Header

Course Number and Title:

Course Number:

240:289:01/60

Location:

SEC 403

Course Title:
Seminar: Writing a Research Paper

Day and Time:

Mondays: 5:00 - 6:00 P.M.
Professor's Contact Information

Professor:

Dr. Leigh Zeitz

E-mail address:

zeitz@uni.edu

Office Location:

SEC 411 (inside SEC 405)

Scheduled Hours:

Tues: 1 - 3 & Wed: 1 - 3
Available for IM/iChat/Skype during my office hours as well.

Telephone:

 (319) 273-3249
(319) 404-2588 (cell)
(319) 273-5886 (fax)

Additional Hours:
You can also contact me through WebCT email and I will try to respond within 48 hours. If necessary, individual meetings can be scheduled through telephone, voicemail or email. Students may meet with me face-to-face, over the telephone, or through Instant Messaging/iChat/Skype/Second Life
Instant Messenger: AOL: UNIDrZ

Mission Statement of Educational Technology

The mission of Educational Technology is to prepare professionals who demonstrate capable performance and insightful leadership, and to provide advanced study and professional growth opportunities for practicing professionals.
Based upon research and emerging technologies, the Division of Educational Technology is committed to:
  • Advancing the study of effective learning techniques
  • Designing instruction that integrates appropriate application of technology
  • Advancing message development knowledge and skills
  • Advocating effective integration of technology to support learning

University Catalog Course Description

Variable (This IS what it says in the catalog)

Rationale/Purpose of the Course

Place in the program:

This course is designed to assist graduate students who are considering writing their graduate paper. Its work complements the seminar in evaluating research offered in the fall semester.

Meaning to student:

This course will prepare the student to research, organize and write a graduate paper in APA format. Students will gain skills in organizing their ideas and materials and develop a strategy for creating a finished product.

Major Learning Outcomes/Objectives or Course Goals

Outcomes: Students will:
  • Identify the reasons for writing a graduate level paper;
  • Discuss topics related to educational technology;
  • Define a specific topic for personal research;
  • Develop research questions to direct ensuing research;
  • Use research skills to find relevant material on the selected topic;
  • Organize the researched material in an outline format which corresponds to the UNI graduate requirements for a literature review;
  • Create an outline for the intended paper;
  • Write a graduate-level paper (10-page maximum) on the selected topic;
  • Organize the paper using APA format;

Design:

1.1 Instructional Systems Design
1.1.4.a Conduct basic and applied research related to technology integration and implementation.
Course Requirements
Assumptions: Students have:
  • Skill using a web browser and navigating the Web.
  • Skill using email programs.
  • Reasonably good command of written English grammar.

Expectations:
  • Attend all of the course classes.
  • Complete all of the reading.
  • Complete all assignments to the best of her/his ability
  • Submit assignments ON TIME.
  • Participate in class through discussion.
  • Participate asynchronously through email and forum discussions.
  • Work with other students informally (through face-to-face or some sort of telecommunications system) as well as in formal assignments.
  • Students will use Microsoft Word® and Inspiration® for their assignments. This software may be run on either a Windows or Macintosh computer platform.
  • Work will be submitted, reviewed, and returned electronically.
  • Contact Dr. Z if any questions arise about what is expected or about how to use technology that is necessary to complete assignments.

Required texts:
  • American Psychological Association. 5th edition (2001). Publication Manual of the American Psychological Association. American Psychological Association:Washington D.C. ISBN 1557987912.
  • Rodrigues, D. & Rodrigues, R. (2003). The research paper: A guide to library and internet research. (3rd edition) Prentice Hall: Upper Saddle River, NJ. ISBN 0-13-098256
  • UNI Masters Degree Handbook http://www.uni.edu/coe/ci/Grad_Handbook.pdf
  • Readings will be posted on the web through WebCT
Course Outline/Schedule
Date
Class Activity
Readings Due
Projects Due

1/14

 Introduction to Class
-- Review Course Requirements

1/21
 Martin Luther King's Birthday

1/28

Review Graduate Paper Requirements
--What is a Research Paper?

Rodrigues: Ch. 1
Readings

2/4

 What Elements Comprise a Good Research Paper?

