MEd Capstone Handbook

CAPSTONE HANDBOOK

GUIDELINES FOR MASTER OF EDUCATION STUDENTS

Professional Institute Professional for Institute for Educators + MEdEducators Program + MEd Program

Applying To Graduate

Table of Contents Applying to Graduate, Conferral of Degrees, Academic Policies

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Capstone Requirements and Timeline

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Capstone Project Option #1

Students nearing degree completion are required to submit a Graduation Application to the Office of the Registrar. The Application signals the University that a student intends to complete all degree requirements by the end of the term listed on the graduation petition.

If degree requirements are not completed by the end of the term for which a student has applied to graduate, the student will need to update and resubmit the Application. Applications for students who have been withdrawn from the University for a full academic year will be deleted.

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Capstone Project Option #2

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Capstone Project Option #3

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Capstone Oral Defense Procedures

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Appendices:

Access the Graduation module in Student Self-Service: sss.uarts.edu/student

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Submit the Graduation Application to the Office of the Registrar.

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Updates to the Application can be made through the Graduation module.

Conferral of Degrees and Diplomas The Office of the Registrar confers degrees three times per year: at the conclusion of the Fall, Spring and Summer terms. Commencement ceremonies take place in May. Students who are conferred degrees in August or December are invited to participate in Commencement the following May. Students should track degree progress before registration closes during their final semester to confirm completion of degree requirements by the conferral date for which they petitioned to graduate. The Office of the Registrar is available to answer questions related to degree progress. Diploma pickup/mailing varies by the time of year.

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A - Sample Capstone Declaration Rubric B - Sample Capstone Project Rubric C - Sample Title Page Capstone Directory

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See the University Catalogue for detail: catalogue.uarts.edu.

Published in the 2016-17 Academic Year

Academic Policies Academic Integrity

Student Judicial System

Academic Integrity is a commitment to the core values of honesty, trust, fairness, respect and responsibility and their role in ensuring the health and vigor of the academic and creative community. MEd students are encouraged to contact their Capstone Advisor, Committee, and/or the University librarians for guidance in maintaining academic integrity in their work.

Please refer to the University Catalogue for further detail: catalogue.uarts.edu.

Grading Students will receive an IP (In Progress) for EDPD 701 when enrolled in GRAD 001 Graduate Thesis Continuation. A letter grade will be issued for EDPD 701 upon final submission of the Capstone Project.

Violations of Academic Integrity Violations of Academic Integrity are considered to be acts of academic dishonesty and include but are not limited to cheating, plagiarizing, fabricating, denying others access to information or material, and facilitating academic dishonesty, and are subject to the policies and procedures in the Student Code of Conduct. To review the Student Code of Conduct in the UArts Student handbook, please visit www.uarts.edu/students/student-handbook (pg. 42).

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Capstone Requirements All candidates for the Master of Education in Educational Program Design and Master of Education in Educational Technology degrees are required to take EDPD 605 Research Methods and EDPD 701 Capstone Project.

During these courses, students will select, prepare, and complete one of three Capstone Projects: curriculum project, research project, or action research project. The Capstone Project is designed to achieve outcomes based upon the synthesis of understandings acquired from coursework throughout the degree program. EDPD 605 and EDPD 701 will be held online, with an in-person orientation session (Mini Seminar), 2-3 synchronous online sessions as scheduled by the Instructor.

EDPD 605 Research Methods

EDPD 701 Capstone Project

This course prepares the student to successfully engage in the essential aspects of research for the Capstone Project. Major components include:

This course prepares the student to successfully complete one of three projects: design a curriculum, write a research thesis, or create an action research project. The Capstone Project will represent a unique reflection of each student’s individual course of study. Major components include:

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First Session. The first session EDPD 605 Research Methods will include a review of this handbook, introduction to EDPD 605/701 faculty, and review of the Capstone Project timeline including the Oral Defense, Committee selection, submission of the final Capstone Project and graduation.

Capstone Declaration. Student will propose a Capstone Declaration (see Appendix B) for review and approval by EDPD 605/701 faculty and Director of PIE + MEd Programs.

