DOC. CORE II 1

UNIVERSITY OF NORTHERN COLORADO

College of Education and Behavioral Sciences

Educational Leadership and Policy Studies

ELPS 752 Doctoral Core II

Ed.D. in Educational Leadership

Spring 2019 – 6 semester hours

INSTRUCTORS:

Thomas (Lee) Morgan Amie Cieminski

McKee 401 McKee 403

970-351-2832 (O) 970-351- 1853 (O)

303-910-7263 (M) 970-576-1068 (M)

thomas.morgan@unco.edu amie.cieminski@unco.edu

COURSE DESCRIPTION

This course is the second of three core seminars taken by doctoral students in the Program of

Educational Leadership and Policy Studies (ELPS). These core seminars are founded on the

belief that students gain a deeper understanding of leadership and policy issues through

concentrated study as members of a cohort group with a team of faculty. Students enroll in these

seminars during the fall and spring semesters following admission to doctoral study.

This introductory seminar focuses on three themes: (1) values and ethics in leadership and

policy, (2) accountability and closing the achievement gap in education, and (3) research and

collaborative problem analysis. The cohort engages various learning strategies to better

understand leadership and organizations in K – 12 school districts and related organizations.

OVERVIEW OF PROGRAM PHILOSOPHY

The underlying philosophy of this program is that educational leaders possess knowledge of self,

others, organizations, and society necessary to perform creatively and effectively in diverse

environments. Leaders engage people in identifying and working toward the accomplishment of

a shared vision for the organization. Leaders incorporate the ideas, values, and experiences

reflective of a pluralistic society and promote continual learning.

Learning experiences for this course contribute to students' understanding of the underlying

beliefs of our leadership development program:

• Human growth and development are lifelong pursuits.

• Organizations are artifacts of a larger society.

• Learning, teaching, and collegiality are fundamental activities of educational organizations.

• Validated knowledge and active inquiry form the basis of practice.

• Moral and ethical imperatives drive leadership behavior.

• Leadership encompasses a learned set of knowledge, skills, and attitudes.

• Effective leadership in educational organizations depends on individual and team efforts.

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• Leaders' behaviors and actions model their beliefs and values.

• Leaders effect positive change in individuals and organizations.

ACCOMMODATIONS STATEMENT

Students who believe that they may need accommodations in this class are encouraged to contact

the Disability Support Services, voice/TTY (970) 351-2289, or fax (970) 351-4166, or visit

www.unco.edu/dss as soon as possible to ensure that accommodations are implemented in a timely

fashion.

INCLUSIVITY STATEMENT

The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning

environment where diversity and individual differences are understood, respected, appreciated,

and recognized as a source of strength. We expect that students, faculty, administrators and staff

within CEBS will respect differences and demonstrate diligence in understanding how other

peoples’ perspectives, behaviors, and worldviews may be different from their own.

COURSE OBJECTIVES

This course is the second of two core seminars taken by doctoral students in the Educational

Leadership and Policy Studies program. These core seminars are founded on a belief that

students gain a deeper understanding of leadership and policy issues through concentrated study

as members of a cohort group with a team of faculty. Students enroll in these seminars during the

fall and spring semesters following admissions to the doctoral program.

The two core seminars are intended to introduce students to emerging problems and issues in

educational leadership and to help socialize students to their roles as active inquirers and seekers

of new knowledge. Because each cohort group is unique, specific objectives may vary from year

to year.

This list of selected objectives may be expanded by seminar participants. As a result of seminar

activities, students will understand many perspectives of leadership in organizations and

collaborative inquiry. Objectives are to:

1. Recognize perspectives on leadership and research through an understanding of different

epistemologies;

2. Use selected metaphors for understanding organizational theory/organizational behavior

and leadership in k-12 organizations;

3. Develop the skills necessary for designing and executing a collaborative problem analysis;

4. Initiate an understanding of quantitative and qualitative methods of gathering and

analyzing data;

5. Build a cohort of supportive colleagues who value collegiality and team building;

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TEXT AND READINGS

The following are the required texts for ELPS 752. In addition to these texts students will be asked

to read supplementary materials.

American Psychological Association. (2010). Publication manual of the American

Psychological Association (6th ed.). Washington, D.C.: Author.

Creswell, J. W. (2011). Educational research: Planning, conducting, and evaluating quantitative

and qualitative research, 4th edition. Upper Saddle River, NJ: Pearson Education, Inc.

ISBN 0131367390

Crotty, M. (2013). The foundation of social research: Meaning and perspective in the research process.

