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DSRT736_V032020 1
School of Computer and Information Systems COURSE SYLLABUS
Course and Instructor Information
Course Name DSRT 736-Dissertation Seminar, 030 Summer, 2020, 16 weeks Course Format: Hybrid Online Course with Required Residency Residency Session Date: June 26, 2020 – June 28, 2020
Residency Session Course Site: Online Professor Dr. Mary Lind
Contact Information Email: [email protected] Office Location: Remote Phone:334-303-8006 Office Hours/Preferred Contact Times: As needed
Nature of Course Content and Goals
Course Description This course provides guided instruction on the design and writing of a dissertation proposal focused on school-based research. Course activities are intended to strengthen skills in writing project design and research methods.
Course Objectives • Students will recognize the components of a sound dissertation proposal.
• Students will articulate clearly the focus of their dissertation research.
• Students will assess literature relevant to their dissertation project.
• Students will complete a working draft of the literature review for their dissertation
Learner Outcomes/ Assessments
Students will produce a literature review in support of an approved dissertation.
Prerequisites: Satisfactory completion of all coursework, including those in the content specialty area. Comprehensive exams need to be successfully passed;
Course Website Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Books and Resources Required Text(s): • Spatz, Chris, Basic Statistics: Tales of Distributions 7th-9th ed. (New York: Wadsworth).
• University of the Cumberlands Dissertation Handbook.
• Publication Manual of The American Psychological Association (6th ed). (2001). Washington, D.C.: American Psychological Association.
Suggested Text (s):
Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include:
• Cheating – using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assisting another in such activities.
• Lying – falsifying, fabricating, or forging information in either written, spoken, or video presentations.
• Plagiarism—using the published writings, data, interpretations, or ideas of another without proper documentation
Plagiarism includes copying and pasting material from the internet into assignments without properly citing the source of the material.
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Episodes of academic dishonesty are reported to the Vice President for Academic Affairs. The potential penalty for academic dishonesty includes a failing grade on a particular assignment, a failing grade for the entire course, or charges against the student with the appropriate disciplinary body.
Attendance Policy Hybrid/Synchronous Flexible Attendance Regular class attendance is important to student success. While this course is offered in a flexible hybrid/synchronous format, students are expected to fulfill all attendance requirements for the course. The flexible format allows some portions of the course to be offered in a live format (synchronous) while some areas may be offered in recorded form (asynchronous). If live lectures are included in the course, students have the option to attend live class sessions or watch a recording of the lecture. Students have the flexibility to attend all of the live sessions, review all of the recorded lectures, or any combination of the two options. Live Synchronous Sessions: Students attending the live sessions will actively participate in live discussions with the instructor and classmates. Live discussions may include specific topics related to the course objectives. Additionally, some courses may include student presentations during the live class sessions. Participation points will be awarded for attending each live class session. Recorded Asynchronous Session: Students not attending the live sessions are expected to watch the recording in its entirety and submit a summary of the recording. In addition, students should respond to any questions posed in the live session. Faculty may choose to include discussion board assignments for students not attending the live sessions. The summary and responses to any questions should be posted to the appropriate section in the discussion board in iLearn. Points will be awarded for reviewing the recording and submitting the summary. The points awarded for posting the summary will equal the points awarded for attending the live class. If the live class is not attended and a student presentation is due on that day, students will be required to submit a recorded presentation in lieu of the live class presentation. The recorded presentation should be submitted to the appropriate section in the discussion board in iLearn.
Participation Policy Study after study has linked successful academic performance with good class participation. Those who assume positions of responsibility must “show up” in order to be effective. Therefore, students are expected to actively participate in intelligent discussion of assigned topics in all areas (Discussion Board Activities, Synchronous Sessions, Forums, Shared Papers, etc.) to help process course material and/or to demonstrate understanding of course content. Point adjustments will be taken for non-participation.
Disability Accommodations
University of the Cumberlands accepts students with certified disabilities and provides reasonable accommodations for their certified needs in the classroom, in housing, in food service or in other areas. For accommodations to be awarded, a student must submit a completed Accommodations Application form and provide documentation of the disability to the Disability Services Coordinator (Mr. Jacob Ratliff, Boswell Campus Center, Student Services Office Suite, [email protected]). When all paperwork is on file, a meeting between the student and the Coordinator will be arranged to discuss possible accommodations before accommodations are formally approved. Students must then meet with the Coordinator at the beginning of each semester before any academic accommodations can be certified for that term. Certifications for other accommodations are normally reviewed annually.