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Capstone Committee: Students work under the guidance of a Capstone Committee, comprised of three individuals: 1) Capstone Instructor, 2) expert in the field or faculty member, selected by the student, 3) PIE + MEd faculty member, selected by the Dean and/or Director, PIE + MEd.

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Capstone Project Submission to Committee: Student will submit a final draft of Capstone Project for review and approval to Committee. Student will submit a Capstone draft to each committee member prior to Week 6 of the Capstone course.

Capstone Committee members will read and submit suggestions to the Capstone Instructor. The Capstone Instructor will work with the student to incorporate suggestions into a Capstone revised Draft. The Capstone Revised Draft will be provided to each Committee member, in hard copy, at least 2 weeks prior to the scheduled Capstone Defense.

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Oral Defense: To occur during Week 12 of EDPD 701.

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Capstone Final Draft Submission: Upon successful defense, student submits final draft to PIE + MEd and University Library (see page 8).

Capstone Proposal: Student will submit a Capstone Declaration (see detail below) for review and approval to EDPD 605/701 faculty and Director, PIE + MEd. The Capstone Proposal will demonstrate extensive study on a given topic (Capstone Statement, approved during EDPD 605) and will contribute to the body of study on the topic selected through the discovery and presentation of new materials or an original interpretation of existing materials. The Proposal serves as the foundation for the final Capstone Project, which will be reviewed and approved by the Capstone Committee.

Capstone Timeline Summer Term (June - August): Final Core Course

Orientation to Capstone Requirements

Fall Term (September – December)

EDPD 605 Research Methods •

September-October: Capstone Declaration

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November: Submit Capstone Proposal Submit Petition to Graduate via Student Self Service

Winter/Spring Term (January – May)

EDPD 701 Capstone Project •

January- February: Select Committee + Schedule Oral Defense

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February-March: Submit Capstone Project draft to Committee Submit Capstone Project draft to Committee

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March: Submit Final Capstone Project

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April: Hold Oral Defense Submit Final Capstone Project to PIE + MEd and University Library

May

Commencement/Hooding Ceremony

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Capstone Project Option #1: Curriculum Project Title Page

Curriculum Overview

See Appendix C.

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Conceptual framework: Describe the theoretical base (formal theory), tacit theories, context, positionality (student as researcher), methodological approach, and research questions that will shape your conceptual framework for the curriculum. Will inform, and will help to organize, curriculum design and implementation decisions.

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Curriculum Summary:

Curriculum Vitae (CV)

Overview of student professional experience, qualifications, and academic achievements.

Problem Statement

What are the short- and long-term goals of the curriculum?

Short (3-4 paragraph) statement that demonstrates a review of research findings and current practice, and contains:

For whom is curriculum intended (grade level(s), Dept.,

Statement of Need: A brief statement, supported by evidence, of a need that the Project plans to address, and the identified gap in the literature relevant to the discipline and area of professional practice.

District, state)?

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Preliminary evidence that demonstrates that this problem is meaningful to the discipline and area of professional practice.

for this?

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Overall purpose or intention of the curriculum.

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Justification for curriculum project and its utility to the discipline and area of professional practice.

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How will the curriculum be organized and what is the rationale

What level of detail will you provide to intended audience(s)?

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Data Sources and Data Collection: Data sources that will inform this curriculum may include classroom-/school-level sets, e.g. test scores, GPA, attendance, and course-taking; and data collection methods, and data collection methods that may include observations, interviews, surveys, documents analysis.

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Analytic Strategies: Outline a plan to analyze the effectiveness of the proposed curriculum. See:

Significance Informed by the Problem Statement, this section describes: •

In what ways will this Curriculum Project address the Problem Statement?

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What original contribution will this Curriculum Project make to the field?

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How does this Curriculum Project support the discipline area, and promote its application? (answer the “So what?” question).

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How relevant is this Curriculum Project to the work of your school/ District? How might findings lead to school and/or district-wide, instructional, and/or assessment changes?

