Graduate Curriculum Committee Course Proposal Form

For Courses Numbered 6000 and Higher

Note: Before completing this form, please carefully read the accompanying instructions.

1. Course prefix and number: 2. Date:

3. Requested action:

X / New Course
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from / # / to / #

4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected

future delivery methods within the next three years):

Current or Expected

Proposed Delivery Future Delivery

Method(s): Method(s):

On-campus (face to face)
Distance Course (face to face off campus)
X / Online (delivery of 50% or more of the instruction is offered online) / X

5. Justification (must cite accreditation and/or assessment by the graduate faculty) for new course or course revision or course renumbering:

SPED 6994 Research Review and Planning in Special Education is one of three new courses developed in response to the NC Department of Public Instruction (NCDPI) requirement to revision the MAEd Teacher Education programs to reflect new NCDPI standards and 21st Century Skills. This course addresses research knowledge and skills. Course objectives reflect Council for Exceptional Children (required for NCATE approval), 21st Century Skills, and NC Professional Teaching standards and state licensure requirements. The program revisions have been approved by the SPED graduate task force and SPED faculty.

6. Course description exactly as it should appear in the next catalog:

6994. Research Review and Planning in Special Education. (3). P: EDUC 6480 or 6482 or SCIE 6500; SPED 6010, 6014; SPED 6021 or 6022 or 6023, or 6031. Analyzing literature and designing educational research in special education.

7. If this is a course revision, briefly describe the requested change:

Not Applicable

8. Graduate catalog page number from current (.pdf) graduate catalog:

9. Course credit:

Lecture Hours / Weekly / OR / Per Term / Credit Hours / 3 / s.h.
Lab / Weekly / OR / Per Term / Credit Hours / s.h.
Studio / Weekly / OR / Per Term / Credit Hours / s.h.
Practicum / Weekly / OR / Per Term / Credit Hours / s.h.
Internship / Weekly / OR / Per Term / Credit Hours / s.h.
Other (e.g., independent study) Please explain.
Total Credit Hours / 3 / s.h.
25

10. Anticipated annual student enrollment:

11. Affected degrees or academic programs:

Degree(s)/Program(s) / Current Catalog Page / Changes in Degree Hours
MAEd in SPED / 173-175 / No changes

12. Overlapping or duplication with affected units or programs:

X / Not applicable
Notification & response from affected units is attached

13. Council for Teacher Education (CTE) approval (for courses affecting teacher education):

Not applicable
X / Applicable and CTE has given their approval.

14. Service-Learning Advisory Committee (SLAC) approval

X / Not applicable
Applicable and SLAC has given their approval.

15. Statements of support:

a. Staff

X / Current staff is adequate
Additional staff is needed (describe needs in the box below):

b. Facilities

X / Current facilities are adequate
Additional facilities are needed (describe needs in the box below):

c. Library

X / Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition of required initial resources):


d. Unit computer resources

X / Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition):

e. ITCS resources

X / ITCS resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached

16. Course information (see: Graduate Curriculum and Program Development Manual for instructions):

a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and city/state/country

Text(s) and/or readings:
Boudah, D. J. (2011). Conducting educational research: Guide to completing a major project. Thousand Oaks, CA: Sage. ISBN-13: 978-1412979023
Kennedy, C. (2004). Single-case designs for educational research. Boston: Allyn & Bacon. ISBN-13: 978-0205340231
Horner, R, Carr, E., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practices in special education. Exceptional Children, 71, 165-179.
Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137-148.
Publication Manual of the American Psychological Association (6th ed.). (2010).
Washington, DC: American Psychological Association
ISBN-13: 978-1433805615
Slade, C. (2000). Form and Style (12th ed.). Boston: Houghton-Mifflin. Readings from research literature. ISBN-13: 978-0395958278

b. Course objectives for the course (student – centered, behavioral focus)

Upon completion of this course students will:
1.  Explain the nature, function, and implementation of educational research in special education.
2.  Distinguish between the role and function of different single subject research designs in special education research.
3.  Formulate research questions addressing special education issues and practices.
4.  Conduct research literature searches on issues and practices in special education and analyze and synthesize findings.
5.  Design and support research methodology to address a research question addressing issues and practices in special education.
6.  Revise and refine literature reviews and research proposals.
7.  Apply the regulations protecting the rights and welfare of human subjects to research designs.
8.  Construct a reflective portfolio representing growth in special education teaching, leadership, collaboration, and research.

.

c.  Course topic outline

·  The role, relationship, and application of concepts, terminology, and characteristics of educational research in special education
·  Challenges and effective approaches for research in special education
·  Understanding the challenges and impact of educational research in special education
·  Single subject research methods in special education -- review and extension of knowledge and skills in the methodology
·  Single subject research methods in special education – role and application in special education
·  Conducting literature searches and reviews in special education to clarify research questions
·  Formulating research questions
·  Refining the research question to address an issue or practice in special education
·  Designing research methods to address the research question
·  Writing a review of the literature to support research proposals in special education
·  Preparing for Institutional Review Board review
·  Developing and refining the MAEd -- SPED Portfolio

d.  List of course assignments, weighting of each assignment, and grading/evaluation system for determining a grade

·  Examination – Single subject and other educational research designs (15%)
(Objectives 1 & 2)
·  Article analyses and written responses to discussion questions (10%) (Objectives 1, 2, 4)
·  Research Proposal (50%)
(Objectives 3, 4, 5, 6, & 7)
·  Institutional Review Board approval (10%)
(Objective 7)
·  Portfolio (15%)
(Objective 8)
The final letter grade will be determined by the following formula:
A: 94% – 100%
B: 87% – 93%
C: 80% – 86%
F: below 80%

Revised 09-16-2009 4