COLLEGE OF EDUCATION

DEPARTMENTAL COURSE SYLLABUS

1. Course Prefix and Number: EDF 7493

2. Course Title: Systems Approaches to Educational

Program Planning, Evaluation and Development

3. Course Prerequisites (if any): Advanced Graduate Standing

4. Course Description: The successful completion of the course requirements is expected to result in increased ability to analyze complex phenomena in a systematic way, (b) apply systems approaches to problems arising from the operations of schooling processes, (c) develop coherent and comprehensive plans for systems and (d) communicate effectively with peers and other professionals on complex issues.

5. Course Goals and Objectives:

The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow.

Consistent with this conceptual framework, the course is intended to introduce students to the concepts, methods, and applications of General System Theory. The emphasis will be on methods and applications most frequently encountered in the social sciences research, especially in the field of education.

Course Objectives: Students who successfully complete all course requirements should be

able to:

a. Define basic concepts of General Systems Theory.

b. Differentiate systems approaches from traditional

scientific methods,

c. Analyze existing systems and identify potential areas for systems improvement.

d. Design systems to accomplish education‑related goals.

Content Outline:

Reading

Topics Assignments

_________ __________________________________

PART I: Foundations of General Systems Theory

Course overview W: CH 1 & 2

Systems Thinking

Observations W: CH 3 & 4

Miller

Lindblom (both)

Boundaries W: CH 5

Smith

Weiss

Descriptions W: CH 6 & 7

Kaufman & Herman

Cutright

Project Presentations

Catching Up

PART II: Some Applications of General Systems Theory

Research Projects as Systems Bronfenbrenner

Simms

Swanson

Theories as Systems Ehrenberg

Simon

Tzeng & Jackson

Dickmeyer

Evaluations as System Frederikson & Collins

House

Organizations As Systems Kaufman & Senge

Bryson

Foster

Project Presentations Kilburg

Catching Up

7. Evaluation of Student Outcomes:

Criteria for Evaluation of Student Performance: Each student is expected to complete the reading assignments in the text and any supplementary readings prior to the class session. If we all have basic familiarity with the material, our class sessions will be more productive for us all. In addition, each student is encouraged to complete homework exercises whether or not the homework is collected and graded.

8. Grading Criteria:

The final course grade will be computed as a weighted combination of (a) homework assignments, (b) system analysis project, and (c) system development project.

Analysis Project 40%

Development Project 40%

Homework 20%

________________________________________

Total 100%

Two homework assignments will be collected and graded during the semester. I will let you know at the time that the assignments are made if the assignment will be collected. These assignments will contribute 20% of the final grade. Two papers will be required in the course, each of which will contribute 40% of the final grade. These projects will be applications of systems thinking to phenomena in your field of specialty. The first project will be an analysis of an existing system, to include an explication of the system elements and their interrelationships. The second paper will be either (a) a plan for the development of a system which does not currently exist, or (b) a plan to correct or improve a system in your field of expertise. Based on the principles of General Systems Theory that we will learn about this semester, include a rationale to support the existence/purpose of the proposed system. If you have identified a deficient system, you should analyze the existing system and suggest corrective measures. Then present both the existing system and the new, revised system for your second project.

9. Textbook(s) and Readings:

Weinberg, G. M. (1975). An Introduction to General Systems Thinking. New York: Wiley.

Required Readings

Bronfenbrenner, U. (1976). The experimental ecology of education. Teachers College Record, 78, 157‑204.

Bryson, J. M. (1988). A strategic planning process for public and non‑profit organizations. Long Range Planning, 21, 73‑81.

Cutright, M. (1996). Can chaos theory improve planning? Planning for Higher Education, 25, 18‑22.

Dickmeyer, N. (1989). Metaphor, model, and theory in education research. Teachers College Record, 91, 151‑160.

Ehrenberg, A. S. C. (1968). The elements of lawlike relationships. Journal of the Royal Statistical Society, 131, 280‑302.

Foster, T. J. (1988, April). The nature and uses of coercion. Paper presented at the annual meeting of the Central States Speech Association, Schaumburg, IL.