Pretti-Frontczak, K., Robbins, S. H., Jackson, S., Korey-Hirko, S., & Harjusola-Webb, S. (2008). Curriculum Rating Rubric.

Retrieved from: http://www.ehhs.kent.edu/odec/documents/ CurriculumFrameworkRatingRubric_000.pdf Diamond, R. M. (2008). Designing and assessing courses and curricula: A practical guide. San Francisco: John Wiley & Sons. This rubric will help the student to examine the effectiveness of the curriculum when implemented.

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Literature Review

References

The 12-15 page Literature Review is the foundation for the Curriculum Project and serves as a review of the collective evidence in support of the proposed curriculum. What has been tried, what has worked, what has not worked, and why? The goal of the Literature Review is to provide background and build a case for the “need to be addressed” or the “gap in the literature.” It answers the questions: •

Why is this Curriculum Project unique and meaningful at this moment?

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How does this Curriculum Project build on what has come before?

Potential Challenges: What challenges or barriers to curriculum design and/or implementation may need to be addressed?

Format all references and citations using APA Style Contents, 6th ed.

Preview contents here: www.apastyle.org/manual/index.aspx

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Capstone Project Option #2: Research Project Title Page

Methods

See Appendix C.

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Conceptual Framework: In 3-4 paragraphs, describe the theoretical base (formal theory), tacit theories, context, positionality, methodological approach, and research questions that will shape your conceptual framework. The framework will help to identify research design decisions, such as inquiry methods, data collection, and data analysis.

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Research Question(s): Questions that are informed by the Problem Statement, and lead to the development of your Research Question(s) inform your research design by providing a foundation for:

Curriculum Vitae (CV)

Overview of student professional experience, qualifications, and academic achievements.

Problem Statement

Short (3-4 paragraph) statement that is the result of a review of research findings and current practice, and contains the following: •

Statement of Need: A brief statement, supported by evidence, of a need that the Project plans to address and the identified gap in the literature relevant to the discipline and area of professional practice.

Generation of hypotheses (quantitative studies).

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Preliminary evidence that demonstrates that this problem is meaningful to the discipline and area of professional practice.

The ways in which different methods will work together in mixed methods studies.

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Overall purpose or intention of the study:

Meaningful information about your classroom, school, and/ or District.

The inquiry process for qualitative studies.

Justification for research project and its utility to the discipline and area of professional practice.

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For quantitative studies: Describe two or more variables and the proposed relationship among these variables, based on the identified gap or problem.

Nature of the Study: Which methodological approach is best positioned to address your research questions and align to your Problem Statement?.

Quantitative: Experimental, quasi-experimental, or nonexperimental design, treatment-control, repeated measures, causal-comparative, single case, or predictive study.

For qualitative studies: Describe the need for increased understanding of the issue, based on the identified gap or problem.

Qualitative: Ethnography, case study, grounded theory, narrative inquiry, phenomenological research or policy analysis.

For mixed-methods studies: Clarify how the two approaches will be used together to inform the study.

Mixed Methods, primarily quantitative: For sequential, concurrent, or transformative studies, with a main focus on quantitative methods.

Describe the plan to share findings with the broader community.

Informed by the Problem Statement, this section will describe:

Mixed Methods, primarily qualitative: For sequential, concurrent, or transformative studies, with a focus on qualitative methods.

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In what ways will this Research Project address the Problem Statement?

Other: For an alternative research design, with justification.

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What original contribution will this Research Project make to the field?

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How does this Research Project support professional practice, and promote its application? (answer the “So what?” question).

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How relevant is this Research Project to your school/District? How might your results lead to positive academic, social, and/or behavioral outcomes?

Significance

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Analytical Strategies: How do you plan to organize and analyze results. Sample analytical strategies include: multiple regression, content analysis, meta-analysis?

Ethical Considerations: What ethical issues will you will need to consider and what strategies will you use to overcome those issues?

Literature Review

The 12-15 page Literature Review is the foundation for the Research Project and serves as a review of the collective evidence in support of the proposed work. What has been tried, what has worked, what has not worked, and why? The goal of the Literature Review is to provide background and to build a cohesive case for the “need to be addressed” or the “gap in the literature.” It answers the questions: •

Why is this Research Project unique and meaningful at this moment?

