Graduate School Course Syllabus And Course Informatio 548475

Graduate Schoolcourse Syllabuscourse Informationdsrt839 M40advanced

Develop a comprehensive academic paper based on the provided course syllabus for DSRT839 - M40 Advanced Research Methods, focusing on the course's objectives, structure, requirements, and significance in the context of doctoral research in education and related fields.

Paper For Above instruction

Introduction

The DSRT839 - M40 Advanced Research Methods course at the University of the Cumberlands is a pivotal component of doctoral education, aimed at equipping students with sophisticated understanding and skills necessary for conducting high-quality research in education, business, technology, and leadership fields. This course, designed as a hybrid learning experience, emphasizes a holistic approach to research methods, from conceptualization to dissemination, enabling students to develop a robust dissertation proposal. This paper explores the course's structure, learning objectives, instructional strategies, assessments, and its broader significance in fostering scholarly excellence among doctoral candidates.

Course Objectives and Learning Outcomes

The primary objective of this course is to guide doctoral students through the meticulous process of creating a comprehensive dissertation proposal. Specifically, students are expected to:

  • Articulate a clear rationale and introduction centered on a relevant problem or topic aligned with their academic and professional interests in education, technology, or leadership.
  • Construct an extensive literature review that critically synthesizes existing research, highlighting gaps and opportunities for further investigation.
  • Design and articulate an appropriate research methodology, including the selection of suitable research designs, data collection instruments, and analytical strategies.
  • Successfully obtain approval for their research proposal from both their advisor and the Institutional Research Board (IRB), including preparing necessary documentation such as approval letters and consent forms.
  • Evaluate their progress through assignments, discussions, and exams, culminating in the development and approval of a three-chapter dissertation proposal.

By fulfilling these objectives, students advance towards key academic milestones such as completing Dissertation Manual Chapters 1 and 3, passing the Comprehensive Examination (COMPS), and initiating the IRB review process, thus laying a solid foundation for their doctoral research journey.

Course Structure and Instructional Strategies

The course employs a structured yet flexible approach combining synchronous and asynchronous learning modalities, referred to as a hybrid format. The weekly schedule encompasses a blend of readings, discussions, activities, and assignments designed to progressively develop students' research competence. For example, initial weeks focus on understanding research approaches and reviewing literature, while later sessions emphasize crafting the introduction, purpose statements, and research questions, as well as designing research methodologies for quantitative, qualitative, and mixed methods studies.

Key instructional strategies include guided lectures, interactive online discussions, hands-on assignments, and real-time feedback from instructors. Regular participation in discussions and timely submission of assignments are required to ensure continuous engagement and mastery of research concepts. The integration of practical exercises, such as creating outlines, drafts, and susceptibility to feedback, enables students to refine their proposals effectively.

Assessments and Grading

Assessment in DSRT839 emphasizes both formative and summative activities. The major graded components include:

  • Residency Activity, primarily the completion of Chapter 1, which accounts for 60% of the grade, emphasizing the importance of a comprehensive introduction and conceptual framing of the research topic.
  • Completion of Chapter 3 (Methods chapter), which must be finalized by course end, reflecting the student's ability to design rigorous research strategies.
  • Participation in online discussions, engagement in synchronous class sessions, and timely completion of homework assignments, all contributing to the overall understanding and application of research principles.
  • Successful passing of the comprehensive exam (COMPS), a requirement for progressing to subsequent research phases.
  • Grades are assigned based on a scale from A (90–100%) to F (below 70%), with clear benchmarks for each course component. The emphasis on final submissions and practical activities underscores the course’s commitment to producing viable dissertation proposals that meet scholarly standards.
  • Significance and Broader Implications
  • The DSRT839 course plays a crucial role in doctoral education by bridging theoretical knowledge of research methods with pragmatic skills essential for dissertation development. This process fosters critical thinking, methodological rigor, and scholarly integrity, which are vital for producing publishable research and contributing to the academic community. Furthermore, the course's focus on obtaining IRB approval and navigating ethical considerations prepares students for responsible research practices, aligning with broader institutional and professional standards.
  • By setting a strong foundation in research methodology, the course empowers students to undertake independent investigations that can inform policy, practice, and further research within their respective fields. The emphasis on comprehensive proposal development ensures that students are equipped not only to complete their dissertations but also to engage in lifelong scholarly inquiry, ultimately impacting their careers and the communities they serve.
  • Conclusion
  • In sum, the DSRT839 - M40 Advanced Research Methods course embodies a rigorous and strategic approach to doctoral research training. Through its structured curriculum, practical assessments, and emphasis on ethical and methodological rigor, it prepares students to contribute meaningfully to their fields. As a cornerstone of doctoral education, the course fosters essential skills for academic success and professional advancement, underscoring the university’s commitment to fostering scholarly excellence and ethical research practices.
  • References
  • American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.
  • Lunenburg, F. C., & Irby, B. J. (2008). Writing a successful thesis or dissertation: Advice from committee members. Corwin Press.
  • Spatz, C. (2014). Exploring Statistics. Sage Publications.
  • Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
  • Leedy, P. D., & Ormrod, J. E. (2018). Practical research: Planning and design (12th ed.). Pearson.
  • Ravitch, S. M., & Riggan, M. (2016). Reason & rigor: How conceptual frameworks guide research. SAGE Publications.
  • Mertens, D. M. (2018). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (5th ed.). Sage Publications.
  • Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
  • Yin, R. K. (2018). Case study research and applications: Design and methods. Sage Publications.
  • Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches (7th ed.). Pearson.

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