syllabus

DEPARTMENT OF CURRICULUM AND INSTRUCTION SCHOOL OF EDUCATION BAYLOR UNIVERSITY Problem of Practice Phase Two EDC 6392 Instructor Information: Faculty advisors follow each cohort throughout their doctoral program. These faculty serve as the instructors for your Immersion and the Capstone courses. You will continue to work with the faculty advisor you worked with during PoP Phase 1. Contact information for your assigned faculty advisor will be made available when you access the course. Course Texts and Resources: Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. Additional resources for this course can be found in the course reserves via the course reserves here. Library Access Information: Course participants will access a variety of published works, such as articles, books, and national reports, to support their required assignments associated with the continued development of their Problem of Practice research study. The course reserve materials URL will be provided to you by your course instructor and will also be available in the 2BU Toolbox under Readings and Course Reserves. Course Description and Purpose: The EDC 6392 course is the second in a sequence of four EdD-LOC courses that provide course participants the opportunity to focus exclusively on the design, development, and eventual dissemination of their Problem of Practice (PoP) research study. Phase II focuses primarily on the development of the PoP Research Methodology, including researcher perspective, theoretical frameworks, research design, study context, participant selection, data collection and analysis, and ethical considerations. In addition, at the conclusion of the course, participants will successfully submit and present their PoP dissertation research proposal (Ch.1-3). Course Objectives: The course will allow course participants to engage in the following professional development outcomes: • Further develop the purpose of their Problem of Practice, resulting in a clear statement of the problem. • Determine the need for this Problem of Practice through the implementation of a needs assessment, program evaluation, and/or another investigative approach. • Analyze and apply a valid and reliable research design, methods description, and protocol to develop and conduct a Problem of Practice (PoP) research study. • Prepare and present a research proposal for the PoP dissertation. © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 1 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.

• Engage in both reflexive and peer-review constructive feedback that provides a depth and breadth of academic and professional development insights regarding the Problem of Practice research study. Course Structure: Course participants will engage in weekly, asynchronous coursework that guides the preparation of the required document for PoP Phase 2. Students will also participate in 90-minute live sessions throughout the course (though not every week). Participants will be organized into Peer Working Groups that will meet regularly to review one another’s work and provide feedback. These groups are intended to help participants review and refine their Problem of Practice Chapter One: Introduction, Chapter Two: Literature Review, and Chapter Three: Methodology. The course instructors will meet regularly with peer groups. In addition, course participants are expected to join their colleagues in a Baylor University virtual immersion experience. During this experience, course participants will have the opportunity to gather peer feedback and guidance from faculty advisor(s). The final PoP Phase 2 document for the course is due at the end of the semester and requires approval from the assigned faculty advisors before course participants are approved to begin work on Phase 3 of their PoP. Course Assignments: This course supports the development of Phase 2 of the PoP. To fulfill the requirements of this course, students are expected to meet the outlined criteria for the following components of this course: • Participation, Punctuality, and Preparedness • Peer Working Group Participation • Phase 2 Planning Document • Poster, Script, and Presentation • PoP Phase 2 Document (First Draft & Final Draft): Chapter One: Introduction (revised from PoP Phase I), Chapter Two: Literature Review (revised from PoP Phase I), and Chapter Three: Methodology Class Participation and Attendance: In Paulo Freire’s masterpiece, Pedagogy of the Oppressed, he describes the notion of conscientização (conscientization—the critical consciousness). This presence of mind is the ability to analyze, problematize (pose questions), and affect the realities that shape our lives. To achieve this level of engaged and enlightened learning and teaching, one must not only be present in mind but also present in body. Therefore, attendance and participation are essential. The design, scope, sequence, and modality of this course do not support a spectator-sport approach. Simply put, the instructor and course participants are all expected to be actively involved and consciously engaged to ensure that the course is intellectually meaningful and professionally purposeful. Each course participant should take the time to review the syllabus for the multiple opportunities to actively participate in course discussions, assignments, and product development. If clarification on participation is required, a course participant should communicate directly with the course instructor regarding expectations, policies, and practices that impact the course participation and attendance assessment. For each course session (asynchronous and synchronous), the course participant should reflect on ways to © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 2 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.

