|Instructor:||El Samuels, Ph.D.||Office:||3S–207A|
|Office Hours:||Tuesdays, 5:30 – 6:20 pm
And by appointment
All course materials will be made available before covered in class online in the online course schedule. They will also be made available through BlackBoard. Additional materials related to this class are available on this online table. Nearly all materials are copy-right protected and only intended for uses related to EDD 631.
Course materials will mostly be primary sources (e.g., peer-reviewed journal articles) and book chapters, but there will be a few non-primary sources, too.
Even if they aren’t final courses you take, the EDD 630/631 sequence likely represents the most advanced courses in education you will complete. They provide the opportunity to synthesize your various areas of educational knowledge into an understanding and perspective that is uniquely your own. Therefore, the primary objective of the sequence is your ability to demonstrate the creation of a sophisticated and state-of-the-art position on a specific topic.
To this end, the objectives of EDD 631 are:
In general, I regard students in EDD 630/631 as nascent colleagues. You are, literally, becoming masters of your profession, and I respect your accomplishments. I can lead and teach you, but I believe it is more honest and true-to-life to treat you as fellow professionals who have a lot to offer both me and your fellow class members.
Especially during the first part of the semester—while we are awaiting IRB approval of your proposals and you are then conducting your research—we will explore the facets of academic resilience and how you as a teacher can use this knowledge to help your own students.
As the semester progresses, I will (try to) talk less, and instead let you lead class discussions about your areas of research. The exact format you use is up to you, and you are free to incorporate hands-on activities, non-primary sources, etc.
Throughout the semester, please feel free to come to me outside of class (in person, through email, etc.) with questions, comments, etc., especially as you collect your data and are forming your conclusions
Regular class attendance and participation is expected. As per college policy, a student who is absent for more than four hours, (this includes accumulated time missed due to lateness), will be assigned a grade of WU, unless excused by the instructor.
I will post course information online and communicate with you through email. You may use the computers on campus (e.g., in 3S-206) to access relevant websites and email. However, if you do not have ready access to the Internet outside of school and using the college facilities is problematic, please let me know as soon as possible so that we can work around this. Please let me know of any problems right away since I will expect you to read or respond to communications sent to your declared e-mail address or made available to you online.
Please let me know as soon as possible of any special accommodations you may require. I will happily do all I possibly can to meet any needs you have.
It should go without saying that you are expected to conduct yourself in an honorable and honest way in all aspects of this course. Of course, any known deviations from this will result in a failing grade for this section and forfeiture of access to this section in the future.
Your final proposal should conform to American Psychological Association guidelines. More information about how your assignments will be graded are conveyed through the rubrics for the assignments, given at the end of each assignment.
|Class Participation and Course Engagement||30%|
|Designing a Learning Environment to Support Disadvantaged Students||20%|
|Leading of Class Discussion||10%|
|Final Research Paper||40%|
Following is a tentative schedule for our section. Of course, this schedule and its content may well be altered to better meet your needs and interests as well as the course objectives.
Note: Some of the presentation titles are links. These access downloadable files—usually PowerPoint (2003 or 2007) files that can be opened with either Microsoft PowerPoint, LibreOffice.org Impress, or online programs like Google Docs, Zoho, or similar programs. However, keep in mind that the usage of the work contained herein—including the student work—is protected by a Creative Commons licence. Please respect and acknowledge the hard work of my students. And, of course, the articles linked to here are all protected by copyright licences.
A fuller list of articles related to the topics we cover in EDD 631 is given here. Of course, note that nearly all of the materials linked to through that page as well are copy-right protected and only for uses related to this course.
Any updates to the schedule will be made to this online schedule. You may have to refresh this page in your browser window (e.g., by pressing the F5 key) to see the changes.
|Jan. 29||Course overview, goals, strategies, etc.||The syllabus|
|Feb 5 – 14||Intervention Evaluation and IRB Submission Workshops||Begin IRB Submission Due Feb. 14|
|Feb 19||Nurturing Adaptive Development, Part I||
|Feb 26||Nurturing Adaptive Development, Part II||
|Mar 5||Nurturing Adaptive Development, Part III||
|Mar 12||Nurturing Adaptive Development, Part IV||
|Mar 19||Nurturing Adaptive Development, Part V||
||Begin Working on Designing a Learning Environment to Support Disadvantaged Students (a.k.a. “Re-Design Assignment”) Assignment|
|Mar 26 – Apr 2||No Class||Spring Break|
|Apr 9||Review of School-Based Interventions, Part I||
||Send Re-Design Assignment to Other Students|
|Apr 30||Review of School-Based Interventions, Part III|
|May 7||Student-Led Discussions|
|May 14||Final Paper Workshop||Peer Review of Final Papers||Bring 2 hard copies of your final paper to class|
5 – 7 pm
|Celebration of Student Inquiry||Presentation of Research to a Small Group of Peers||5 – 6 p.m.: Roundtables in 1P Atria
6 – 7 p.m.: Presentations in the Williamson Theater
|May 24||Final Paper Due||Please Email Me Your Final Paper or Put It in My Mailbox in 3S–208|