Great Lakes Conference May, 2014 THE MSA FACULTY

Great Lakes Conference
May, 2014
THE MSA FACULTY LEARNING COMMUNITY (FLC)
Central Michigan University
PHASE I: FLC OBJECTIVES:
 1. Determine ways we can help our MSA /MA in ED students
successfully complete the capstone experience;
 2. Consider and reflect on the best practices that faculty use in
methodology (MSA 600) and capstone (MSA 699) courses that facilitate
student completion/success rates.
 3. Provide a forum for faculty and staff to discuss important issues as
they relate to the two purposes above.
 According to FACIT (Faculty Center for Innovative Teaching, 2013), FLCs
provide effective "deep learning that encourages and supports faculty to
investigate, attempt, assess, and adopt new methods of teaching". It is
also the goal of this FLC to create a product, such as a presentation or
publication, that highlights the findings of the FLC participants.
PHASE II: FACULTY SURVEY (Fall, 2013) a survey of all faculty teaching
MSA 600 and MSA 699 was distributed to approximately 95 faculty. The data
was then collected and analyzed with these results:
1. WHAT IS THE PURPOSE OF MSA 600? (Research Methodology class)
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Learn and apply APA style to scholarly works (91%)
Develop a research question (91%)
Differentiate research methodologies and typologies (86%)
Learn how to do a literature review (86%)
Identify appropriate statistical measures (82%)
To have students produce a research proposal (I, II, III) (73%)
To introduce students to the CMU Library (55%)
Only to prepare student to complete the MSA 600 proposal (5%)
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2. THE
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CAPSTONE PROJECT (MSA 699) IS INTENDED TO BE A/AN:
Research project (95%)
Plan B paper (38%)
Thesis (19%)
Extended literature review (14%)
3. WHAT IS YOUR UNDERSTANDING OF THE CONNECTION BETWEEN
MSA 600 AND MSA 699?
 With MSA 699 instructor approval, the MSA 600 proposal may be
modified for use in the MSA 699 project. (100%)
4. WHAT ADDITIONAL RESOURCES WOULD YOU LIKE TO HAVE
PROVIDED TO AID YOU IN THE INSTRUCTION OF MSA 600/699?
 Discussion board administered by seasoned MSA 600/699 faculty
(40%)
 Best practices guides (30%)
 APA tutorials (25%)
 Video clip library (5%)
5. SHOULD THERE BE AN (ONLINE) ORIENTATION FOR ALL NEW
FACULTY TEACHING MSA 600 or MSA 699?
 Yes (91%)
6. WHAT RESOURCES WOULD YOU LIKE PROVIDED TO AID IN THE
INSTRUCTION OF MSA 600/699?
 Powerpoints (65%)
 Peer evaluations (65%)
 Video clips (60%)
 Guest speakers (50%)
 Service learning (30%)
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7. IDENTIFY ONE BEST PRACTICE THAT IMPACTS STUDENT SUCCESS IN
MSA 600.
 A pre-class assignment that explains what students will need to do
in class and forces them to identify research ideas
 Understanding what constitutes a realistic topic
 Having students incorporate a research typology
 Availability of research proposal template
 Provide an APA template for students to follow
 Time spent on stating the problem, purpose and research question
 Meeting individually with the instructor and the librarian to launch
a literature search strategy
 Having students complete a library tour
 Developing a data collection spreadsheet and preparing it for
statistical analysis
 Analyzing a data set
 Peer review by other students
 Submission of drafts for review and feedback
 Use the research proposal as a teaching tool
 Instructor needs to be sure that students have met all objectives of
class
PHASE III: CURRICULUM MAPPING: Dr. Eron Drake, of CMU’s Faculty
Center for Innovative Teaching (FACIT), helped our FLC complete a “curriculum
mapping” activity. The purpose of this activity was to:
1. Align curriculum, instruction and assessment
2. Develop a process for collecting data
3. Document the relationships between components of the curriculum
4. Ensure a quality process is followed for design, assessment and teaching
and learning activities
5. Support reflective inquiry, collaboration and accountability
BENEFITS OF CURRICULUM MAPPING
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Identify when and where learning is taught and assessed
Fosters conversation about curriculum content
Identifies gaps
Identifies repetition between scope and sequence
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Improves delivery and assessment over time
Provides information for the analysis of assessment and skills
Reinforces the value of the curriculum
Serves as a communication tool
MSA 600- Objective #1: “Determine administrative issues/topics that can
be researched within private, public and not-for-profit sectors.”(objectives
from Master course syllabus)
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Share 699 rubric in 600 and give advance notice of expectations as to
what constitutes a high quality research project.