Thousand Oaks, CA: SAGE. ISBN 9780761961062

COURSE ACTIVITIES AND ASSIGNMENTS

The course is designed to encourage collegial sharing and discussion. As such, seminar activities

include:

1. Collaborative Problem Analysis

a. Small groups will work with the faculty team in designing and conducting studies

related to one (or more) problems. Individuals and/or groups will critique other

groups' research design and proposed conclusions and recommendations.

b. Groups will prepare the following in a final report suitable for presentation at a

professional conference and/or publication in a professional journal:

i. Statement of the problem and purpose of the study,

ii. A literature review,

iii. Research questions or hypotheses as appropriate,

iv. Description of methodology and samples and instruments,

v. Findings, and

vi. Conclusions and recommendations.

c. Collaborative Research project group presentation, which is well-organized,

clearly and creatively presented, and in the style of a presentation at a professional

conference.

d. CPA research presentation for UNC Graduate Research Night (presentation or

poster) and/or presentation proposal submission for University Council for

Education Administration (UCEA). More details will be provided in class.

2. Small Group Analysis of Research Perspectives and Individual Lists of a Variety of

Research Perspectives and Methods:

a. Students will work in their CPA groups to apply the epistemologies, theoretical

perspectives, methodologies, and methods described in the Crotty text by analyzing

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one or more research articles provided by the instructors. Students will then share

their analyses with the group.

b. Individual students will develop a description of five studies that could be

conducted to explore the problem identified in their literature review in ELPS 751,

each study representative of a different epistemology, theoretical perspective,

methodology, and/or method, in order to demonstrate and apply their understanding

of the concepts presented in the Crotty text. These will be shared in either a small

or large group format.

3. A reflection paper that describes your beliefs about leadership and educational issues

given the course readings and activities of Doc Core I & II. This reflection is also to

include the student’s program review (career goals, progress in the program thus far, etc.)

and is to be submitted to the student’s advisor. This will serve as the basis of the first

required doctoral program progress letter that will be submitted by the advisor to the

Graduate School.

Assignments are described more thoroughly on handouts provided by the instructors.

Assignments are due on the date identified on the Topics/Assignment list. Prior arrangements

should be made with the instructors when an assignment will not be completed by the due date.

Assignments are graded according to a rubric with ratings from 4 (high) to 1 (low). Final grades

are awarded in accordance with the Graduate Bulletin that specifies: "Superior is indicated by

'A,' above average is 'B,' average is 'C,' below average but passing is 'D,' and failure is 'F.'"

The University of Northern Colorado recently introduced pluses and minuses to its grading

system. In Educational Leadership and Policy Studies the implementation of pluses and minuses

in grading has been left up to the discretion of each professor. For this course pluses and minuses

will be used to differentiate between the overall assessment/effort of each student if significant

discrepancies arise.

After receiving feedback on each assignment students are encouraged to consider what they

would do differently if given the opportunity to improve the submitted work, regardless of the

final grade. Learning happens as students look for ways to improve.

EVALUATION

Final grades will be derived from assessments of each student's oral and written performance.

• Small Group and Individual Crotty Concept Application 10%

• Final Collaborative Problem Analysis Paper 30%

• Oral Presentation-Collaborative Problem Analysis 10%

• Research Poster or Proposal 15%

• Reflection Paper 5%

• Class Participation 30%

• TOTAL 100%

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CRITERIA FOR CLASS PARTICIPATION AND PREPARATION

Attendance in the seminar (both in person and in online sessions) is extremely important for

understanding and applying the course concepts. If you are unable to attend a session due to a

personal or professional commitment, please contact (by phone, if possible, or by email) an

instructor prior to the class. Alternative assignments may be required as mutually determined

by the student and the instructors.

Students are expected to prepare for classes, participate in activities, and complete assignments

in a timely fashion. Students also participate in an exit interview with faculty at the conclusion of

the semester. Participation in class activities and discussions includes:

• Providing informed opinion and relevant commentary

• Raising insightful, thought-provoking questions

• Displaying appropriate leadership, participation, and followership in group work

• Monitoring and providing feedback in terms of group norms

• Displaying a professional demeanor

• Clarifying others’ ideas

• Challenging ideas constructively

• Accepting responsibility for “make up” work if miss a class

• Coming to class prepared

EMAIL/CANVAS SUBMISSIONS

Students must have an email address so communication among the instructors and students can

be conducted electronically. Students should include both instructors on emails pertaining to

questions about the course. When sending emails to the instructors regarding the CPA project,

students should copy all CPA group members. In addition, students will submit all assignments

electronically via the Canvas platform.

