behavior issue; Issues may include but are not limited to: diversity (gender, race, ethnic)/social justice; goal setting; organizational culture; power and politics; stress management and work-life balance; motivating others; ethics; decision-making; time management; learning organizations/professional learning communities; and human intelligence (optional); 5. If you have a personal or professional area of interest, preferably that could be connected to your dissertation topic, you can write a 10 page literature review on some aspect of the topic related to organizational behavior (optional); or

6. Write annotated bibliographies on 6 research articles that could be included in the literature review section of your dissertation (optional).

12. Course Outline:

Week 1. August 21, 2012 Introduction and historical overview 2. August 28, Formal and rationale perspectives on organizations 3. September 11, Informal and unplanned functions of organizations 4. September 18, Meeting the expectations and needs of individuals 5. September 25, Stress in organizations 7. October 2, Procedural and distributive justice 8. October 9, Control and organizational justice 9. October 16, Fairness and the many faces of justice 10. October 23, Managing for voice, exit, and change 11. October 30, Citizenship behavior, the anticipated result of

organizational fairness 12. November 6, Professional development, training, and

organizational fairness 13. November 20, Leading the formal and informal organizations for

fairness

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14.December 4, Situational leadership theory and fairness 15. December 11, Avoiding the “one size fits all” mentality to

promote fairness: organizational behavior and fairness in the 21st century

13. University Email Policy: The University has adopted an official communication policy between

faculty and students at the institution. Faculty and students will use their official EKU email addresses to communicate (not off-campus addresses). Please adhere to this policy when communicating with the course instructor.

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(Complete only the section(s) applicable.) Part I (Check one) Department Name Special Education X New Course (Parts II, IV) College Education Course Revision (Parts II, IV) *Course Prefix & Number SED 898 Hybrid Course (“S,” “W”) *Program Title ____ Program Suspension (Part III)

Program Revision (Part III) *If Certificate, indicate Long-Term(University) or

Short-Term(Departmental)

*Provide only the information relevant to the proposal. Proposal Approved by: Date Date Departmental Committee 3/20/2012 Council on Academic Affairs College Curriculum Committee 5/1/2012 Faculty Senate** General Education Committee* Board of Regents** Teacher Education Committee* 5/22/2012 EFFECTIVE ACADEMIC TERM**** Fall 2013 Graduate Council* ______________________ *If Applicable (Type NA if not applicable.) **Approval needed for program revisions or suspensions. ***To be added by the Registrar’s Office after all approval is received. Completion of A, B, and C is required: (Please be specific, but concise.)

A. 1. Specific action requested: (Example: Increase the number of credit hours for ABC 100 from 1 to 2.) Create a new course for the capstone project in the Education Specialist Degree program in Special Education

A. 2. Proposed Effective Academic Term: (Example: Fall 2012) Fall 2013

A. 3. Effective date of suspended programs for currently enrolled students: (if applicable)

B. The justification for this action: The course is being created for use as the capstone research project course in the Education Specialist in Special Education.


Personnel Impact: None

Operating Expenses Impact: None

Equipment/Physical Facility Needs: None

Library Resources: None

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SED 898 Capstone Research Project (1-3) A. Prerequisites: EDL 810, EDL 811 and minimum of 24 hours in Ed.S. program. Completion of research project using action or traditional research design with topic related to area of specialization in special education.





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SED 898 Fall 2013 AS HS SPED BT JS ED x UP


1-3 Lecture X Laboratory Other Cip Code (first two digits only)




W 3 N FR JR B 3 N SO SR

Grading Information: Course is




requirements should be placed in ( ) following courses. Default grade is D -.) Course Prefix and No. Prerequisites: EDL 810, EDL 811 and minimum of 24 hours

in Ed.S. program. Course Prefix and No. Test Scores Minimum GPA (when a course grouping or student cumulative GPA is required)









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Eastern Kentucky University SED 898 Capstone Research Project

Semester; CRN # Credit Hours: 1-3

Instructor Information: Name Office Phone/Email address

1. Course description Prerequisite: EDL 810 and 811. Completion of a minimum of 24 hours in Ed.S. program. Completion of research project using action or traditional research design with topic related to area of specialization in Special Education. 2. Texts: Mertler, C.A. (2012) Action Research: Improving Schools and Empowering Educators, 3rd edition. Sage Publications.

American Psychological Association (2009) Publication manual of the American Psychological Association, 6th edition.

3. Student Learning Outcomes: Students in this course will: • Explain, discuss, apply and raise critical questions and problems clearly and accurately related to

important issues and pedagogy within their specific area of Special Education. • Formulate appropriate research methodology and design to further understand these critical

issues and problems. • Identify, collect, analyze and evaluate relevant information and data to understand critical

issues and further understanding and knowledge in their specific area of Special Education. • Communicate clearly and logically in oral and written language. • Demonstrate ethical and professional values and behavior in the conduct and reporting of their

research project. 4. Evaluation:

Requirements Points Literature Review and Question 100 Research design and timeline 100 Implementation, data analysis, implications 100 Presentation to faculty 100

Total 400 A= 92-100% B= 83-91 % C= 74-82% F= <73%

5. Student Progress: Student progress is regularly recorded and maintained in Blackboard. Assignments will be assessed and returned to students in a timely manner.

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6. Attendance Policy: Absences equating to 20% of class meetings will result in automatic failure. Failure to participate in online class discussions or sessions within the time limits posted in the class schedule constitutes an absence. 7. Last day to drop course or to withdraw from the University are posted on the EKU Compass. 8. Disability Statement: If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office on the third floor of the Student Success Building, by email at [email protected] or by telephone at (859)622-2933 V/TDD. Upon individual request, this syllabus can be made available in alternative forms. 9. Academic Integrity Statement: Students are advised that EKU’s Academic Integrity Policy will be strictly enforced in this course. The Academic Integrity Policy is available at www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the Office of Academic Integrity. 10. Official Email: An official EKU email is established for each registered student, each faculty

member, and a staff member. All university communications sent via e-mail will be sent to this EKU email address.

11. Course Requirements: Students in this course will: • Select a research project related to their area of specialization. • Conduct a thorough research literature review and write a synthesis of this review as it relates

to the specific research question which he/she will pursue. • Select an appropriate research design and propose a suitable timeline in which to implement

the research project • Prepare a final written research report that includes the literature review, research question,

research design and implementation, analysis of results, and implications of findings. • Present the research project and report to faculty as part of the exit requirements for the Ed.S.

program. To accomplish these tasks, students will be required to: • Read and critique research literature related to research project topic and question (20+

sources) • Complete a written literature review, research proposal, research methodology plan, implement

research design, written summary and analysis of research data results, and discussion of implications and present an oral presentation of research project to faculty.

12. Course Outline and Topics by Module: Module 1 Overview of course and requirements Module 2 Structure of research proposal and write up Modules 3-4 Critiquing research literature and defining research questions Modules 5-6 Selecting appropriate research design Modules 7-8 Analyzing qualitative and quantitative data Modules 9-10 Writing effective research reports for practitioners Modules 11 Presentation

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Class will meet the full semester term on the weeks indicated in the schedule book and will follow modules listed in sequence. Schedule is subject to change as needed and all students will be notified in advance if change is needed.

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m e m o r a n d u m - welcome to eku graduate school€¦ · m e m o r a n d u m to: amber gray...

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