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Make certain that the proposed capstone project topic is acceptable for
the MSA program.
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Have students seek perceptions of people in real organizations regarding
current organizational issues or problems.
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Be certain project is work and concentration related.
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Use case studies, role plays and simulations to help achieve this
objective.
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Have students determine top issues or concerns within their disciplines.
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Determine where students encounter barriers or “bottlenecks” and help
them work through them.
MSA 600 - Objective # 2: “Identify, collect, evaluate and synthesize
research/literature to draw and support conclusions and make
recommendations.”
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Provide samples of excellent literature reviews.
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Introduce students to a framework for summarizing and analyzing
articles for future reference.
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Require a research component in all courses.
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Develop an ongoing library connection/relationship.
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Have students practice analyzing and evaluating research- how was the
research conducted, what are the strengths and weaknesses?
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Showcase good practices using excellent examples of related literature
reviews.
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Use the Foundation for Critical Thinking for a framework for reading
articles that is helpful for students.
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Annotate parts of literature reviews to reinforce or unpack expectations.
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Require strong criteria for Chapter II.
MSA 600 - Objective # 3: “Identify, evaluate and synthesize research data
to draw and support conclusions and make recommendations.”
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Ensure that research is current and relevant.
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Encourage students to be careful in drawing conclusions. Sometimes
better to say “there is not enough data to draw conclusions” or “data
does not support a conclusion.”
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Have students practice an abbreviated version of real data collection,
analysis and synthesis.
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Develop checklist to help students know how to make more informed
decisions about appropriate conclusions and/or recommendations.
MSA 600 - Objective # 4: “Effectively and concisely communicate
research findings and conclusions to others in a written form using
standard written English and APA format.”
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Make certain project is data-based and has strong foundation for
accurate findings.
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Have students consider a 360 degree evaluation of their potential project.
MSA 600 - Objective # 5: “Effectively and concisely present research
findings/conclusions/recommendations to others in oral form using
appropriate visual aids.”
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Have discussions about what and how the research tells us about a given
issue.
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MSA 600- Objective # 6: “Demonstrate an understanding of research
methods by developing a practice research proposal that may or may not
be appropriate to the student’s MSA capstone project.”
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Determine if a rubric would be useful in completing MSA 600
requirements;
MSA 600- Objective # 7: “Demonstrate an applied knowledge of APA
style/format.”
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Require the purchase of the current APA edition.
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Determine whether students are performing these requirements before
the final project is submitted.
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APA format use and understanding must be emphasized through the
program- not a surprise when the student gets to 699.
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APA format should be required throughout program.
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Use APA tutorials and templates as necessary.
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Integrate mini-assignments and/or require APA citations.
RELATED ISSUES:
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Clarification of polices such as: extension of project due dates, ensuring
consistency between 600/699 faculty, when 600 should be taken by the
student, provide orientation for 600 and 699 faculty and requiring
primary data collection in other MSA classes.
MSA 699- Objective # 1: “Conduct applied research in the field of
Administration.” (objectives from Master course syllabus)
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Best practices include:
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Very good 699 projects are related to student’s passion/field of study.
Important to help students brainstorm good project ideas. “They can’t
bail the ocean” in the capstone.
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Provide a checklist of items needed to complete the project.
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Syllabus is starting point for 699. It must be detailed and specific.
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Rubric review of the capstone is critical.
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Project selection is key- students should be encouraged to ask their
supervisors or other organizational officials for project ideas and or
issues. This helps ensure their buy-in and support. Better yet: have
students get their supervisors to come up with a topic of concern- even
in MSA 600.
