|Instructor:||Ellery Samuels, Ph.D.||Office:||3S–207A|
Tuesdays, 5:30 – 6:30 pm
And by appointment
All course materials will be made available before being covered in class in the online course schedule. They will also be sent to your preferred email address at the same time.
Although we will occasionally use non-primary sources, most of the course materials will be primary sources such as peer-reviewed journal articles and book chapters.
Our first semester of the EDD 630-631 sequence will be generally devoted to:
We will also discuss the some of the ways that emotions affect learning.
During the second semester, you will also conduct, analyze, and present the evaluation of your intervention. Therefore, the intervention you design must be one you can indeed implement—either alone or in collaboration with a small group of course-, community-, or school-based colleagues. Likewise, the evaluation must be both possible and apposite.
Although I will not be able to avoid teacher-centered lectures fairly often—especially when covering the scientific method—I will incorporate student participation as much as I can. Of course, one cannot participate in a conversation on a topic without information on the topic. Therefore, I will typically assign readings about two weeks before it is covered in class and will expect everyone to have read them enough to discuss them. Given the prominence of topics discussions in this section, a large portion of your final grade (40%) will be composed of class engagement.
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 develop your idea and then the proposal itself. Nonetheless, as the semester progresses, I will expect you to first go to your fellow students more and more for assistance and feedback. As I’m sure you know, one of the best ways to learn is to teach.
In addition to any meetings outside of class that you initiate, I will meet with you during the course’s conference hours to address issues specific to the development of your program and its evaluation. If you cannot meet during the conference hours listed above, please let me know so we can schedule other times to meet.
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 promptly 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 and all needs you have.
Even if not necessarily the final courses you take, the EDD 630/631 sequence likely represents the most advanced course in education you will complete. It provides 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 the ability to demonstrate the creation of a sophisticated and state-of-the-art position relevant to this section’s topic, overcoming adversity.
To this end, our section’s objectives and their respective outcomes are:
|Build a working knowledge of the background and current, major concepts within the field of overcoming adversity to succeed academically||
Demonstrate strong grasp of field in:
|Understand the scientific inquiry process that constitutes education’s vanguard and hone the skills needed to build knowledge based on primary inquiry.||
|Acquire a strong grasp of a specific area within that broad field of overcoming adversity to succeed academically.||Base the program you design on rationale and objectives that are well-supported by a deep review of the area’s literature.|
|Relate the knowledge you gain in this course to other areas of your professional expertise.||Design an educational program that not only supports the resilience of students, but also is grounded in sound pedagogy and students’ social and/or cognitive development.|
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 your fellow class members and me.
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 I explicitly excuse the absences.
Your active contribution to the course comprise part of your final course grade. Of course, one can contribute to (and detract from) a class in many ways. Therefore, I construe positive class participation broadly: The more your classmates benefit from your active engagement in the course, the more I will consider you to be performing sufficiently in this regard.
The writing you will do leading up to your final project for the semester will be reviewed by your peers and by me. Your fellow students will provide most of the formative assessments of your work. I will assess the initial writings you complete to establish the general type and scale of feedback I would like you to give your peers. I will then review both your subsequent writing and the reviews you are given on it. From the writing you do leading up to your final project and from the feedback you give your fellow students I will compute your course writing grade.
Your final project, however, will only be graded by me. I would prefer you to submit this final project electronically (e.g., through email), but you can instead submit a paper copy. The final project and the rubric I will use to assess it are given below.
Any work you submit should conform to American Psychological Association guidelines, using either the fifth or sixth edition. Both the library and I have copies of these manuals.
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.
CSI understandably requires that anyone affiliated with the college who collects “extra” data (e.g., the sorts of data you will collect for your research project) must complete an online training course in research ethics. You will receive the equivalent of an A on a quiz (i.e., 5% of your final grade) for completing this online training.
You must complete this online training by October 16th. To do this:
An additional requirement of any investigation conducted in affiliation with higher education is to complete a proposal that is then vetted by the Institutional Review Board (IRB), which ensures that the investigation does not present undue harm to the participants. Fortunately, for the evaluations we will conduct here, the proposal is relatively simple. The steps to follow and forms to fill out are here, and more about this process as it pertains to us is explained here.
|Class Participation and Course Engagement||30%|
|Course-Based Writing and Peer Review||30%|
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.
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.
|Sept 4||Foundations of Science||Stanovich, P. J. & Stanovich, K. E. (2003). Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research to Make Curricular & Instructional Decisions. Washington, DC: US Department of Education.|
|Sept 11||Anatomy of an Article||
|Oct 2||Sample Thesis Titles and Papers||
|Oct 9||Experimental Design and Statistical Inference|
|Oct 16||Class Cancelled Due to Illness||Ethics Training Due|
|Oct 23||Film and Forum on Charter Schools||
|Oct 30||Class Cancelled Due to Hurricane Sandy|
|Nov 13||Emotions, Stress, Learning, and Motivation||Initial Literature Review Due|
|Nov 20||Literature Review Workshop||Questions to Guide the In-Class Peer Review|
||Intervention & Overall Evaluation Objectives Due|
|Dec 4||Personality and Adversity, Part 1|
|Dec 11||Personality and Adversity, Part 2||Further Development of Intervention and Evaluation Due and Discussed|
|Dec 14||Environmental & Social Influences|
|Dec 18||Final Proposal Due|