make the course material their own and how they are creating, not simply acquiring, knowledge. Conscientização! This class will include live sessions that involve a combination of dialogue, dialectic, and inquiry. All students should participate in live session class discussions by offering substantive comments. Attendance in scheduled live sessions is expected. If for some legitimate reason you are unable to attend, it is your responsibility to notify the instructor as soon as possible and explain the reason for your absence. After two live session absences, you will be referred to the student success team for counseling. Excessive absences in this course could result in a grade of “no credit” NC. Immersion Experience: During the immersion experience, course participants should be prepared to discuss their recorded poster presentation of their PoP projects. During the immersion, there will be time designated for advising groups to collaborate with their faculty advisors. Course Evaluation/Assessment Criteria: Students receive a CR/NC grade, based on the approval of their Phase 2 document of the PoP. Each course participant’s formative and summative assessment will be based on a combination of frequency of course attendance, degree of engaged participation, explicit evidence of regular and consistent application of the class concepts and skills, quality of written and verbal course assignment products as compared to other course participants and graduate peer groups, and fidelity in meeting all assignment deadlines. Weight is given to the degree of subject mastery demonstrated by the course participant as well as the ability to communicate orally and in written form. Guidance for the development of the PoP Phase 2 Document (specifically the additions to Ch. 1: Introduction and Ch. 3 Methodology) will be provided in the course toolbox. If a student does not receive satisfactory approval for the PoP Phase 2, the designated faculty advisors will provide a summary of the specific reasons for the outcome. The student will then have an opportunity to prepare a revised document based on the feedback and work with the designated faculty advisors to organize a time frame for completion. If this time frame extends beyond the end of the semester, the student could be eligible for the grade of “Incomplete” for the PoP 2 course with a specific plan outlined for completion. If the revisions are significant or the EdD-LOC student has not met the requirements of the PoP 2 course, the EdD-LOC student will not pass the course and will be required to repeat the PoP 2 course the following trimester. This decision is made in consultation with the EdD-LOC student and the designated faculty advisors, with final approval from the program director. In the event an EdD-LOC student must repeat the PoP 2 course, they could still be eligible to continue with the required sequence of courses, but this requires an appeal, support by the designated faculty advisors, and approval of the program director. © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 3 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.

Course Assignments Participation, Punctuality, and Preparedness (5 points): Graduate-level work assumes a high level of self-directed learning, particularly in this Problem of Practice Phase Two experience. Students need to complete all asynchronous readings and activities in advance and come to the live session prepared and ready to engage in meaningful discussion. Students will also need to interact regularly with their Peer Working Group and faculty advisor in order to receive feedback on work. Participation points are earned during live sessions and in meetings with faculty advisors and cannot be made up outside of these times. • Individual student meeting with faculty advisor: All students will meet individually with their faculty advisor at least once during the semester. The focus of this meeting will be the on-going planning and writing development of the Problem of Practice (PoP) research. • Individual student meeting with EDD Online Graduate Writing Center: All students will meet individually with the EDD Online Graduate Writing Center between weeks 3-10 for planning and on-going writing development of Problem of Practice research. All students will meet individually with the EDD Online Graduate Writing Center to review the Problem of Practice (PoP) research during weeks 11-14. Peer Working Group Participation (10 points): Students will be organized into working groups which will meet regularly with the purpose of reviewing one another’s work and providing feedback. These groups are intended to help students review and refine their PoP Phase 2 Document. Students will complete both self and group evaluations detailing participation in these working groups. • Peer Working Groups (PWGs) meeting with faculty advisors: All members of the Peer Working Groups (PWG) will meet with assigned faculty advisors at specified dates/times during the semester. The focus of this meeting will be on the on-going planning and writing development of the Problem of Practice (PoP) research. *See calendar. Phase 2 Planning Document (10 points): Students will submit a planning document that provides an outline of their PoP Phase 2. A template for this assignment is available in the section at the end of this syllabus called “Problem of Practice (Pop) Phase 2: Assignment Resources” and in the course Toolbox under Course Resources. Poster and Presentation (20 points): As part of this course, students will prepare and present a poster detailing their PoP Phase 2. Details about this presentation are at the end of this syllabus and in the course Toolbox under assignment resources. Students will submit a first draft of their poster to the faculty advisor for approval prior to the recorded presentation. Students will also submit a final draft of the poster. Students will also provide feedback on colleagues’ posters during the semester. More information can be found in the course toolbox. © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 4 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.

