Course Syllabus EDA 6064 Organizational Behavior In .
The Florida Agricultural and Mechanical UniversityCollege of EducationTallahassee, Florida 32307Course SyllabusCourse Number: EDA6064Prerequisite: Admission to Ph.D. ProgramCourse Credit:College :Organizational Behavior inTeaching & LearningCourse Title:Course Hours: 3 per week3 semester hoursRequired Text: Owens, Robert, & Valesky, (2007).Organizational Behavior in Education: Adaptive Leadership andSchool Reform. Ninth Edition. New York: Pearson, Allyn andBacon.EducationDepartment:Educational Leadership andHuman ServicesOther Resource:Harrison, Michael.(2005) Diagnosing Organizations: Methods,Models, and Processes. Third Edition. Thousand Oaks. SagePublicationsTo satisfy the COE accreditation requirements, all EducationMajors must upload at least 3 artifacts in the Task-StreamE-Portfolio. If you already have LiveText do not purchase TaskStream. Transfer of documents will be necessary.Faculty Name: Dr. THERESA A. SHOTWELLOffice Location: GECA 313Office Hours/Monday(FASTER RESPONSETerm and Year: Spring 2010Email: theresa.shotwell @famu.edu ortheresa.shotwell@live.comPhone: (850) 599-3564TuesdayWednesday11AM-12PM(Office) (850) 878-8783 (Home)ThursdayFridaySaturday2:15-4:15PMANYTIME BY EMAIL)Course DescriptionThis course examines the social, cultural, political, and philosophical contexts of social systems and howsystems develop as well as their impact on current issues that affect life-long learning. The relationship betweensocial systems and leadership behavior in teaching/learning organizations is also explored.Page 1 of 33
CONCEPTUAL FRAMEWORKThe Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integratedapproach to providing educational experiences that result in exemplary professional educators. The Framework iscomprised of six themes with the mission of developing high quality classroom teachers, administrators and supportpersonnel. The term “exemplary” refers to the kind of graduates the PEU strives to produce. The figure below provides adiagram of the Exemplary Professional Conceptual Framework: (See details in appendices)Theme 1DiversityTheme 2TechnologyTheme 6Urban/ RuralEducationTheExemplaryProfessionalTheme 5ProfessionalisTheme 3ValuesTheme 4CriticalThinkingPage 2 of 33
DIVERSITY Through this focal area, the FAMU professional education candidate will:CF:1.1 (K)Understand diverse backgrounds of individuals.F: 5,6,7TECHNOLOGY CF 2 Through this focal area, the FAMU professional education candidate will:CF:2.3 (K)Know fundamental concepts in technology.CF:2.4 (K)Understand fundamental concepts in technology.CF: 2.5 (S)Use fundamental concepts in technology.CF:2.6 (S,D)Facilitate access to technology for students.VALUES CF3 Through this focal area, the FAMU professional education candidate will:CF: 3.1 (S)Work with colleagues in a professional manner.CF: 3.4(D)Be committed to individual excellence.CRITICAL THINKING CF4 Through this focal area, the FAMU professional education candidate will:CF:Acquire performance assessment techniques and strategies4.4 (K)that measure higher order thinking skills of student.CF:4.5 (S)Demonstrate the use of higher order thinking skills.PROFESSIONALISMCF 5Through this focal area, the FAMU professional education candidate will:CF:Demonstrate commitment to professional growth &5.3 (D)development.CF:Display effective verbal & non-verbal communication5.6 (S)techniques to foster valuable interaction in the classroom.CF:Display appropriate code of conduct including dress, language,5.7 (S,D)and respective behavior.I: 3F: 12I: 1,6F: 2,12F: 12I: 6I: 6F: 12I: 6F: 6F: 3,9I: 2,5I: 5,9F:1,4I: 1,8F: 8I: 4 F:3,7I: 9F: 2I: 6F: 9I:5,9URBAN/RURAL EDUCATION CF6 Through this focal area, the FAMU professional education candidate will:CF:6.1 (S)CF:6.3 (K)Be able to work in school settings with varied levels of humanand material resources.Understand the conditions of both rural and urban students andfamilies.F:9,10,11F: 5, 11I: 10I: 2,3Page 3 of 33