Academic Appeal Both undergraduate and graduate students have the right to challenge a grade. If discussions with the course instructor and department chair do not lead to a satisfactory conclusion, students may file a formal written appeal with the Vice President for Academic Affairs, who will forward the appeal to the chair of the Academic Appeals Committee. This formal written appeal must be filed by the end of the 4th week of classes in the next regular term following the term in which the course in question was taken. The Academic Appeals Committee then gathers information from the student, the instructor, and any other relevant parties. The Committee will deliver its recommendation on the complaint to the Vice President for Academic Affairs. After reviewing this recommendation and concurring or amending it, the Vice President for Academic Affairs will inform the student and instructor of the disposition of the complaint no later than the last day of classes of the term in which the complaint was filed. Records of all actions regarding academic grade appeals, including their final disposition, are maintained by the Vice President for Academic Affairs and the Academic Appeals Committee. (Undergraduate Catalog/Graduate Catalog)
Appropriate Online Behavior
Prohibited learner conduct includes, but is not limited to the following: Illegal Activities: Learners may not post, transmit, promote, or distribute content that they know is illegal or could reasonably be expected to know is illegal. Conduct that violates federal, state or local laws is prohibited.
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Theft: Learners may not post, transmit, promote, or distribute content that violates copyright or other protected intellectual property rights. Unauthorized use of university property is prohibited. Theft or abuse of computer resources is prohibited. Disrespect: Learners may not harass, threaten, or embarrass others. Learners may not post, transmit, promote, or distribute content that is racially, religiously, or ethnically offensive or is harmful, abusive, vulgar, sexually explicit, or otherwise potentially offensive. Learners must refrain from behavior that may be perceived as inappropriate, offensive, and unfair and must treat all other learners, faculty, staff, and administrators with respect at all times. Dishonesty: Learners may not intentionally provide false information, forge, alter, or falsify documents. Learners may not represent the academic work of others as their own. Learners engaging in prohibited conduct will be subject to disciplinary action, including, but not limited to: course failure, probation, suspension, or expulsion. Such sanctions may lead to additional academic and financial consequences. Learners who are unable to complete a course resulting from disciplinary sanctions, suspension or expulsion are not eligible for tuition refunds.
Student Responsibilities and Course Policies
• The only authorized electronic means of academic, administrative, and co-curricular communication between University of the Cumberlands and its students is through the UCumberlands email system (i.e. Webmail). Each student is responsible for monitoring his/her University email account frequently. This is the primary email account used to correspond with you directly by the University; imperative program information is sent to this email account specifically from campus and program office.
• Students should check for e-mail and class announcements using iLearn (primary) and University of the Cumberlands webmail (secondary).
• Students are expected to find out class assignments for missed classes and make up missed work.
• Students are expected to find out if any changes have been made in the class or assignment schedule.
• Written work must be presented in a professional manner. Work that is not submitted in a professional manner will not be evaluated and will be returned as unacceptable.
o There is a craft to writing. Spelling, grammar, punctuation and diction (word usage) are all tools of that craft. Writing at the collegiate level will show careful attention to these elements of craft. Work that does not exhibit care with regard to these elements will be considered as inadequate for college writing and graded accordingly.
• Students are expected to take the examinations on the designated dates. If you are unable to take the exam on the scheduled date and know in advance, you are to make arrangements with your professor before the designated date. If you miss the exam, you must have a legitimate reason as determined by your professor.
Deadlines and Due Dates: Recognizing that a large part of professional life is meeting deadlines, it is necessary to develop time management and organizational skills. Failure to meet the course deadlines may result in penalties. Keep in mind that all deadlines are set using Eastern Standard Time (EST). Late assignments will NOT be accepted.
Course Activities and Experiences
Students are expected to: • Review any assigned reading material and prepare responses to homework assigned. • Actively participate in activities, assignments, and discussions. • Evaluate and react to each other’s work in a supportive, constructive manner. • Complete specific assignments and exams when specified and in a professional manner. • Utilize learned technologies for class assignments. • Connect content knowledge from core courses to practical training placement and activities.
Writing Expectations Learning outcomes for candidates’ writing competencies include clarity of thought, discernment in planning and organization, and integration of evidence and criteria.
• The instructor expects that students will have knowledge of appropriate forms of documentation and use it where appropriate. APA format is required and style of notation to credit all sources that are not your own.