ACADEMIC DISHONESTY

Plagiarism or other academic dishonesty of any kind will not be tolerated. The penalty for such

action will result in an “F” letter grade for the course and/or additional sanctions as permitted

under University policy. If you are unsure of how to properly paraphrase or cite a source in APA

style, we encourage you to seek assistance. Problems should be discussed with one of the

instructors at your earliest convenience. Problems, concerns or complaints should be discussed

with the Disability Access Center.

Disability Access

Students who believe that they may need accommodations in this class are encouraged to contact

the Disability Support Services at Campus Box 139 Greeley, CO 80639

Phone: (970) 351-2289 (Voice, TTY), FAX: (970) 351-4166 as soon as possible to ensure that

accommodations are implemented in a timely fashion.

Diversity Statement

The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning

environment where diversity and individual differences are understood, respected, appreciated and

recognized as a source of strength. We expect that students, faculty and staff within CEBS will be

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accepting of differences and demonstrate diligence in understanding how other peoples’

perspectives, behaviors, and world views may be different from their own. Furthermore, as stated

by UNC, “The University will not engage in unlawful discrimination in…educational services

against any person because of race, religion, gender, age, national origin, disability, or veteran

status. It is the University’s policy to prohibit discrimination in…educational services on the basis

of sexual orientation or political affiliation.” (See http://www.unco.edu/hr/AAEO_TitleIX.htm).

ELPS 752 Spring 2019 Tentative COURSE SCHEDULE

Class Topic/Activity Reading/Assignment Due

Creswell methodology chapters will be assigned at the end of ELPS 751 so that

students are ready to present summaries on January 12th.

January 12 Syllabus review

Presentation of Creswell

methodology chapters by students

Qualitative Methodology

• Interviewing Protocols

• Trustworthiness

• Bias

IRB Status Check

Creswell, chapters 10-17

• Each student prepare one

page summary and bring 10

copies to class

• 15-minute presentation on

your assigned methodology

Have access to a copy of 2-3

qualitative research articles

aligned to your CPA topic

January 26

Epistemology, Theoretical

Perspective, Methodology, and

Methods

Positivism

Read Crotty Chapters 1 and 2

February 07 Methodology for CPA paper Due

February 09 Constructionism

Introduction to Coding: Data

analysis discussion and coding

activity

Read Crotty Chapter 3

Read Saldana chapter

February 23

Interpretivism

Quantitative Methodology

Complete Ed.D. program plans

Read Crotty Chapters 4 and 5

Have access to of a quantitative

research article aligned to your

CPA topic

Complete Ed.D. program plans

February 28 Interview Transcriptions Due

March 09 Critical Inquiry

Mixed Methods

Comparison of qualitative,

quantitative, and mixed methods

studies

Data Analysis/Coding Group Time

Read Crotty Chapters 6 and 7

Have access to copy of a mixed

methods research article aligned

to your CPA topic

March 21 Coding Due

March 23 Feminism and Post-Modernism

Introduction to Non-Western

Epistemologies

Read Crotty Chapters 8 and 9

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Findings Group Time

April 4 CPA Draft Due

April 6

Crotty Concept Application (Small

Group & Individual)

Short Individual Presentation on

Epistemology not covered in class

Meetings with individual CPA

groups on data analysis/findings

Development of five potential

research studies pertaining to CPA

topic based on Crotty discussion

April 20 CPA Presentations

Moving forward

CPA papers due

April 27 CPA papers due

April 29-May

3

Research Night Presentation-Poster Reflection Paper due April 20

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FINAL CPA PAPER

As a continuation of the project started in ELPS 751 – Doc. Core I – students will work in the

same groups and complete their proposed studies. This semester will include the following steps:

1. Submitting an IRB application to become authorized to conduct the proposed research

2. Outlining the remaining components of the paper (research question, problem statement,

methodology section, findings section, implications sections, and conclusion)

3. Collecting data (once authorized to do so from IRB)

4. Analyzing data

5. Writing the remaining sections of the paper (methodology, findings, implications, and

conclusion)

6. Presenting findings to the rest of the group (see page 9 of the syllabus)

The final draft of the CPA is due April 27.

