EDFS 702 Research and Development Project (3 hrs)

Spring 2012

Course description:

This course will guide and assist candidates in designing, implementing, and presenting their capstone projects. Candidates will complete in-depth study of an individually chosen topic under the guidance of the student’s advisor, the course instructor for review by a public presentation.

Course materials/texts:

Individualized texts and readings will be determined by candidate’s projects and their level of research development.

Course objectives:

The capstone project is meant to provide each MTLA graduate student with the experience of identifying a critical issue/need (pedagogical, curricular) or research question in education and formally proposing a project plan for addressing this need/question. The process of formally proposing a project will help successfully plan and implement the project and will be very much akin to that which they will experience in professional life as leaders in education within their community, school system, school district, state and/or region.

Course requirements:

Candidates will complete their approved capstone project and present the results at a professional meeting, teacher workshop and/or session of capstone presentations attended by graduate faculty and other interested parties.

Evaluation scale:

Class activities:

This course is structured to meet as a whole five times during the semester, and in small groups and individually with the instructor for the remainder of the classes.

1. Capstone proposal guidelines 

Prior to formally writing the capstone proposal, each student must form a Capstone Committee of three (3) members that includes two (2) members of the MTLA graduate program faculty. Two of these members must be from the School of Education, Health and Human Performance. If applicable, the third member must be a full-time staff member from the project/program host institution who is familiar with the topic of study.

The formal project proposal should contain the following sections:                                                                                

Cover page: a descriptive project title, the author's name, and contact information, and a place for the project advisor, co-advisor and the program director's signature/date of approval of the proposal.

             Abstract: This is a concise statement (500 words) that summarizes the goals and objectives for the project, the project’s intellectual merit, the population affected by the project and the anticipated outcomes.                                              

Introduction: In this section the student should address the intellectual merit of the project. This discussion should include the aspect/problem/issue in education that is the focus of the project, and what is the need for reform or change or research. How can your project make a difference? The community (public, families, teachers and/ or students) impacted by the project, and if applicable, the need for research/change/reform among this population. Again, how might your project make a difference? The evidence that reform/change or research into the proposed area is needed. This part of the introduction should provide a brief (1-2 pages) review of the pertinent literature.

Project Goals and Objectives: In this section of the capstone proposal the student should address: The overarching goals for the project ;The incremental objectives that will be met along the way to achieve these goals; A description of the project plan and how the project goals and objectives will be met; A project timetable for completion of each aspect (incremental objective) of the project; How the project relates to, and/or goes beyond or enhances/extends the South Carolina curriculum standards if applicable.      

Anticipated Outcomes: What will be the anticipated product (curriculum, teaching resources, research, etc.) of your capstone project? How will you know if the product has met your capstone project's goals? How will your product or research findings be disseminated to the education professionals, families and communities impacted by your project?                                                  

Literature Cited: A literature cited section must be included. All literature should be cited using APA style formatting and should include parenthetical citations.

2. Peer reviews: Students will share their proposals with class members. They will review, edit, and critique each other’s work.

3. Individualized meetings: Students will have individual or group appointments, either in person or on the phone, with the instructor in the weeks the whole group does not meet.

4. Project completion: Students will complete their project.

5. Project presentation: Students will prepare a professional presentation of their project. This will include both an oral and visual component.

Course Evaluation Criteria:

Attendance policy: Attendance is governed by the EHHP’s policy. For a grade to be awarded, students must attend at least 85% of the class hours.  Students may be withdrawn by the instructor for absences that exceed this limit.

Accommodations: In compliance with the Americans with Disabilities Act (ADA), all qualified students enrolled in this course are entitled to “reasonable accommodations.”
Please notify the instructor during the first week of class of any accommodations needed for the course.

Calendar: Group meetings are on Wed., Jan. 18 from 2:00-3:00 in my office

1. Instructor reserves the right to require whole group or small group meeting as need indicates. One week notice will be given.
2. Presentation date to be determined.