• There is a craft to writing. Spelling, grammar, punctuation and diction (word usage) are all tools of that craft. Writing at the collegiate level will show careful attention to these elements of craft. Work that does not exhibit care with regard to these elements will be considered as inadequate for college writing and graded accordingly.
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• All assignments, unless otherwise instructed, should be submitted in APA format.
Links to Support Orientation to I-Learn: Student training course on I-Learn, https://ucumberlands.blackboard.com/webapps/portal/frameset.jsp Book Store: https://cumber.bncollege.com/shop/cumberlands/home Library: http://www.ucumberlands.edu/library/ Academic Resources & Writing Center: www.ucumberlands.edu/learningcommons
Course Assignments and Evaluation
Course Evaluation
Students will be evaluated on:
1. Homework Assignments, Discussion, & Quizzes – 2. Practical Connection Assignment – Written Assignment where students will reflect on course concepts
and their practical connection to a working environment.
Residency Project - Research project completed during the residency weekend. Students will be randomly
grouped in iLearn. Each group will submit their research project as a group. Students need to bring their
laptops to conduct research, write research paper (SafeAssign reviewed), create PowerPoint presentation, and
present their project orally before the class. Students must attend the residency weekend to earn a grade, there
are no exceptions to this rule. Students not attending will earn zero points and a 0% as a grade. Please be note
that the totality of all residency activities will constitute 60% of the course grade.
60% of Grade: Residency
30% of Grade: Assignments
10% of Grade: Discussion
Grading Scale Graded work will receive a numeric score reflecting the quality of performance as given above in evaluation methods. The overall course grade will be determined according to the following scale: A= 90-100% B= 80-89.9% C = 70-79.9% F < 69.9% An IP grade is posted initially denoting the dissertation is “in-progress.” When the dissertation is completed,
IP grades are changed to the appropriate letter grade in DSRT 930, DSRT 931, and DSRT 932.
Course Schedule Weekly Unit Readings/Topics Assignments and Due Dates
Week 1 5.4.20 to 5.10.20
Introduction: Identifying the top journals in your area
Navigating the University of Cumberlands’ Library
Read APA Manual Chapters: 1-4
Week 1 Assignment: Identify the top 5
major journals in your field by going to
ranking of journals in your dissertation
area. Identify the source and post the
top 10 journals.
Discussion: Describe the steps for finding your top 5 journals in the UC library. Material: UOC Library Videos; Dissertation Handbook
Week 2 5.11.20 – 5.17.20
Identifying key articles in journals in your area of interest
Read APA Manual Chapters 5-7 Week2 Assignment: For your area of interest select 5 hypothesis testing articles and provide summary of each article and the
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problem researched in each article. Also attach pdf’s of the articles. Discussion: Post a summary of one of the articles you selected for your research. Attach a pdf of the article. Material: Formatting a Dissertation; APA Style for Academic Papers
Week 3 5.18.20 – 5.24.20
Identifying the research problem
Week3 Assignment: For your area of interest select 5 different hypothesis testing articles and provide summary of each article and the problem researched in each article. Also attach pdf’s of the articles. Discussion: Post a summary of one of the articles you selected for the Week3 Assignment on your area of interest. What is the problem explored in this article? Attach a pdf of the article. Material: Literature Reviewa; Literature Reviewb
Week 4 5.25.20 – 5.31.20
Identifying the research problem Week4 Assignment: For your area of interest select 5 different hypothesis testing articles and provide summary of each article and the problem researched in each article. Also attach pdf’s of the articles. Discussion: Post a summary of one of the articles you selected for the Week4 Assignment on your area of interest. What is the problem explored in this article? Attach a pdf of the article. Material: APA for a Dissertation; Literature Review; Social Science Research
Week 5 6.1.20 – 6.7.20
Identifying the research problem Week5 Assignment: For your area of interest select 5 different hypothesis testing articles and provide summary of each article and the problem researched in each article. Also attach pdf’s of the articles. Discussion: Post a summary of one of the articles you selected for the Week5 Assignment on your area of interest. What is the problem explored in this article? Also attach pdf’s of the articles. Material: APA 6th Edition; Quantitative Research
Week 6 6.8.20-6.14.20
Extending the literature review Week6 Assignment: For your area of interest select 5 different hypothesis testing articles and provide summary of each article and the problem researched in each
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article. Also attach pdf’s of the articles. Discussion: Post a summary of one of the articles you selected for the Week6 Assignment on your area of interest. What is the problem explored in this article? Also attach pdf’s of the articles. Material: Qualitative Research