PoP Phase 2 Document First Draft: Chapter One: Introduction, Chapter Two: Literature Review, and Chapter Three: Methodology (20 points): Students are expected to have completed any revisions and edits recommended to Chapter One: Introduction and Chapter Two: Literature Review from PoP Phase I. In addition to these expected revisions, students will add to Chapter One: Introduction and write Chapter 3: Methodology. Students will work closely with their peer working group, faculty advisor, and the EDD Online Writing Center ([email protected]) to complete this assignment. Students will submit a first draft to the faculty advisor for review. This is a first draft, not a rough draft. Drafts with excessive typos and grammatical difficulties will be returned for revision and counted as a late submission. Faculty advisors will then provide feedback that students can use to create their final draft. PoP Phase 2 Document Final Draft: Chapter One: Introduction, Chapter Two: Literature Review, and Chapter Three: Methodology (35 points): The final draft of the PoP Phase 2 Document must address any written feedback that was received on the first draft fromthe faculty advisor. Each student’s faculty advisor will review the final draft and provide feedback. As a reminder, students must receive a satisfactory rating on this assignment in order to progress on to Problem of Practice Phase 3. Please see the Course Evaluation/Assessment Criteria section of this syllabus for details about the successful completion of this assignment. Assignment Point Value Participation, Punctuality, Attendance 5 Peer Working Group Participation 10 Phase 2: Planning Document 10 Poster and Presentation 20 • First Draft Poster 20 • Final Draft Poster & Presentation 35 100 PoP Part 2 Document: First Draft PoP Part 2 Document: Final Draft TOTAL Overall Evaluation Percentage Equivalent Credit 73–100% No Credit 0–72% Late Work Policy: All assignments should be submitted by the due date designated by the instructor. If unforeseen circumstances arise that impact this timely submission, then prior approval from the instructor is required before the day the assignment is due, but the work is still © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 5 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.

considered late. For each day the submission is late (even with prior approval), 10% is deducted from the total, and after 4 days, this assignment will no longer be accepted and a grade of 0 will be recorded. If prior approval is not obtained, the assignment will not be accepted and a grade of 0 is recorded. Requesting an Incomplete (“I”): A course participant must have a passing grade at the time they request an Incomplete from the instructor, who at their discretion may or may not award an Incomplete as the grade. If it is awarded, the course participant must complete all remaining coursework within 60 days of grade submission. An Incomplete is not given because a course participant is unable or unwilling to keep pace with the requirements of a course. Important Information Regarding Assignments: All work should be typed using the official Problem of Practice Formatting guidelines. All citations and bibliographic entries follow the APA format. Baylor University subscribes to TurnItIn, a web-based plagiarism detection/prevention service to which papers are submitted and compared to resources in the database, with the results of the comparison (including hyperlinks to web pages or other papers with the same text) sent to the instructor. Students agree that by taking this course, all required papers, exams, class projects or other assignments submitted for credit may be submitted to turnitin.com or similar third parties to review and evaluate for originality and intellectual integrity. A description of the services, terms, and conditions of use, and privacy policy of turnitin.com is available on its website. Students understand all work submitted to turnitin.com will be added to its database of papers. Students further understand that if the results of such a review support an allegation of academic dishonesty, the course work in question as well as any supporting materials will be submitted to the Honor Council for investigation and further action. Professional Conduct: In keeping with Baylor University’s commitment to mutual respect and personal integrity, the Graduate School expects that all students will conduct themselves in a manner fitting their professional identity. This includes personal conduct towards faculty, staff, peers, and colleagues both on and off campus. Failure to display professional conduct may result in disciplinary action, including dismissal from the graduate program. Academic Integrity: Baylor University policies require that students, staff, and faculty act in academic matters with utmost honesty and integrity. It is the responsibility of each student to be familiar with the Honor Code and other university policies and procedures affecting academic integrity. Plagiarism or any form of cheating involves a breach of student-teacher trust. This means that any work submitted under your name is expected to be your own, neither composed by anyone else or in part nor handed over to another person for complete or partial revision. Be sure to document all ideas that are not your own. Instances of plagiarism or any other act of academic dishonesty will be reported to the Honor Council and may result in failure of the course. Not understanding plagiarism is not an excuse. As a Baylor student, you are expected to be intimately familiar with the Baylor Honor Code. Students are also encouraged to consider the following suggestions: © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 6 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.