Overall Goals of the CourseThe intended goals of this course is to provide students with engagements wherein they can apply theory in practice. Thecourse is designed to assist students to apply an array of tools to diagnosing organizations and prescribing solutions toorganizational problems. It will investigate the influence individuals, groups, and structures have on behavior withinorganizations. An understanding of organizational behavior assists leaders to understand the complexity of organizations.Effective leadership in organizations results from the appropriate interpretation of phenomena and the application ofsolutions to problems. Leadership requires extensive knowledge and understanding of people, technologies, andbehaviors in organizations.SPECIFIC BEHAVIORAL OBJECTIVESAt the end of this course the candidate will:1.2.3.4.5.6.7.8.9.10.11.12.Recognize new challenges facing educational organizations.Acquire competencies that enable them to make a diagnosis of educational organizations.Apply for the four-step diagnostic approach to educational organizations.Understand the importance of effective organizational behavior.Understand the need for rewards in educational organizations.Demonstrate an ability to design and implement programs to advanceorganizational goals.Identify organizational needs and the human capital necessary to fulfill those needs.Describe individuals’ roles in the context of an organization.Utilize several decision making models within the context of an organization.Demonstrate and utilize rules of argumentation in the critique of others’ publications.Demonstrate the ability to communicate effectively during oral and written presentations.Demonstrate the ability to master various technologies while completing assignments and presentations.(Cross-Walk of objectives are on next page)Page 4 of 33
CROSS WALKDeliverables1. Oral Presentations/Reflections-Power PointsThe candidate is expected to deliver documentedevidence that demonstrates ease with an audiencescholarly methodology and the ability to match.BehavioralObjectives1,3,4,9,11,122. Readings & AssignmentsThe candidate is responsible for all assigned1,2,11,12readings, online searches, and activities.3. Article CritiqueThe candidates will use the APA style format tocite references that will address issues related toschool facilities.4. Group ActivitiesThe candidate is expected to do his/her share toinsure that class activities. Exemplary teamwork, collaboration, and collegiality are expectedfrom the candidate.5. Field Clinical Study Candidates willparticipate a field clinical study with aqualified organization for a total of at least10 hours and provide a written and oralreport in class6.Professional Development. Candidateswill engage in professional developmentactivities (workshops, seminars, etc.) thatenhances your competence in mStandards –ELPS2.(S)Communication8. OrganizationalManagement &Development10. (K) (S) (D)8. (K) (S) (D)OrganizationalManagement &Development10. (K) (S) (D)11,128. (K) (S) (D)OrganizationalManagement &Development 10.(K) (S) (D1,58. (K) (S) (D)OrganizationalManagement &Development 10.(K) (S) (D1,8,9,11,128. (K) (S) (D)OrganizationalManagement &Development 10.(K) (S) (D1,3,5,6,8,98. (K) (S) (D)OrganizationalManagement &Development 10.(K) (S) (DPEU ConceptualFrameworkCF:4.4 (K)CF:4.5 (S)CF: 5.6 (S)CF: 5.7 (S,D)CF:1.1 (K)CF:4.5 (S)CF:6.3 (K)CF: 2.4 (K)CF: 2.6 (S,D)CF:4.5 (S)CF:3.1 (S)CF:3.4(D)CF:4.4 (K)CF:4.5 (S)CF: 5.3 (D)CF: 5.6 (S)CF: 5.7 (S,D)CF: 2.3,4 (K)CF: 2.5 (S)C F: 2.6 (S,D)CF:4.4 (K)CF:4.5 (S)CF:3.1 (S)CF:3.4(D)CF:4.4 (K)CF:4.5 (S)CF: 5.3 (D)CF: 5.6 (S)CF: 5.7 (S,D)National/State Standards Addressed in the CourseThe following competencies and skills were addressed in this course. (Refer to Cross Walk as towhat indicators were included and the Appendices for more details):1. Conceptual Framework (CF) in the Professional Education Unit (PEU)2. Educational Leadership Program Standards (ELPS)Page 5 of 33
TOPICAL OUTLINE GUIDEDiscussions, Activities and AssignmentsCalendar ofDue DatesICE BREAKER Activity: IntroductionsOpen Discussion Course Overview, Concepts,Texts: Owens, Robert, & Valesky,First DayWeek 1Reading Assignments: Chapter 1: In Search of a ParadigmChapter 2: Toward a Theory of PracticeChapter 3: Mainstreams of Organizational BehaviorDiscussion: Texts: Chapters 1 -3Weeks 2-3Activity TBAReading Assignments:Chapter 4: Organizational Theory in the Modern PeriodChapter 5: The Human Dimension of OrganizationOral Presentations:Discussion: Text- Chapters 4-5Presentations beginweek 3Weeks 4-6Oral Presentations:Activity: TBAReading Assignments:Chapter 6: Organizational Culture and Organizational ClimateChapter 7: Organizational ChangeChapters 1-6 (2) Acitivies DueChapter Assign 1dueFeb 14th 50ptsDiscussion: Texts- Chapters 6-7Weeks 7-9Oral Presentations:Activity: TBAReading Assignments:Chapter 8: Adaptive LeadershipChapter 9: Decision MakingArticle Critique OneTest One Chapters 1-6Ariticle Critque OneFeb 21stTest One Feb 28th50ptsPage 6 of 33