Week 7 6.15.20 – 6.21.20
Extending the literature review Week7 Assignment: For your area of interest select 5 different hypothesis testing articles and provide summary of each article and the problem researched in each article. Also attach pdf’s of the articles. Discussion: Post a summary of one of the articles you selected for the Week7 Assignment on your area of interest. What is the problem explored in this article? Also attach pdf’s of the articles. Material: Causal Models
Week8 6.22.20 – 6.28.20
Extending the literature review Week8 Assignment: For your area of interest select 5 different hypothesis testing articles and provide summary of each article and the problem researched in each article. Also attach pdf’s of the articles. Discussion: Post a summary of one of the articles you selected for the Week8 Assignment on your area of interest. What is the problem explored in this article? Also attach pdf’s of the articles. Material: Social Science Research; APA Format for References, Spurious Relationships
Week9 6.29.20 – 7.5.20
Developing your research model. Week9 Assignment: For your area of interest post your research question and identify the gap that it will answer. Also attach pdf’s of the articles. Discussion: Post a summary of an article that identifies a gap which your research question will fill. Also attach pdf’s of the articles. Material: Quantitative Research
Week10 7.6.20 – 7.12.20
Developing your research model. Week10 Assignment: For your area of interest post your research question and draw a model for the research question. Post the article that is the source of the model and the extension you are making to the model. Discussion: Post a summary of an article that identifies the model
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which your research question will examine and your extension to that model. Also attach pdf’s of the articles. Material: Quantitative Research
Week11 7.13.20 – 7.19.20
Developing your research model. Week11 Assignment: For your area of interest post your research question and research model develop hypotheses for each linkage in the model. Discussion: Post your model for your research question and state your hypotheses and show how they examine the linkages in your model. Material: Scatter1
Week12 7.20.20 – 7.26.20
Discuss the gap the research fills Week12 Assignment: Using your identified articles develop 3 pages to motivate your research question and the gap that it is filling. Provide references from the list developed at the beginning of the course. Discussion: Discuss the approach you used in developing your discussion motivating your research question and the gap. Material: Data Entry 3
Week13 7.27.20 – 8.2.20
Motivating hypotheses Week13 Assignment: Using your identified articles develop 5 pages to motivate half of your hypotheses. Provide references from the list developed at the beginning of the course. Discussion: Discuss the approach you used in developing your literature review to motivate the hypotheses. Material: Causal Models
Week14 8.3.20 – 8.9.20
Drafting Chapter 2 Week14 Assignment: Develop draft of Chapter 2 Discussion: Discuss issues faced in developing the Chapter 2 draft. Material: Hypotheses, Correlation1, Correlation2
Week15 8.10.20 – 8.16.20
Drafting Chapter 2 Week15 Assignment: Develop draft of Chapter 2 Discussion: Discuss issues faced in developing the Chapter 2 draft. Material: Statistics in APA, Thesis APA
Week 16 8.17-20 – 8.20.20
Must be completed during this short week. Final draft of Chapter2 with changes included. Material: Hypotheses
Syllabus Disclaimer: This syllabus is intended as a set of guidelines for this course and the instructor reserves the right to make modifications in content, schedule, and requirements as necessary to promote the best education possible within conditions affecting this course. Any changes to the syllabus will be discussed with the students.
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Chapter 2 Rubric
Proficient (100%) Novice (50%) Needs Improvement (0)
Introduce Chapter
2 (10%)
Clearly describe the approach to
Chapter 2
N/A No introduction provided
Problem
Identification(15%)
Describing the problem to be
addressed
Problem not clear Problem not identified
Problem Gap(15%) Provides literature that
identifies the gap for this
problem
Gap not clear Gap not discussed
Identification of
Model Constructs
with Literature
(15%)
Identifies Model Constructs with
the Literature
Model not clear Model not identified
Model Diagram with hypotheses/ research questions provided (15%)
Clear Model diagram with
statement of hypotheses/
research questions
Model, research
questions, and
hypotheses not clear
Hypotheses/ rsearch
questions not provided
Writing Skills, Grammar, and APA Formatting (10%)
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style. Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style. Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
APA Format for references/ citations (10%)
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing or references not in APA format.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations
References (10%) Cited 40 journal articles from the top journals in your filed
Cited less than fewer than 40 journal articles but more than 30 articles from the top journals in your field
Cited fewer than 30 journal articles from the top journals in your field