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How does this Research Project build on what has come before?

Data Sources and Data Collection: Data sources that will inform this study may include classroom-/school-level data sets, e.g., test scores, GPA, attendance, and course taking; and data collection test scores, GPAs, and data collection methods: observations, interviews, surveys, document analysis.

Potential Challenges: What challenges or barriers to research design and/or implementation do you foresee that may need to be addressed?

References

Format all references and citations using APA Style Contents, 6th ed.

Preview contents here: www.apastyle.org/manual/index.aspx

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Capstone Project Option #3: Action Research Project Title Page

Methods

See Appendix C

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Conceptual Framework: In 3-4 paragraphs, describe the theoretical base (formal theory), tacit theories, context, positionality, methodological approach, and research questions that will shape your conceptual framework for the curriculum. The Framework will help to identify research design decisions, such as inquiry methods, data collection, and data analysis..

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For Action Research: Explanation of how you arrived at this research design, and inspiration for your research question(s).

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Research Question(s): Question or series of related questions that are informed by the Problem Statement, and lead to the development of your research design by providing a foundation for:

Curriculum Vitae (CV)

Overview of student professional experience, qualifications, and academic achievements.

Problem Statement:

Short (3-4 paragraph) statement that is the result of a review of research findings and current practice, and contains the following: •

Statement of Need: A brief statement, supported by evidence, of a need that the Project plans to address and the identified gap in the literature relevant to the discipline and area of professional practice.

•

Preliminary evidence that demonstrates that this problem is meaningful to the discipline and area of professional practice.

•

Overall purpose or intention of the study.

Generation of hypotheses (quantitative studies).

The inquiry process for qualitative studies.

The ways in which different methods will work together in mixed methods studies.

Justification for action research project and its utility to the discipline and area of professional practice.

Meaningful information about your classroom, school, and/or District in action research.

For quantitative studies: Describe two or more variables and the proposed relationship among these variables, based on the identified gap or problem.

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For qualitative studies: Describe the need for increased understanding of the issue, based on the identified gap or problem.

References

For mixed-methods studies: Clarify how the two approaches will be used together to inform the study.

Format all references and citations using APA Style Contents, 6th ed.

Preview contents here: www.apastyle.org/manual/index.aspx

For action research: Explain why action research is the best approach for this Capstone project.

Describe the plan to share findings with the broader community.

Significance Informed by the Problem Statement, this section will describe: •

In what ways will this Action Research Project address the Problem Statement?

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What original contribution will this Action Research Project make to the field?

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How will this Action Research Project specifically impact your classroom/school/District and how will others learn from your work?

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How relevant is this Action Research Project to your school/District?

How might your results lead to positive academic, social, and/or behavioral outcomes?

Literature Review The 12-15 page Literature Review is the foundation for the Action Research Project and serves as a review of the collective evidence in support of the proposed work. What has been tried, what has worked, what has not worked, and why? The goal of the Literature Review is to provide background and a case for the “need to be addressed” or the “gap in the literature.” It answers the questions: •

Why is this Action Research Project unique and meaningful at this moment?

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How does this Action Research Project build on what has come before?

Nature of the Study: Why action research- systematic inquiry into teaching and learning within your own school or District- as a methodological approach is best positioned to address your research questions and Problem Statement.

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Capstone Oral Defense Procedures Oral Defense

After The Defense—Next Steps

The Oral Defense, scheduled during Week 12 of EDPD 701, is a 30-minute presentation of the Capstone Project and is a deep examination of the Project design, methodology, findings, limitations, and recommendations.

The Capstone Committee is responsible for evaluating and rendering a decision on the defense. See Appendix B for rubric.

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Approved as Presented: Members of Capstone Committee sign the Thesis Completion Form. Capstone Instructor submits to Director, PIE + MEd, with the original to University Library.