• Review each class syllabus for expectations your instructor may have regarding coursework and class attendance that go beyond those stated in university policies and guidelines and the Honor Code. Be familiar with the importance of academic integrity in class. • Understand how citations show respect for other scholars. Talk with your instructor if you are confused about citation practices or other research standards. Make sure you understand not only what counts as plagiarism and cheating but also how to avoid engaging in these practices. • Manage your time, take notes correctly, and use the Internet appropriately. • Make sure you understand your instructor’s guidelines about working with other students on assignments, receiving assistance from other students on assignments, citing sources, using notes or exams from previous or other classes, and accessing information during an examination. If in doubt—ASK YOUR INSTRUCTOR!! • Understand that penalties can result from dishonest conduct, ranging from failure of the assignment to immediate expulsion from the university. For more information see the Baylor University Honor Code on the Academic Integrity webpage or contact the Office of Academic Integrity at 254-710-8882 or e-mail Academic Integrity. The Baylor University Library has made a series of brief, yet informative modules to help students understand and avoid plagiarism in their writing. The Baylor Research Guide on Academic Integrity Baylor University Title IX: Sexual and Gender-Based Harassment and Interpersonal Violence Policy. Baylor University does not discriminate on the basis of sex or gender in any of its education or employment programs and activities, and it does not tolerate discrimination or harassment on the basis of sex or gender. This policy prohibits sexual and gender-based harassment, sexual assault, sexual exploitation, stalking, intimate partner violence, and retaliation (collectively referred to as prohibited conduct). For more information on how to report, or to learn more about our policy and process, please visit the Title IX website. You may also contact the Title IX office directly by phone, 254-710-8454, or e-mail the Title IX Coordinator. The Title IX office understands the sensitive nature of these situations and can provide information about available on- and off-campus resources, such as counseling and psychological services, medical treatment, academic support, university housing, and other forms of assistance that may be available. Staff members at the office can also explain your rights and procedural options if you contact the Title IX office. You will not be required to share your experience. If you or someone you know feels unsafe or may be in imminent danger, please call the Baylor Police Department (254-710-2222) or Waco Police Department (9-1-1) immediately. Students Needing Accommodations: Any student who needs academic accommodations related to a documented disability should inform the course instructor immediately at the beginning of the semester. You are required to obtain appropriate documentation and information regarding accommodations from the Office of Access and Learning Accommodation (OALA). Contact © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 7 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.

information: 254-710-3605, Paul L. Foster Success Center, 1st floor on the East Wing of Sid Richardson. Military Student Advisory: Veterans and active-duty military personnel are welcomed and encouraged to communicate, in advance if possible, any special circumstances (e.g., upcoming deployment, drill requirements, disability accommodations). You are also encouraged to visit the VETS Program Office with any questions at 254-710-7264. The instructor reserves the right to amend this syllabus and schedule at any time during the semester, with prior written notification provided to students. To avoid confusion and potential negative impact on the student’s course performance it is the responsibility of the student to clarify any issues with the instructor prior to final grading. Baylor Code of Conduct: Baylor University has high expectations for student behavior. As used in the Student Conduct Code, the term misconduct refers to personal behavior on or off campus that: (1) interferes with Baylor's pursuit of its educational and/or Christian objectives, and/or reflects poorly on the University; (2) fails to exhibit due regard for or violates the rights of others; (3) shows disrespect for persons and/or property; (4) violates, attempts to violate, and/or is complicit in a violation of University rules, regulations, and/or policies; (5) violates, attempts to violate, and/or is complicit in a violation of local, state, or federal laws, or the laws of other countries, where applicable; (6) fails to comply with the directives of University personnel; and/or (7) fails to demonstrate honesty in communication with, or in representing information to, the University and its personnel. Visit the student policies website for more information. Readings and Resources: Additional resources will be added and provided by the instructor(s) via e-mail, course reserves, and the 2BU LMS course Files section. © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 8 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.

