Main Content
Syllabus
CI 501: Teaching as Inquiry
This master’s level course is designed for practicing teachers or other education professionals to conduct research in their own classrooms or educational settings. We will learn to frame questions, examine data, and draw conclusions to better understand education.
Teaching involves a search for meaning in the world. Teaching is a life project, a calling, a vocation that is an organizing center of all other activities. Teaching is past and future as well as present, it is background as well as foreground, it is depth as well as surface. Teaching is pain and humor, joy and anger, dreariness and epiphany. Teaching is world building, it is architecture and design, it is purpose and moral enterprise. Teaching is a way of being in the world that breaks through the boundaries of the traditional job and in the process redefines all life and teaching itself.
— William Ayers
Overview | Objectives | Materials | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Policies
Overview
This course is designed to promote the thinking that is the final source of all progress in education. That is, we will work together to frame questions of importance to our understandings of education. We will learn to gather data intentionally and systematically to address those questions. We will develop formal procedures for examining our data in order to make sense of them in light of what others know about the subjects. We will draw conclusions with humility and test our results through new actions, which offer us opportunities to frame new questions.
Knowledge is constructed in communities. As a class, we gather to help each other understand our theories, practices, and inquiries. In this class, we are responsible to one another as learners. Enter this space prepared to talk about your collective projects as well as your individual interests. Written assignments will be shared with others in our class spaces.
Course Objectives
By the end of this course you will be able to:
- articulate the rationale for and traditions of teacher inquiry
- create a research-able inquiry question
- locate previous research on your specific inquiry topic using appropriate search tools
- determine appropriate methods for collecting data based on your research question
- write an effective research proposal
- collect and analyze original field data
- develop conclusions and recommendations based on your analysis
- develop and conduct a professional presentation of your inquiry
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
Knowledge is constructed in communities. As a class, we gather to help each other understand our theories, practices, and inquiries. Be sure to come prepared to talk about our collective projects as well as your individual interests. Written assignments will always be shared with others in class.
Assignments
Assignment 1: Weekly Reading Response
Total Point Value: 20 points
Overview: Each week, beginning in Lesson 2, you will turn in a response to the readings via a discussion forum. You should write each response in such a way that it demonstrates that you read the assigned chapter(s), and that you thought deeply about the ideas to further your own inquiry project. Thus, these responses should relate as much as possible to your thinking about your inquiry project. The expected length is between three to five solid paragraphs.
Grading Expectations: You will receive private feedback on each response, including a “grade” as described in the chart below. Your cumulative grade for this assignment (worth 20% of your course grade; 2% or 2 points for each response) will be based on the entirety of your work on these responses, especially any improvements you show over the course of the semester.
| Points | Criteria |
|---|---|
| 1 | Shows little evidence of connecting your research project with the readings |
| 2 | Narrative weaves your project with major points in the reading. It is clear that time was spent linking the two purposefully and clearly. You come to some new conclusions or have shaped new questions in light of the readings. |
| 2+ | The response exceeds the usual quality not in length but in the quality and depth of analysis. You have taken the time to make several thoughtful connections between your research and the reading. Then you go on to to propose clear conclusions or shape new questions in light of your application of the reading. |
Assignment 2: Individual Inquiry Project
Total Point Value: 60 points
Overview: For this assignment, you will conduct an individual inquiry project. This is an opportunity for you to practice the steps of conducting qualitative research in education, but also to pursue questions and hunches that genuinely interest you. This projectis worth 60% of your course grade, and consists of the following steps:
This 5-10 page (double-spaced) paper is due to the instructor near the midpoint of the semester. A more detailed checklist will be provided, but a strong proposal will answer these questions (see page 15 in the Meyers & Rust text):
- Do I convince the reader why this research is important?
- Is (are) my research question(s) clear and research-able?
- Do I describe relevant details of the context in which I will collect data?
- Is my proposed research connected well to other research in the field?
- Do I convince the reader that I have a clear plan of how I will collect and analyze data?
The final report will add 5-10 pages on to your written proposal and will consist of you sharing what you learned after collecting and analyzing data.
In our last lesson, you will report your findings to your peers in a 15-minutes presentation and then provide 5 minutes for questions. You will use Bongo to share your presentation. We will share responsibility in viewing and formally evaluating one another’s presentations.
Please see the last tab for resources on using Bongo.
- Before you collect data, you must receive permission from your instructor after they have read your proposal.
- Because you will be conducting this study as part of a class requirement and because you are not conducting it with the intention to publish or present it outside of our class, it is not necessary that you apply for approval with PSU’s Institutional Review Board. However, if you will be collecting data from teachers or students or schools beyond observations or interviews, plan to present publicly or publish, you should obtain permission to do so.
- It is important that we maintain confidentiality when talking about teachers, schools, and teachers. Please protect the identities of your participants!
- The topic that you choose to investigate is going to stay with you this whole semester! Be sure to pick something that you find interesting and important.
- Please use APA style (6th edition) unless your adviser would like you to use MLA.
Instructions for Bongo (formerly YouSeeU)
Review the following Bongo instructions in order to learn how to create, upload, and submit your video.
Note: You may also want to visit the Bongo Support Center site for videos, quick how to's and tutorials on getting started. If you have any technical difficulties, please contact the World Campus Help Desk who are available 24x7.
Additional Instructional Resources
These resources will also help to familiarize you with Bongo:
Course Participation
Total Point Value: 20 points
Overview:
- Participate in course lesson spaces (via discussion forums and YouSeeU)
- Respond to members of your interest group’s reading responses, once per lesson (discussion forums)
- Initiate conversation or threads via discussion forums
- Complete Pause to Reflect exercises throughout the course
Note: Assignments are due before 11:59 p.m. (ET) on a due date or on the last day of a lesson if it is an assignment associated with a lesson (i.e. a reading response).
Grading Policy:
A - 90 points or more
B - 80 to 89 points
C - 70 to 79 points
D - 60 to 69 points
F - 0 to 59 points
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
Course Introduction and Lesson 1: Prepwork (An Overview of the Research Process)
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This introduction should be no more than 2 minutes long. You may want to practice before posting.
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Lesson 2: Scratchwork (Shaping a Research Question)
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Lesson 3: Bridgework- Researching the Idea (Writing a Literature Review on your Topic)
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Lesson 4: Headwork Assuming Self and Other (Subjectivity, Ethics, and Traditions of Teacher Inquiry)
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Lesson 5: Legwork (Pursuing Multiple Sources of Data)
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Lesson 6: Eyework (How Theory Makes Methods into Methodology)
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Lesson 7: Homework (Preparing the Working Proposal)
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Lesson 8: Footwork (Keeping Your Data Organized and Analysis Ready)
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Lesson 9: Deskwork (Interpretation and Analysis)
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Lesson 10: Handwork (The Craft of Dissemination)
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Lesson 11: Instructor Meeting
| Readings: | None |
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Lesson 12: Peer Feedback
| Readings: | Peer's Final Paper |
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Before Friday, 5 pm (ET), send a good draft of your final paper to your partner via email. Give and receive feedback on a draft of your final paper by Tuesday, 11:59 pm ET.
Click to download the Word Doc. on grading information for your final report. |
Lesson 13: Presentations
| Readings: | None |
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Course Policies
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
All students in "Registration Not Complete" status must resolve issues on or before the 10th day after classes begin. Students who do not complete registration by paying tuition and fees by this deadline will not be able to remain in the course. Please see the University's policy on completing registration.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.