APA: Ch. 1

2/11

 Research Direction
--Identifying a Topic
 Rodrigues: Ch. 2
Readings

Post 20 Possible Topics

2/18

Research Direction
--Developing Research Questions

 Rodrigues: Ch 3 Meet with Dr. Z during weeks of 2/18

2/25

Doing Research
--Research Strategies
--Research Resources

 Readings Submit Proposed Topic

3/3

 Research Tools
--Inspiration® and Microsoft Word®as notetaking/ outlining tools
--Using the Web to Organize Your Research
 Rodrigues: Ch. 6
Readings

3/10

 Writing Strategies
--Turning Your Research into a Written Report
--Setting the Stage for Writing
 Rodrigues: Ch. 7
APA: Ch. 2

3/17
Spring Break
Read a Novel or Newspaper

3/24 Writing Techniques and Strategies
--Introduction to APA format

APA: Ch. 3
Readings

3/31
 Further discussion of APA format
--Electronic Assistants for using APA format successfully		 Rodrigues: Ch. 8
APA: Ch. 4		 Outline for Paper Due

4/7

 Using Word to Edit and Format Your Paper
--Electronic Editing with Track Changes/Insert Comment
--Using Styles to Build Your Table of Contents		 Outline Returned

4/14

 Drawing Conclusions and Recommendations

4/21

 Work week and independent consultations (No formal class meeting but students may make individual appointments with Dr. Z.) First Draft Due (4/21)
First Draft Returned (4/25)

4/28

 Presentations Submit 10-page research paper.(5/2)

5/3

Finals Week - Individual Consultations

Course Organization

The course will meet weekly. Students will work independently on some projects and participate collaboratively for other projects. The final paper will be written individually.

The course will use WebCT to post course information, assignment descriptions, and personal grades. Web pages will provide detailed information for individual lessons with "entry points" linked to related Web sites, books and essay lists as starting points for lesson activities. Note: Due to the ever-changing nature of the web, please understand that some links may be inactive but they will be corrected ASAP. Students will also be expected to use the WebCT email and forums for interclass communications.
Course Assessment
Student work will be evaluated based upon the assignments submitted. This course will involve both individual and group assignments. Rubrics will be used to provide students with an understanding of teacher expectations for each assignment. It is the student's responsibility to refer to the rubric as well as the assignment explanation to best understand teacher expectations. While Dr. Z does his best to make the rubrics and assignment descriptions understandable, sometimes the words don't convey the intended information and a misunderstanding may occur. Please contact Dr. Z about any questions you may have.

Assignment Submission: Electronic assignments are to be 1) posted in the appropriate discussion group; 2) emailed to Dr. Z when requested; or 3) submitted to the appropriate WebCT drop boxes. They are to be posted/emailed/dropboxed by the beginning of class on the date listed in the Assignments table. Printed assignments will be submitted to Dr. Z at the beginning of class on the dates listed (unless otherwise requested by Dr. Z).

Late Assignments: Late assignments will lose 3% of the final grade for each day late (weekends included).

Submitting Late Assignments: Late electronic materials will be submitted to the appropriate folders on the course server. You MUST also send an email (through WebCT mail) to Dr. Z to inform him of your submission. Late printed assignments must be given to Dr. Z directly or deposited in his mailbox in SEC 618. If you submit your work to the SEC 618 mailbox in person, have a secretary validate the submission date so you will not lose more points than necessary.

Resubmitting Assignments: Each assignment is intended to help a student develop knowledge/skills/ dispositions that will assist the student in achieving the stated goals and objectives for the class. Therefore, it is to the student's advantage to complete each assignment to the best of his or her ability. To this end, students will be allowed to redo and resubmit their assignments after they have been graded. Resubmission will enable the student to earn half as many points as earned due to the reworking of the assignments (e.g., A student received 60 out of 100 points after the first submission of an assignment. Based upon the feedback given by Dr. Z, the student may rework the assignment and earn an additional 30 points from the changes. The student's final grade for the assignment would be 60 + 15 (half of additional 30 points earned) for a total of 75 points.)

Resubmitted assignments MUST: (Failure to fulfill ANY of these requirements disqualifies the resubmission)

  • Be submitted within 8 days of the day the student received the assignment.
  • Include the earlier assignment.
  • Include the points sheet from the earlier assignment.
  • Contain all materials in a large envelope (if submitted on paper or disk).
  • Be labeled with Name, Class, Date and RESUBMIT on the outside of the notebook/envelope.