EDC 6392 TENATIVE COURSE SCHEDULE FALL 2020 *Subject to change based on instructor decision Week/Date Topics Readings and Work Assignments Due Due Week 1 Welcome and Course • Participate in Live Session Aug 24 Expectations Creswell & Creswell Chapters 1-3 • Participate in Live Session Week 2 Problem, Purpose, and Research Creswell & Creswell • Participate in Live Session Aug 31 Questions/Hypotheses Chapters 5-7 • Ch. 1 & 2 revisions complete • Participate in Live Session Week 3 Sampling and Data Collection Creswell & Creswell Sept 7 Chapters 8-10 • Participate in Live Session • PoP Phase 2 Planning Document Due Week 4 Data Analysis Creswell & Creswell • Participate in Live Session Sept 14 Chapters 8-10 Week 5 Writing Tips and Ethical • PoP Phase 2: Intro, Perspective, Sept 21 Considerations Creswell & Creswell Framework, & Design sections Due Chapter 4 Week 6 • Peer Working Group Advisor Sept 28 Preparing a Professional Meeting Presentation & Peer Feedback Week 7 • Presentation First Draft Due Oct 5 Focused Writing Time/Consultation • Presentation Final Draft Due Week 8 Focused Writing Time/Consultation • PoP Phase 2 Document First Draft Oct 12 Due Week 9 Focused Writing Time/Consultation • Recorded Poster Presentation Due Oct 19 Focused Writing Time/Consultation NOTE: Papers returned to students by Week 10 advisors for editing. Oct 26 Research Presentation – Peer Feedback • Participate in Live Session Week 11 • Final PoP Phase 2 Document Draft Nov 2 Virtual Immersion Due Friday, Focused Writing Time/Consultation Nov 6 Focused Writing Time/Work on Week 12 Suggested Revisions Nov 9 Focused Writing Time/Consultation Week 13 Nov 16 Week 14 Nov 23 © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 9 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.

Problem of Practice Planning Document Outline The Problem of Practice Planning Document provides a basic structure, outline, and direction for your larger Problem of Practice study. The Planning Document also gives your faculty advisor an overview of your study, enabling them to provide guidance and feedback early in the writing process. This Planning Document should build upon and develop concepts that you initially engaged in your POP Phase 1 Planning Document. Your planning document should include the following sections as instructed below. 1. Title focusing on the topic. A strong title will catch the reader’s attention while using important keywords that will help readers find your work in a search engine. 2. Statement of the Problem. This statement of the problem should address two things. First, provide the statistics, data, and studies demonstrating the breadth and depth of the problem as it occurs in your industry at large. Second, describe how the problem manifests within your particular organization. At a minimum, provide two paragraphs in this section—one paragraph addressing the problem in the industry at large and one paragraph addressing the problem in your particular organization. Be sure to include robust citations supporting your claims in this section. 3. Purpose of the Study. This section should consist of a single paragraph that clearly and concisely identifies the specific purpose and focus of your study. Within this paragraph discuss who the findings of this study will have relevance for and what kind of impact it can make. 4. Literature Review Search Terms List the key search terms that you will use to search for relevant scholarly literature in the academic databases. 5. Literature Review Skeleton Outline A literature review skeleton outline consists of a basic list of topics that you will address in your literature review. This list of topics will form the section and subsection headings in your literature review. 6. Research Questions and hypotheses statements. List your research questions. The research questions should be specific and focused. If you distinguish between primary and secondary research questions, then tell the reader which questions are primary and which ones are secondary. You should only have one or two primary research questions. The secondary research question should aid you in acquiring a robust and complete answer to your primary research question(s). © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 10 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.

7. Researcher Perspective The “Researcher Perspective” section allows you to fully disclose your relationship with the research site/participants, experience with the situation/problem that you are studying, and any aspects of your worldview that can inform or influence your approach to the research. 8. Theoretical/Conceptual Framework The theoretical framework is an established theory that informs the lens through which you conduct this study. Think of the Theoretical framework as the glasses that you look through when you design your approach to data collection and analysis. The Theoretical framework will often provide the conceptual categories that you use when collecting and assessing data. 9. Research Design and Brief Rationale The goal of this research design section is not just to tell the reader what your design is. Also tell the reader why you selected this design in order to answer the research questions. Talk about the strengths and weaknesses of the design when it comes to exploring the focus of your study. 10. Site of Data Collection Provide a brief paragraph escribe the site or sites for your data collection and the criteria used to select them. If you collect data from participants based upon their experience of a shared phenomenon rather than a shared site, then tell the reader. 11. Participants and Sampling Describe how many participants will participate in the study and what criteria you will use to select them. 12. Data Collection Procedures Provide a list of the specific step-by-step process you will follow while collecting your data. If you are doing a mixed methods study then you will need to provide the steps for the quantitative data collection and the steps for the qualitative data collection. 13. Data Analysis Procedures This is the place to get concrete about what specific steps you will take to organize/analyze your data to answer the research questions. You should address three topics here: the specific step by step procedures that you will follow, the method for analyzing and organizing your research so as to answer the research questions, and your validation strategies. 14. Ethical Considerations Please provide a list of the ethical standards that you will take care to uphold during the course of this study. You should reference any legal obligations that you will navigate, the institutional review board (IRB) process, as well as philosophical commitments that will guide the ethical standards that you will follow. © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 11 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.

