EDP 7057 Spring 2009 Semester

EDP 7057 – Spring 2009 Semester Professor: Marisal R. Gavilan ZEB 358A Telephone: (305) 348-3223 Fax: (305) 348-4125 e-mail: [email protected] Web Addr...
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EDP 7057 – Spring 2009 Semester Professor: Marisal R. Gavilan ZEB 358A Telephone: (305) 348-3223 Fax: (305) 348-4125 e-mail: [email protected] Web Address: www.fiu.edu/~gavilanm Office Hours: 10-11 am on those Saturdays that we have classes Vision and Mission of the College of Education 

The desired future of the College of Education at Florida International University is one in which candidates, faculty, and staff embrace the shared experiences of a diverse, international, professional learning community. (Vision Statement of the Conceptual Framework of the College of Education – Revised 2007, p.1).

The mission of the College of Education includes a three-pronged approach. First, the College is charged to prepare professionals who have the knowledge, abilities, and dispositions to facilitate and enhance learning and development within diverse settings. Second, the College must promote and facilitate the discovery, development, documentation, assessment, and dissemination of knowledge related to teaching and learning. The third part of the College’s mission is to develop professional partnerships in the larger community that foster significant educational, social, economic and political change. Consistent with the institution’s role of public, urban, multicultural research university, the unit’s mission is to serve the population of Southeast Florida, the State, the Nation and the international community by imparting knowledge through excellent teaching, creating new knowledge through research, and fostering and nurturing creativity and its expression through service (Mission Statement of the College of Education Conceptual Framework, 2007). 

Student Learning Outcomes The three major outcomes become the lens through which each program organizes learning experiences and contributes to the vision and aim of the College of Education. o Unit Content Outcome: Stewards of the Discipline (Knowledge) o Unit Process Outcome: Reflective Inquirer (Skills) o Unit Dispositions Outcome: Mindful Educator (Dispositions)

Introduction This semester course provides an integrative, interactive survey of knowledge and research in cognitive development and neuroscience as it applies to the development of leadership and executive skills from early childhood to adulthood. Topics include normal cognitive and emotional development and their relation to learning and education.

Among the major theoretical orientations are information processing, emotion theory, neural networks, dynamic systems, modularity/constraints, executive skills theory, and leadership and the brain. The course makes use of extensive web-based material and classroom interaction, with lectures/discussions/presentations during every class meeting. Students will complete a major project by the end of the Fall semester. This is a required course for students enrolled in the Doctor in Education Degree Program. Required Texts: Dickman, M.H. & Stanford-Blair, N. (2004) Connecting Leadership to the Brain, Corwin Press, Sage Publication Company, Thousand Oaks, California Dawson, P. & Guare, R. Executive Skills in Children and Adolescent (2002) The Guildford Press, New York Recommended Text: Meltzer, L. (2007) Executive Function in Education: From Theory to Practice, The Guildford Press, New York Participants in this course will be involved in three major developmental tasks during the Fall Semester. First, participants will discuss both orally and in writing the assigned reading during every class meeting. This assignment will be turned in to the instructor and points will be given for participation. Secondly, students will choose one of the chapters from the recommended text: Executive Function in Education to present to the class in order to extend the knowledge of the executive function processes to teaching and learning. Finally, all participants will develop a 10 page research paper on a topic of choice as preliminary planning for their dissertation. This topic of choice should also include any concepts discussed in this class. Classes will begin on January 10th 2009 , discussion groups will be formed, the delivery of the course will be presented and Dickmann’s chapters 2 and 3 will discussed Grading: Class discussions (6 pts. per class) Presentation Research paper Total Pts.

24 26 50 100 Schedule

Dates

Assignment

Activities

January 10

Introduction to the course Dickman – Chapters 1 & 2 Dickman Chapter 3 Dawson Chapters 1, 2, 3, 4, 5. 6. and 7 Dickman Chapters 4, 5, 6, and 7 Students’ Presentations (N= 6) Students’ Presentations (N=5) Course wrap up

February 7 February 28 March 7 March 28 April 4

Lecture/discussion/reflection Lecture/discussion/reflection Lecture/discussion/reflection Lecture/discussion/reflection Five students will present topics from Meltzer’s book Five students will present topics from Meltzer’s book Course evaluations

Criteria for classroom routines: Participation in group activities include (but are not limited to) Participants’ generated questions, reflective exercises, instructional games, etc. Each of these activities will be graded. Twenty five percent of the course grade stem from these activities Criteria for classroom presentations Each student will choose a topic to present in class on the research advances on the theoretical and practical aspects of Executive Function. Meltzer’s book chapters will be used as the bases for the presentation, additional research is expected to supplement this information. Students will have an abstract of the presentation as well as the references used to supplement their ideas. Scoring of these presentations will follow the following rubric: Oral Report Scoring Rubric Name of Student: Quality of Research 1 (incomplete) 2 (minimal) Quality of Visuals

3 (adequate)

4 (strong)

5 (outstanding)

1 (incomplete) 2 (minimal) Participants’ engagement

3 (adequate)

4 (strong)

5 (outstanding)

1 (incomplete)

3 (adequate)

4 (strong)

5 (outstanding)

3 (adequate)

4 (strong)

5 (outstanding)

2 (minimal)

Abstract and References 1 (incomplete)

2 (minimal)

Standards Met 1 (incomplete)

2 (minimal)

3 (adequate)

4 (strong) Total

5 (outstanding) 25 points

Criteria for the Research Paper: For those students with a topic in mind: These students will develop a 10 page qualitative research paper in which they will connect their dissertation topic to one or more of the three main orientations discussed in this class. Review of the literature include, but is not limited to professional journals and published or edited books in the areas of leadership and the brain or executive skills. A minimum of 10 entries required. For those students without a prepared topic: These students will develop a 10 page qualitative research paper in which they will develop a topic related to the orientations discussed in this class. The topic should be directed to a research question that they have in mind and are interested in exploring. A minimum of 10 entries is required. Topics must be discussed with your instructor on the fourth week of class. All papers must be cleared by the Turnitin Program before submitted to the instructor. A maximum similarity index of 10 must be obtained. Any points over 10 will be deducted from the final grade. Papers must be given to your instructor on or before 12-9. Format: 10 double spaced pages One inch margins 12 font APA Style Be sure to follow APA style and to use all the qualities that typify professional writing. Use topic sentences well focused paragraphs, good spelling, grammar habits, and formatting of references. Each of these makes your important ideas more accessible to your reader and identifies you as a capable professional in your field. To help you in conceptualizing your writing, you should check to make sure that you have satisfied the criteria that I will use to assess your work. For APA guidelines please go to www.fiu.edu/~docstudy/ Then open APA Style Manual.