The following rubric will be used to assess the CPA paper: 1 Unsatisfactory 2 Needs Improvement 3 Satisfactory 4 Distinguished

Statement of the problem and purpose of the study

Problem statement and study purpose are either not present or not appropriate for the study conducted

Problem statement and study purpose are present but not clearly constructed

Problem statement and study purpose are clearly constructed and appropriate for the study conducted

Problem statement and study purpose are clearly constructed, appropriate for the study conducted, and grounded in the literature

Literature review Literature review is vague, limited, and/or not specific to the research question(s)

Literature review is incomplete, omitting significant research related to the research question(s)

Literature review covers all significant research related to the research question(s)

Literature review covers all significant research related to the research question(s) and is clearly and logically organized

Research questions or hypotheses as appropriate

Research question(s) are vague or inappropriate for the study conducted

Research questions cover the salient points addressed by the study but need rewording

Research questions are clearly worded and appropriate for the study conducted

Research questions are clearly worded and appropriate for the study conducted and clearly grounded in the research literature

Description of methodology and samples and instruments

Methodology is unclear and/or inappropriate for the study conducted and/or research question(s)

Methodology is clear and appropriate for the study conducted and research question(s) but no rationale is given

Methodology is clear and appropriate for the study conducted and research question(s) with a rationale provided for the selection of the methodology

Methodology is clear and appropriate for the study conducted and research question(s) with a rationale provided for the selection of the methodology grounded in the literature

Findings Findings are vague and/or not clearly and logically organized or linked to the research question(s)

Findings are clearly and logically organized but not linked to the research question(s)

Findings are clearly and logically organized and linked to the research question(s)

Findings are clearly and logically organized and linked to the research question(s) and research literature

Conclusions and recommendations

Conclusions are vague and/or not appropriate for the research questions and/or data collected

Conclusions are appropriate for the data collected but not clearly linked to the research question(s)

Conclusions are appropriate for the data collected and clearly linked to the research question(s)

Conclusions are appropriate for the data collected and clearly linked to the research question(s), as well as linked to the research literature and insightful

Professional Writing More than 20 APA errors; unclear and illogical organization in scholarly style

Between 10-20 APA errors; clear and logical organization; some use of language that is not scholarly

Less than ten APA errors; clear and logical organization in scholarly style

No APA errors; clear and logical organization in scholarly style; could be submitted for publication with few revisions

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ORAL PRESENTATION – CPA STUDY

As a culmination to a year of hard work, each CPA group will present to the rest of the cohort

and the professors the findings from their study. The presentations should consist of at least the

following:

1. A brief summary of the literature review

2. The problem statement

3. The research questions

4. The methodology employed to answer the research questions

5. The findings

6. The implications of the findings

7. Reflective statements from each group member on the process

a. What have you learned as a result of your work on the CPA?

b. How daunting does the dissertation feel now?

c. Thoughts on research?

Each CPA group should plan on roughly 20-30 minutes for the presentation. The following

rubric will be used to assess the CPA presentation:

Score Characteristics

4 The presentation presents a brief summary of the literature, the problem

statement, the research questions, the methodology for the study, the findings,

the implications, and reflective statements on the process by each group

member. In addition, the presentation is professional and engaging.

3 A presentation receiving a three addresses most of the points above or fails to

adequately address all the points listed above.

2 A presentation receiving a two clearly omits one point listed above and/or lacks

the required quality to receive a higher score.

1 A presentation receiving a one clearly omits two or more points listed above

and lacks the required quality to receive a higher score.

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REFLECTION PAPER

The final assignment for Doctoral Cohort II is a reflection paper on the experience and also

serves as students’ first progress report in their doctoral program. In the paper, scholars should

address the following points:

1. An assessment of learning that has occurred in the first year of the doctoral program.

2. Highlights of strengths and challenges encountered in the first year regarding course

work/format.

3. A statement of professional and doctoral program goals.

4. A statement of student strengths and areas for growth in the doctoral program.

The paper is due the last class session. (Must also be emailed to student’s doctoral program

advisor.)

The following rubric will be used to assess reflection papers:

Score Characteristics

4 The reflection paper is well written and void of grammatical errors, adheres to

APA guidelines, and address all of the points listed above.

3 A reflection paper receiving a three addresses most of the points above or fails

to adequately address all the points listed above.

2 A reflection paper receiving a two clearly omits one point listed above and/or

lacks the required quality to receive a higher score.

1 A reflection paper receiving a one clearly omits two or more points listed above

and lacks the required quality to receive a higher score.

CROTTY APPLICATION SMALL GROUP AND INDIVIDUAL ACTIVITIES

The assessment and points for the Crotty application activities will be based on completion as both

are formative assignments. Small group article analysis sheets and individual descriptions of

research studies will be submitted to the instructors to verify involvement and completion in both

activities.

A detailed bibliography related to leadership is available upon request.