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Students need to get out of the “weekend assignment mode.” This is a
far different and more complex project. Students need to forget about
the bottom level of Bloom’s taxonomy.
MSA 699- Objective #2: “Analyze administrative issues and problems
critically and creatively.”
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Instruct students (through syllabus) to bring to class a problem
statement about an “administrative issue” at their workplace. Have
them write a problem statement, then have the other students critique
and help develop the idea. May become an actual proposal.
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Remind students that there may be a number of proprietary issues with
a given organization and their reluctance to share information- or have
any primary data collected. Have students obtain written permission
early, or be prepared to take on another project idea. Discourage data
collection becoming an extension of Chapter II.
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Figure out more ways to connect 600 and 699.
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Tell students how critical it is to get access to organizational informationand that there are no guarantees they will get it. If they fail to get critical
information/permission, students may want to consider feasibility study.
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Students are intimidated about “administrative issues.” Discuss
examples, such as “no smoking” policies as an issue.
MSA 699- Objective # 3: “Identify, collate, synthesize, and use primary
scholarly research sources to generate research questions to examine a
professional work-related problem.”
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Introducing MSA 699 rubric in each of the core courses to help students
prepare for the Capstone;
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Having students understand the challenges in obtaining approval to
conduct research at the organization studied- and the time constraints
associated with it.
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Remind students that project may not be directly related to job.
Students may need to look outside of immediate workplace.
MSA 699- Objective # 4: “Apply quantitative and/or qualitative research
methods to examine a professional work-related problem.”
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Have students complete quantitative analyses before 699. (Need a
primer/learning modules for completing quantitative analyses).
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Be certain students can conduct qualitative and quantitative research
and avoid an “extended literature review” in Chapter IV;
Suggest alternatives for students who are not able to conduct primary
research in an organization- especially if they are unable to obtain
appropriate permission;
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MSA 699- Objective #5: “Develop research findings and make
recommendations based on literature and data analysis.”
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Remind students that there is “no one size fits all” capstone. The project
depends on the student and problems they want to take on. The dialog
between faculty and student needs to be ongoing. The objective is to
help the student be successful.
MSA 699- Objective # 6: “Effectively present findings and
recommendations to solve or improve upon a professional work-related
problem.”
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Providing an opportunity for students to discuss/defend the capstone
project with faculty and/or other students (before final submission);
MSA 699- Objective # 7: “Present and defend their research when it
comes under scholarly and/or professional scrutiny.”
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Standardize MSA 600 and 699 minimal expectations and outcomes;
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Create forums to brainstorm project ideas. Consider reviewing various
current events and have students determine approaches to addressing
issues.
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PHASE IV: NEXT STEPS
1. Develop an online orientation for new and existing MSA 600 and MSA
699 faculty—that includes a faculty and student- developed “best
practice ideas.” (Include in master course syllabus).
2. Develop a Student Manual for MSA 600.
3. Amend master course syllabus of all five core MSA courses to include a
primary research component.
4. Recognize outstanding Capstone projects for students completing the
program.
5. Consider a second proposal to FACIT to examine alternative strategies to
completing the Capstone- such as a Comprehensive Examination at the
completion of the program.
NOTES SECTION
MSA: Masters of Science in Administration
MSA 600 refers to the course “Foundations of Research Methods in
Administration.” Course description can be found at:
http://global.cmich.edu/courses/default.aspx?id=MSA600
MSA 699 refers to the course “Applied Research Project in Administration”
Course description can be found at:
http://global.cmich.edu/courses/default.aspx?id=msa699
Central Michigan University uses the APA (American Psychological Association)
Style Guide 6th Edition
Each course at Central Michigan University has a “master course syllabus”
that instructors are to use in developing the actual course offered.
The survey instrument used was “Survey Monkey” and administered over a
three week period with a 50% rate of return.
“The Student Guide to the Capstone Project” is an MSA publication used to
help instructors and students understand the capstone process.
https://www.cmich.edu/colleges/cgs/GSMasterofScienceinAdministration/GS
TheDepartment/Documents/
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