Discussion: Texts-Chapters 8-9Weeks 10-11Oral Presentations:Activity: Professional Development (PD)- Share activities from ExperienceReading Assignments:Chapter 10: Adaptive LeadershipChapter 11: MotivationChapter 12: School ReformDiscussion: Texts- Chapter 10-12PD Report DueMarch 14th 50ptsWeeks 12-13Oral Field Study Reports:Activity: Professional Development (PD)- Share activities from ExperienceChapters 7-12 (2) Acitivies DueChapter Assign 2 dueMarch 21th 50ptsAriticle CritqueTwoMarch 28th 50ptsWritten Field StudyReport DueApril 4th 75ptsWeeks 14-15Activity: Professional Development (PD)- Share activities from Exp. (cont.)Oral Field StudyReport 25ptsStarts Apr 10thOral Field Study Reports:Test Two Chapters 7-12Test Two dueApril 20th 50ptsEarly Submission is Encourage!!Page 7 of 33
Teaching Methods and InstructionsSituations and events will be identified in the student’s current life as well as the world of industries andorganizations. The focus is to place the student in real-work situations in decision-making. Experiences to beprovided in this course may include reading assignments from additional textbooks, related reading fromjournals, handouts and lectures; term project and examinations; group discussions; oral presentation by classmembers; guest speakers; Blackboard portal and action research. Each student is encouraged to read appropriatedocuments (e.g. textbooks, handouts, related readings) in advance.Blackboard will be the primary platform used to facilitate communication between the students and theinstructors. In addition, use of Blackboard will provide students the opportunity to take advantage of the variousresources designed to enhance understanding of the principles and concepts covered in this course. Therefore,use of Blackboard is required! Any student needing assistance and/or having difficulty with any aspect ofBlackboard use should speak with the instructor during the first week of class. Students may also get technicalassistance from the FAMU media center by contacting Mr. Danny Malone at 850-599-3460Lectures, discussions and student-generated activities will guide the teaching methodologies and strategies usedin the course. Students will participate in homework and Internet assignments that may include readingassignments from additional textbooks, journals, external internet links; term project and examinations; andcomputer-based tutorial, action research, Each student is encouraged to read appropriate documents (e.g.textbooks, , related readings) in advance.Course Evaluation and GradingStudents will be evaluated by the following deliverables:Maximum PointsPARTICIPATION/ATTENDANCE100See Class Policies detailsDISPOSITION ASSESSMENT50See AppendicesORAL PRESENTATION100See Details BelowPRESENTATION REFLECTION10See Details BelowPROFES. DEV. ACTIVITY50See Details BelowGROUP MEETING PRESENTATION 50See Details BelowCHAPTER READING ASSIGNMENTS 100See Details BelowARTICLE CRITQUES (2)100See Details BelowFIELD CLINICAL/ STUDY100See Details BelowEXAMINATIONS ,100See Class Policies and Details belowTOTAL MAX. POINTS760GRADING:90%-A, 80%-B, 70%-C, 60% D 59%/BELOW - FGrades in the course are based on satisfactory performance on several assessment measures. The quality of your work andthe products you submit counts. Your work should always reflect substantial investment of ti me and reflection. It shouldbe of superior quality. Grades in this course will be based on the assignments listed. All assignments will receive anumerical score ranging from 0-100.Note: Students must complete at least 80% of the coursework in order to pass the course. Students are strongly urged tokeep their own record of points earned. Periodic reports will be available via Blackboard.Page 8 of 33
Course Requirements/Performance-Based Tasks: DELIVERABLES and GUIDELINESFOR THE SUBMISSION OF DELIVERABLES with Due Dates1. ATTENDANCE/PARTICIPATION- (100 points). Refer to Course Polices below2. DISPOSITION ASSESSMENT- (50 points).policies.Refer to Appendices for details- also visit course3. ORGANIZATIONAL READING PRESENTATION (100 points). Begin 3rd Week.ProfessionalAttire is required during presentation. Refer to Appendices for proposed guidelines.Post yourpresentation title and date of presentation on the discussion board. The oral presentation will be evaluatedon your ability to develop the conceptual and practical knowledge of the topic, group dynamics, and utilization ofinstructional tools (visual aides, technology, and other resources) to motivate and maintain focus. Creativity shouldbe used. Outside resource people are encouraged.This syllabus contains a list of readings from which students may choose for their Organizational