Final Grades: Final grades will be assigned using the grading table listed in the Assignments table and posted on WebCT.

Attendance: Students are expected to attend ALL classes. Attendance will be taken every class. Four (4) points will be deducted for every unexcused absence (Excused absences include dire sickness (Doctor excuse is required), family death or professional activity (e.g., parent-teacher conferences). The student is responsible for obtaining the information covered in class from other students or through an out-of-class appointment with Dr. Z.

Course Assignments
Assignment
Due Date
Points
Medium
Post 20 possible research topics
2/11
10
Electronic
Meet with Dr. Z
2/22
10
Flesh
Submit Topic Proposal
2/25
10
Electronic
Submit Paper Outline
3/31
20
Electronic
Submit First Draft
4/21
20
Electronic
Submit Final Paper
5/2
70
Electronic
Participation
20
Flesh
Attendance
40
Flesh

Total Possible
200
Min %
Points
Grade
Min %
Points
Grade
Min %
Points
Grade
96%
200-192
A
84%
173-168
B-
72%
149-144
D+
93%
191-186
A-
81%
167-162
C+
69%
143-138
D
90%
185-180
B+
78%
161-156
C
66%
137-132
D-
87%
179-174
B
75%
155-150
C-

131-0
F

Bibliography

Alessi, S. & Trollip, S. (2001). Multimedia for learning: Methods and development. Needham Heights, MA: Allyn and Bacon.
Anglin, G.J (1995). Instructional technology. Past, present, and future. Englewood, CO: Libraries Unlimited, Inc.
Bloom, B. S. (Ed.) (1956). Taxonomy of educational objectives. New York: David McKay Company, Inc.
Brooks J.G. & Brooks M.G. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Dick, W & Carey, L (2000). The systematic design of instruction. New York: Harper Collins College Publishers.
Driscoll, M (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn and Bacon.
Ely, D.P. & Plomp, T (1996). Classic writings on instructional technology. Englewood, CO: Libraries Unlimited, Inc.
Ely, D.P. & Plomp, T (2001). Classic writings on instructional technology. (Vol.2) Englewood, CO: Libraries Unlimited, Inc.
Gardner, H (1993). Frames of mind; The theory of multiple intelligences. New York: Basic Books.
Heinich, R & Molenda, M & Russel, J & Smaldino, S (2002). Instructional media and technologies for learning (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Jonassen, D.H. (2000). Computers as mindtools for schools. Upper Saddle River, NJ: Prentice Hall Inc.
Jonassen, D.H. (1988). Instructional designs for microcomputer courseware. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Jonassen, D.H (Ed.) (1996). Handbook of research for educational communications and technology. New York: Simon & Schuster Macmillan.
Moore, D.M. & Dwyer, F.M (1994). Visual literacy; A spectrum of visual learning. Englewood Cliffs, NJ: Educational Technology Publications.
Palloff, M & Pratt, K (1999). Building learning communities in cyberspace. San Francisco: Jossey- Bass Publishers.
Reigeluth, C.M. (1999). Instructional design theories and models; (Vol.2) Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Seels, B & Richey, R (1994). Instructional technology: The definition and domains of the field. Washington, DC: Association for Educational Communications and Technology.
Williams, R (1994). The non-designer's design book. Berkeley, CA: Peachpit Press.

University's Equal Opportunity Statement

The University of Northern Iowa is an Affirmative Action Equal Opportunity Institution. The Americans with Disabilities Act of 1990 (ADA) provides protection from illegal discrimination for qualified individuals with disabilities. Students requesting instructional accommodations due to disabilities must arrange for such accommodations through the Office of Disability Services (ODS). The ODS is located at 103 Student Health Center and the telephone number is 273-2676.
University's Plagiarism Policy
All students should refer to UNI's Academic Ethics Policies on pgs. 43-44 in the 2006-2008 Programs and Courses
Catalog (http://www.uni.edu/pubrel/catalog/acadreg.shtml) or visit the UNI Academic Ethics web site (http://www.uni.edu/pres/policies/301.shtml).
A student who is found using scholarly work improperly will be penalized.
Students will be required to submit some assignments via an anti-plagiarism system.

This page was last updated by Dr. Z on 1/14/08