15. Bibliography At this stage in the process, you should have a minimum of 15 sources cited in this document and listed in the bibliography. It is important that your bibliography fully conforms to the most recent APA guidelines. Check each source with the instructions and examples in the APA Manual. There are also some great resources to help you with APA, such as Zotero and OWL Purdue. © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 12 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.

Problem of Practice Poster and Presentation Information *More detailed information will be provided. As part of the course, you will prepare a poster presentation that details your purpose and problem statement, research questions, and methodology. This poster and presentation will be shared with your advisor and peer working group.. Below are some general guidelines about developing your presentation. Components of Poster • Title • Problem/Purpose/Rationale for the study based in literature • Research questions • Researcher Perspective • Theoretical Framework • Methodology (main focus) o Research Design o Site Selection and Participants and Sampling o Data Collection o Data Analysis • References Presentation General aim and format • A poster is a graphically based approach to presenting research. In presenting your research with a poster, you should aim to use the poster as a means for generating active discussion of the research. • Limit the text to about one-fourth of the poster space, and use \"visuals\" (graphs, photographs, schematics, maps, etc.) to tell your \"story.\" Design and layout specifications • The entire poster will be 36 x 48in and mounted on a 36\" x 48\" foam-core board. • A banner displaying your poster title, name, and department (or class, if appropriate) should be positioned at top-center of the board. • Make it obvious to the viewer how to progressively view the poster. The poster generally should read from left to right, and top to bottom. Numbering the individual panels or connecting them with arrows is a standard \"guidance system.” • Leave some open space in the design. An open layout is less tiring to the eye and mind. • Poster templates can be found in the course toolbox. Lettering • Text should be readable from five-six feet away. Use a minimum font size of 24 points. • Lettering for the title should be large (at least 70-point font). Use all capital letters for the title. Visuals • Visuals should be simple and bold. Leave out or remove any unnecessary details. © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 13 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.

• Make sure that any visual can \"stand alone\" (i. e., graph axes are properly labeled, maps have north arrows and distance scales, symbols are explained, etc.). • Use color to enhance comprehension, not to decorate the poster. Neatly coloring black- line illustrations with color pencils is entirely acceptable. • Make sure that the text and the visuals are integrated. Figures should be numbered consecutively according to the order in which they are first mentioned in the text. Each visual should have a brief title (for example, “Figure 1: Location of study area”). Text Keep the text brief. Blocks of text should not exceed three paragraphs (viewers won't • bother to read more than that). Use text to (a) introduce the study (what hypothesis was tested or what problem was investigated? why was the study worth doing?), (b) explain • visuals and direct viewers’ attention to information portrayed in the visuals, and (c) state • and explain the interpretations that follow from the data. In many cases, conclusions can be summarized in a bullet-point list. Depending upon the stage or nature of your project, the text could also include sections on future research plans or questions for discussion with viewers. Cite and reference any sources of information other than your own, just as you would do with a research paper. Use APA format and include the \"References Cited\" at the end of the poster. Miscellaneous Suggestions • SIMPLICITY IS THE KEY. Keep to the point, and don't try to cover too many things. Present only enough information to convey your rationale and review of literature of your study. • When you begin to make your poster, first create a list of the visuals that you would use if you were describing your project with only the visuals. Write the text after you have created the list of visuals. • Use the template provided to create your poster and then follow the directions sent to you by your instructor for the process of having the poster printed. • Before the poster session, rehearse a brief summary of your project. Many viewers will be in a hurry and will want a quick \"guided tour\" of your poster, so be sure you can capture the main ideas in a short time frame. © 2020 Dr. Tony L. Talbert & Dr. Brooke Blevins All Rights Reserved 14 This document is the exclusive property of the course instructor and the Baylor University School of Education. Under penalty of law, no material from this document may be used or shared without written permission from the course instructor. This document is not intended to represent the entire content of this course.