ReadingPresentation. Students are not confined to this list and may choose from the journals listed in the syllabus or outsideresearch. The intent of this assignment is to provide students an opportunity to explore in depth a specific aspect oforganizational behavior. Students will then present key and salient features of the article for the class to consume.Students are encouraged to be expert, innovative, and thorough in the presentations. There should be evidence ofadditional research, analysis, synthesis, and evaluation. (See some suggested topics and journal below.I.Prepare a report: ( About one page, using word-processing, doubled-spaced, spelled and grammar checked, and1” margins) that: summarizes the topic; describes the methodology and/or philosophies chosen. Attach copy ofhandouts used and other documentation supporting the presentation. Please include cover page with title, yournames, social security numbers and signatures. This report must be submitted to the professor before thepresentation.II.Presentation Plan: Candidate is responsible for preparing a presentation plan. An example the plan is in theAppendices. This plan must be attached to the presentation report and submitted to the professor prior to (orbeginning) of presentation.III.Methodologies and Philosophies:The presenter/s will take on the role of the facilitator/teacher during the period allowed for the presentation.Presenter may employ his/her choice of methodologies and philosophies but must following lesson plan’sinstructional procedures and time lines. Various methodologies may include: lectures, homework assignments, classassignments, examinations; role-play and games; class discussions; metaphors and mnemonic devices;instructional aids; handouts; other reference material; guest speakers and others.IV.Presentation aids:Presenter/s may employ any instructional aids needed for the presentation (e.g. projector, copies of handouts,video, power point, etc.). Some items may be obtained from professor. Student is responsible for reserving neededaids at least one week in advance from the FAMU Media Center 599-3460. The professor’s signature is neededto borrow equipment/media from the Media Center. Forms are available in the media center or the professor’soffice.V.Case Studies, Activities or Exercises: The student may address any of these during the presentation.VI.Exams/ Quizzes: Presenter/s may administer exams and quizzes, but they will be ratedonly as a part of activity.VII.Evaluations (see Appendices):A. Students will evaluate the presenters based on a PEER EVALUATION FORM. The form will have a rating scaleranging from 1 to 5 (1 is poor and 5 is excellent). The students will respond to questions related to the performancesof the presenter in the areas including lesson plan preparation, delivery, classroom management, verbal skills andimage. Total average will determine the final points for the presentation. Each presenter may receive a sPage 9 of 33
maximum of 100 points for the his/her presentation of lesson plan. Major points will be deducted for nonsubmission of a Presentation Plan. Any student who does not participate in a presentation will receive no-credit.B. The SELF EVALUATION FORM will be randomly given to up to five students for observation. The form is notfor grading purpose but is to help you become aware your positive and distracting mannerism and behavior duringyour presentation.VIII.Time Limitations: The professor will announce time limitations.Some Suggested TopicsLeadershipOrganizational Culture andClimateChange in OrganizationConflictsDecision MakingMotivationReformOrganizational BehaviorOrganizational TheoriesOrganizational PracticesOrganizational Psychology4.Some Suggested Journals For ReadingsAcademy of Management ExecutiveAcademy of Management JournalAcademy of Management ReviewAdministrative Science QuarterlyAnnual Review of PsychologyCareer Development QuarterlyCommunication ResearchGender, Work and OrganizationHuman FactorsHuman RelationsHuman Resource Management JournalInternational Journal of Human Resources ManagementJournal of Applied Behavioral ScienceJournal of ManagementJournal of Organizational BehaviorJournal of Social IssuesManagement Communication QuarterlyOrganizationOrganization ScienceOrganization StudiesOrganizational DynamicsPersonnel PsychologyResearch in Organizational BehaviorResearch in Personnel and Human Resources ManagementTraining and DevelopmentTrends in Organizational Behavior (Supplement to Journalof Organizational Behavior)Work and StresrsWork, Employment and SocietyPresentation REFLECTION SUMMARY – (10 points).Once the student has received the resultsof the Peer Evaluations, within one week, the student must submit a typed statement (not more than one page) oftheir reflections and revisions of the lesson plan/presentation. (e.g. what you liked and did not like about yourpresentation - what would you change – why – did students enjoy your presentation, were the evaluations fair, etc.)Page 10 of 33