Frederiksen, J. R. & Collins, A. (1989). A systems approach to educational testing. Educational Researcher, 18, 27‑32.

House, E. R. (1978). Assumptions underlying evaluation models. Educational Researcher, ??, 4‑12.

Kaufman, R. & Herman, J. (1991). Strategic planning for a better society. Educational Leadership, 48, 4‑8.

Kilburg, R. R. (1991). The art of self‑regulation. In R. R. Kilburg (Ed.), How to manage your career in psychology. Washington, DC: American Psychological Association.

Kofman, F. & Senge, P. M. (1993). Communities of committment: The heart of learning organizations. Organizational Dynamics, 22, 5‑23.

Lindblom, C. E. (1959). The science of muddling through. Public Adminstration Review, 19, 79‑88.

Lindblom, C. E. (1979). Still muddling, not yet through. Public Adminstration Review, 39, 17‑526.

Miller, J. G. (1955). Toward a general theory for the behavioral sciences. American Psychologist, 10, 513‑531.

Simms, J. R. (1996). Information: Its nature, measurement, and measurement units. Behavioral Science, 41, 89‑103.

Simon, H. A. (1968). On judging the plausibility of theories. In B. VanRootselaar & J. F. Staal Eds.), Logic, methodology, and philosophy of Sciences III. Amserdam: North‑Holland.

Smith, R. D. (1995). The inapplicability principle: What chaos means for social science. Behavioral Science, 40, 22‑40.

Swanson, H. L. (1993). Selecting a research program in special education: Some advice and generalizations from published research. Remedial and Special Education, 14, 7‑20.

Tzeng, O. S. C. & Jackson, J. W. (1991). Common methodological framework for theory construction and evaluation in the social and behavioral sciences. Genetic, Social, and General Psychology Monographs, 117, 49‑76.

Weiss, R. S. (1966). Alternative approaches in the study of complex situations. Human Organization, 25, 198‑206.

COLLEGE OF EDUCATION

DEPARTMENTAL COURSE SYLLABUS

ATTACHMENT I

Please respond to each of the following questions and complete the attached Matrix:

1. Rationale for Setting Goals and Objectives: What sources of information (e.g., research, best practices) support the formulation and selection of course goals and objectives.

Systems approaches to problem formulation, analysis and solution reflects best practices in a variety of fields, including the field of education.

2. What aspects of the COE conceptual framework is/are specifically addressed in this course? This course primarily addresses research, and to a lesser extent academic excellence, ethics, and collaboration.

3. List the specific competencies addressed from the relevant national guidelines.

This course introduces students to the concepts of General Systems Theory, and provides guided practice in the use of systems theory for the analysis of systems and the design of systems.

4. Are there field-based experiences in this course? If so, please briefly indicate nature and duration.

No field-based experiences

5. Is technology used in this course? If so, please briefly indicate type of technology and how it is used to manage, evaluate and improve instruction. Are students provided opportunities to access and/or demonstrate use of technology in instruction in this course? If so, please briefly describe. (See Accomplished Practice #12)

Technology is used in this course in that the Blackboard course management system is used for the distribution of course materials. In addition, students use technology in presentations of their course projects.

6. How are issues of diversity addressed in this course? Indicate which aspect(s) of the course (e.g., instructional strategies and/or experiences) provide the candidates the opportunity to acquire and/or apply knowledge, skills, and/or dispositions necessary to help all students learn. (“All students” includes students with various learning styles, students with exceptionalities and different ethnic, racial, gender, language, religious, socioeconomic, and regional/geographic origins, and achievement levels.)

Diversity is addressed in the context of general systems theory (for example, interfaces betweens systems and environments, ecological theories, and system maintenance vs. change).

7. (For Master’s Plan II Programs only)

(a) List the specific competencies addressed from the Florida Subject Matter Content Standards or the Florida Adopted Subject Area Competencies.

(b) Describe any component(s) of the course designed to prepare teacher candidates to help PK-12 students achieve the Sunshine State Standards.

N/A