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Approved, with Minor Revisions: Student is given time to work with Capstone Instructor to make revisions. When complete, Capstone Instructor signs off, circulates Thesis Completion Form to Capstone Committee, and submits to Director, PIE + MEd, with the original to University Library.

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Deferred: Student is given time to work with Capstone Instructor to make revisions. Major revisions may cause delay to student’s anticipated graduation date. When complete, Capstone Instructor signs off, circulates Thesis Completion Form to Capstone Committee, and submits to Director, PIE + MEd, with the original to University Library.

Attendees Required: •

Capstone Committee members

Optional: •

PIE + MEd faculty/staff

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UArts faculty/staff

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Family, friends, colleagues

Notification of Completion

Announcement

Once the final Approval Form is received by the PIE + MEd Office, student will be notified that s/he has successfully met all of the requirements for the MEd.

PIE + MEd will share a Capstone Defense Announcement, including location, two weeks prior to the scheduled Oral Defense date.

Commencement

Technology Needs

All MEd graduates are invited and encouraged to attend UArts’ Hooding Ceremony and Commencement. See http://www.uarts.edu/students/commencement for details.

Student will submit a Request for Technology to pie@uarts.edu or (215) 717-6092 at least five business days prior to the scheduled Oral Defense date.

All students completing a Capstone Project must submit an electronic copy of the final version of their thesis to the Libraries through ProQuest/UMI ETD Administrator. The Project will be archived in the University Libraries’ UArts Digital Collections and in the ProQuest Dissertations & Theses database.

Defense Schedule •

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Student should plan to arrive 30 minutes prior to start time to set up.

Five minutes before start time, student will be asked to step out while the Committee reviews instructions. Capstone Instructor invites student and non-Committee attendees back into the room.

Archiving Final Capstone Project with the UArts Library:

Student will be allotted 30 minutes to present, followed by questions from the Committee and audience members. Questions may be posed regarding material not covered within the Oral Defense but addressed in the Project.

Submission Guidelines: http://library.uarts.edu/about/thesis.html Submission Form: http://www.etdadmin.com/cgi-bin/school?siteId=465

Capstone Continuation Students who have completed EDPD 605 and 701 but who have not received Capstone Project approval will: •

Maintain continuous enrollment, or risk administrative withdrawal.

Register for GRAD 001 Graduate Thesis Continuation and pay a continuance fee (.5 credits of the graduate per credit hour rate) until the Capstone Project is approved.

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Continue to meet with Capstone Instructor to discuss Capstone Project progress and status; resubmit revised Project for review.

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Appendix A: Sample Capstone Declaration Rubric Student: MEd Candidate in: Capstone Project Title: Term/Year:

Criteria

Needs Improvement (1)

Competent (2)

Advanced (3)

Project Description a. Description of the project

Vague or absent description of the nature of the project.

Clear description of the nature of the project.

Sophisticated description of the nature of the project.

b. Overall purpose of the project

Vague or absent description of the purpose of the project.

Clear description of the purpose of the project.

Sophisticated description of the purpose of the project.

c. Justification for this approach

Vague or absent description of justification for this approach.

Clear description of justification for this approach.

Sophisticated description of justification for this approach.

Project Significance a. Why is it significant to the field?

Vague or absent explanation of why the project is significant to the field.

Clear explanation of why the project is significant to the field.

Sophisticated explanation of why the project is significant to the field.

b. Why is it personally significant?

Vague or absent explanation of why the project is personally significant.

Clear explanation of why the project is personally significant.

Sophisticated explanation of why the project is personally significant.

Resources a. Identifies bodies of research that will inform this project

Identifies one or few bodies of research that inform the project.

Identifies two or three bodies of research that inform the project.

Instructor, EDPD 605:

Identifies four or more bodies of research that inform the project.

Instructor, EDPD 701:

Director, PIE + MEd: Average Score:

Capstone Declarations earning 12 or more average points from EDPD 605 Instructor, EDPD 701 Instructor, and Director of PIE + MED will be approved. Capstone Declarations earning less than 12 average points from EDPD 605 Instructor, EDPD 701 Instructor, and Director of PIE + MED will be returned to the student for revisions and resubmission.