5. FIELD CLINICAL - Components of the Organizational Study and Oral Report (100pts)Part I. The Study (75pts): Select an organization (not the one in which you work). The Study shouldcover at least 10 hour- period of observations. Using the Field Clinical Form provide the following information:1. Date and time of Visits.2. List area(s) of observation during visitations3. Describe the organization chart.4. Comment on the organization and administration.5. Comment on the organization’s Vision and/or Mission statement?6. Discribe at least two data collection techniques used.7. Discribe the data collected on at least five variables (e.g., leaders, subordinates, product, people, structure,behavior, events, work groups, conflict, and communications)8. Apply a theory or model to the organizational study9. Render a diagnosis10. Conclusion11. References12. List the benefits you gained from experience(s)13. Provide a reflective summary of your experience(s)14. Use APA 6TH Ed. writing style (requirement)Please note: This study should contain a minimum of 20-25 pages, excluding References. The Field Clinical ReportForm is available on Blackboard.Part II. Th
4. Understand the importance of effective organizational behavior. 5. Understand the need for rewards in educational organizations. 6. Demonstrate an ability to design and implement programs to advance organizational goals. 7. Identify organizational needs and the human capital necessary to fulfill those needs. 8.
1.Exploratory Data Analysis This chapter presents the assumptions, principles, and techniques necessary to gain insight into data via EDA--exploratory data analysis. 1. EDA Introduction 1. What is EDA? 2. EDA vs Classical & Bayesian 3. EDA vs Summary 4. EDA Goals 5. The Role of Graphics 6. An EDA/Graphics Example 7. General Problem Categories 2 .
SPICE es típicamente parte de una Suite EDA ¿Qué significa EDA? Los programas para diseño electrónico se denominan de forma genérica Software de Automatización de Diseño Electrónico , o EDA (por su sigla en inglés) Una suite EDA incluye programas de: captura (edición) de esquemáticos, simulación (SPICE),
Exploratory Data Analysis (EDA) is about getting an overall understanding of data. EDA includes exploring data to find its main characteristics, identifying patterns and visualizations. EDA provides meaningful insights into data to be used in a variety of applications e.g,. machine learning. Python can be effectively used to do EDA as it
Posada-Quintero et al. / Sensors and Actuators A 257 (2017) 84-91 85 Fig. 1. Ag/AgCl hydrogel electrodes (left) and CSA electrodes (right) for EDA mea-surements. suitable for EDA measurements, because of the finger's anatomy and the nature of the EDA signal. Most EDA devices involve the application of an external con-stant
1 Florida Agricultural and Mechanical University Professional Education Unit Tallahassee, Florida 32307 COURSE SYLLABUS Course Number: EDA 5232 Prerequisite(s): None Course Title: Legal Aspects of Education Course Credit: 3 semester hours Course Hours: 3 per week College: Educat
Faculty Guide for Developing Course Syllabus 2 SYLLABUS CHECKLIST NOTE: THE ORDER OF SYLLABUS COMPONENTS PRESENTED BELOW IS NOT A REQUIRED ORDER TO FOLLOW. THIS CHECKLIST REFLECTS COMPONENTS THAT SHOULD BE INCLUDED IN THE COURSE SYLLABUS. FACULTY WILL DETERMINE THE ORDER OF THE SYLLABUS COMPONENTS. Course ID and Instructor Information _ 1.
posts by the due date. There is no make-up for quizzes (instead, I will drop two lowest grades). For exams, make-ups will be considered only for legitimate reasons with proper documentation. THIS IS A SAMPLE SYLLABUS - Current course syllabus is available within Canvas SAMPLE Syllabus SAMPLE Syllabus SAMPLE Syllabus Syllabus
pihak di bawah koordinasi Kementerian Pendidikan dan Kebudayaan, dan dipergunakan dalam tahap awal penerapan Kurikulum 2013. Buku ini merupakan “dokumen hidup” yang senantiasa diperbaiki, diperbaharui, dan dimutakhirkan sesuai dengan dinamika kebutuhan dan perubahan zaman. Masukan dari berbagai kalangan diharapkan dapat meningkatkan kualitas buku ini. Kontributor Naskah : Suyono . Penelaah .
