CLED 805 Research Methods for Christian Leadership III

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Through six research courses, the student will acquire necessary competencies in conducting doctoral level research. Skill development includes identification of the research problem, conducting a literature review, designing of research approach, collecting data, data analysis, and writing of the Dissertation. Analytical and critical thinking skills required to evaluate and interpret research findings are also developed. The chart below identifies the linkage between the research courses and the steps in the dissertation development process.

Textbook readings and video presentations

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Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions: Peer Reviews (3)

For this collaborative discussion, the instructor will place the student into a peer review team at the beginning of the course. The student is required to post an element of his/her planned research work based on a prompt provided by the instructor. The student will then assist his/her classmates, along with the instructor, in reviewing the work posted. The student is to make constructive comments designed to aid his/her classmates in the development of their research work. Each Peer Review will be graded based on the thread and the contribution the student makes to the community learning process. (CLO: A)

Initial Literature Review Assignment

The student will conduct an Initial Literature Review related to the research problem. When doing research, it is important that research problems be derived from and grounded in the study of a literature already addressing the broad topic under consideration. This assignment is an opportunity to explore the literature foundational to a dissertation-worthy topic which is of interest to the student. The student must identify key theological, theoretical, thematic resources relevant to his/her research in interest. The student will then develop a 5–7-page summary of these resources, and his/her potential connection to their research problem. The intent is that these pages, with editing, might serve as the introduction to the student’s problem in Chapter One of his/her Prospectus. (CLO: C)

Prospectus Chapter One: First Draft Assignment

The student will write and submit a rough draft of the first chapter of a potential research prospectus. This draft will follow the outline for either the quantitative or qualitative prospectus as presented in the EdD in Christian Leadership Handbook. The draft must carefully follow the template provided in the course. If a mixed-method approach is employed, the student will follow a hybrid version of the outline modified appropriately for his/her research problem and design. The first draft must be a minimum of 12 pages in length. The student must recognize that this is a first draft and may not ultimately be approved by the dissertation committee. However, care must be taken to write as if this will become part of the prospectus document. (CLO: B)

Prospectus Chapter One: Second Draft Assignment

The student will re-write and re-submit a second draft of the first chapter of a potential research prospectus. This draft will follow the outline for either the quantitative or qualitative prospectus as presented in the EdD in Christian Leadership Handbook. The draft must carefully follow the template provided in the course. If a mixed-method approach is employed, the student will follow a hybrid version of the outline modified appropriately for his/her research problem and design. The second draft must be a minimum of 12 pages in length. The student must recognize that this draft version of the chapter may not be ultimately approved by the dissertation committee. However, care must be taken to write as if this will become part of the prospectus document. (CLO: D)

All students, faculty supervisors, and IRB members must take CITI Training. In this course, the student must complete the Social-Behavioral-Educational (SBE) Basic course. Details on how to complete this requirement are available in the course. The student must present evidence of successful completion of the CITI training course to receive credit for this assignment. (CLO: A)