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Appendix B: Sample Capstone Project Rubric Student:

MEd Candidate in:

Capstone Project Title: Term/Year:

Criteria

Needs Improvement (1)

Competent (2)

Advanced (3)

Overall Project Quality

The nature and/or proposed intent of the Project is unclear; relevance to student’s program of study is questionable; information presented is unsupported by evidence.

Clear evidence of nature and/or proposed intent of the Project; relevant to student’s program of study; information presented is supported by evidence.

Sophisticated portrayal of nature and/or proposed intent of the Project; exceptional command of material; impressive level of depth and ability to synthesize understanding to application.

Student Reflection

Project lacks focus; does not indicate student reflection on course of study.

Project displays clear focus; exhibits student reflection on course of study.

Project displays sophisticated level of focus; exhibits compelling reflection on course of study.

Synthesis of Knowledge/ Presentation of Ideas

Exhibits a basic understanding of the material, but the presentation of ideas is scattered, inconsistent, and lacking in focus and depth.

Solid understanding of the material, evidenced by clear communication and explanation of Project focus and purpose.

Impressive level of understanding of and new insights into material.

Presentation of ideas is thoughtful, well-constructed, and engaging.

Technical Merit

Production distracts from project’s intent; Project delivery appropriate for intended audiences; contains excessive production errors.

Production method reflects project’s intent; project produced at an appropriate level; contains few to no production errors.

Production method embodies project’s intent; project produced at a professional level.

Total Score: Date

Committee Members Signature Date

Signature Date

Signature Date

Approved, No Revisions. Average of 3.0 across all criteria.

Approved, Minor Revisions. Average of 2.0-2.9 across all criteria.

Deferred, Revisions. Average of below 2.0 across all criteria.

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Appendix C: Sample Title Page Title Page •

Title: double spaced, centered under “Prospectus”

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Include name, program of study (+ area of emphasis, if applicable), ID#, double spaced, centered

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Font: Times New Roman, 12 pt

TITLE

BY STUDENT

A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree Master of Education Educational Program Design/Educational Technology DATE

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Capstone Directory UArts Contact Information Office / Staff PIE + MEd Programs Office

Building

Room

Phone Number

Terra

901

215.717.6095

Terra

901

215.717.6006

Student Affairs Office

Gershman

309

215.717.6607

Registrars Office

Hamilton

230

215.717.6103

Liza Herzog, Director Julianna Noone, Program Assistant Continuing Studies Office (Registration Office)

UArts Campus Map Anderson Hall, 333 S Broad St.

C

Gershman YMHA, 401 S Broad St.

D

Merriam Theater, 250 S Broad St.

E

Terra Hall, 211 S Broad St.

F

Arts Bank, 601 S Broad St.

G

Juniper Residence Hall, 311 S Juniper St.

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Spruce Residence Hall, 1228 Spruce St.

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1401 Walnut St.

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UArts Book Store, 307 South 13th St.

A

E

Locust Street

D Spruce Street

A

H

G

B

J

Pine Street

C

South Street

15th Street

Lombard Street

F

UArts Computer Lab

UArts Print Services

All Mac lab with computers and high-speed internet, black + white and color printing and scanning.

Anderson Hall - 616 333 S Broad St., 215.717.6461 Hours: Mon - Fri 9am - 5pm

Terra Hall - 802 211 S. Broad St. Hours: Mon - Fri 9am - 10pm, Sat + Sun 10am - 10pm

Terra Hall - 1316 211 S Broad St., 215.717.6693 Hours: Mon - Fri 9am - 5pm

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13th Street

B

I

Walnut Street

Juniper Street

Hamilton Hall, 320 S Broad St.

South Broad Street

A

THE UNIVERSITY OF THE ARTS Division of Continuing Studies 320 S Broad Street Philadelphia, PA 19102

CAPSTONE HANDBOOK:GUIDELINES FOR MASTER OF EDUCATION STUDENTS

Published in Academic Year 2016 - 2017

pie@uarts.edu | 215.717.6092 | cs.uarts.edu