Saybrook Department of Research

Program Learning Outcomes

PLO1. Teaching and Instruction in Higher Education - Students demonstrate an understanding of the theoretical and applied components of teaching and instruction in higher education.

PLO2. Curriculum Development in Higher Education - Students demonstrate an understanding of the theoretical and applied components of curriculum design in higher education.

PLO3. Advanced Research - Students demonstrate an understanding of the research landscape in their field and build advanced research skills to present and publish in academic contexts.

PLO4. Diversity, Equity, Inclusion, and Belonging - Students demonstrate an understanding of DEIB principles and the application of DEIB practices in teaching, curriculum development, and research praxis in higher education.

PLO5. Project Management - Students demonstrate an understanding of project development and management in teaching, curriculum development, and research in higher education.

PLO6. Technology and Innovation in Teaching and Research - Students demonstrate an understanding of technology in teaching, curriculum development, and research praxis.

PLO7. Ethical Compliance and Professional Standards in Teaching and Research - Students comply with ethical and professional standards of practice in teaching, curriculum design, and advanced research in their area of research.

Courses

Teaching and Instruction for Higher Education (PLOs 1, 3, 4, 5, 6, 7)

This course provides students with the knowledge and skills to evaluate, design, manage, and implement educational curricula in higher education. Students learn curriculum development and instructional design principles, including theoretical foundations, practical applications, evaluation techniques, and diverse student needs. Students develop course learning outcomes, curriculum maps, learning activities, and assessment tools. Students produce a course syllabus and learning activities relative to their field and practice. 3.0 credits. Prerequisite: RES 2100

• CLO1. Understanding Curriculum Theories and Models -Students describe curriculum theories and instructional design models and analyze their strengths, limitations, and applicability in various educational contexts.
• CLO2. Designing Effective Curriculum Frameworks -Students design a curriculum framework with clear learning objectives, appropriate learning materials, activities, and assessment strategies that align with curriculum goals and address diverse learning styles.
• CLO3. Evaluating and Implementing Curriculum -Students implement and evaluate the curriculum and analyze student performance data, feedback, and educational outcomes to suggest revisions to the curriculum for improvement.
• CLO4. Addressing Diverse Learners -Students design and incorporate differentiated instructional strategies and materials to accommodate diverse learning styles and abilities.
• CLO5. Incorporating Technology and Innovative Practices -Students assess the effectiveness and integrate appropriate educational technologies and innovative practices into the curriculum to enhance learning and engagement.
• CLO6. Applying Professional and Ethical Principles -Students apply professional and ethical guidelines and best practices in curriculum design, ensuring fairness and integrity.
• CLO 7. Engaging in Critical Thinking and Self-Reflection -Students apply critical thinking and self-reflection to curriculum design, incorporating new knowledge into their practice.

Grant Writing (PLOs 3, 4, 5, 6, 7)

This course prepares students to identify grants, conduct needs assessments, and develop grant proposals to secure funding for dissertation research, independent research, sponsored projects, or initiatives. Students learn various aspects of the grant writing process, including understanding grant requirements and ethical practices, developing a budget, and managing the evaluation and revision process. Students create a professional grant writing toolkit. 3.0 credits. Prerequisite: RES 2100

• CLO1. Understanding the Grants Landscape -Students identify different types of grants (e.g., government, foundation, corporate) and their respective funding sources, eligibility criteria, and application processes.
• CLO2. Conducting Needs Assessments and Project Planning -Students conduct a needs assessment to identify and articulate the problem or need the proposed project aims to address. They develop a logical framework or theory of change that outlines how the proposed project will achieve its goals and objectives.
• CLO3. Developing a Grant Proposal -Students develop a problem statement, goals and objectives, and a detailed project plan that aligns with the funding agency’s priorities. The plan includes a compelling narrative, clear goals and objectives, a detailed methodology, and a comprehensive budget with justification.
• CLO4. Evaluating and Reporting Requirements -Students describe common evaluation and reporting requirements of grant-funded projects and outline an evaluation plan that includes measurable outcomes and methods for assessing the proposed project's effectiveness.
• CLO5. Navigating the Grant Submission and Revision Process -Students use grant management software to submit grant proposals, following the funding agency's specific guidelines and requirements, including formatting and deadlines. They prepare constructive and persuasive responses to reviewer feedback.
• CLO6. Ethical and Compliance Considerations -Students understand and apply ethical practices, ensuring compliance with legal and regulatory requirements in their grant proposals.
• CLO7. Developing a Grant Writing Toolkit -Students create a professional grant writing toolkit that includes sample proposals, budgets, and other relevant materials.

Curriculum Development and Instructional Design for Higher Education (PLO 2, 4, 5, 6, 7)

This course provides students with the knowledge and skills to evaluate, design, manage, and implement educational curricula in higher education. Students learn curriculum development and instructional design principles, including theoretical foundations, practical applications, evaluation techniques, and diverse student needs. Students develop course learning outcomes, curriculum maps, learning activities, and assessment tools. Students produce a course syllabus and learning activities relative to their field and practice. 3.0 credits. Prerequisite: RES 2100

• CLO1. Understanding Curriculum Theories and Models -Students describe curriculum theories and instructional design models and analyze their strengths, limitations, and applicability in various educational contexts.
• CLO2. Designing Effective Curriculum Frameworks -Students design a curriculum framework with clear learning objectives, appropriate learning materials, activities, and assessment strategies that align with curriculum goals and address diverse learning styles.
• CLO3. Evaluating and Implementing Curriculum -Students implement and evaluate the curriculum and analyze student performance data, feedback, and educational outcomes to suggest revisions to the curriculum for improvement.
• CLO4. Addressing Diverse Learners -Students design and incorporate differentiated instructional strategies and materials to accommodate diverse learning styles and abilities.
• CLO5. Incorporating Technology and Innovative Practices -Students assess the effectiveness and integrate appropriate educational technologies and innovative practices into the curriculum to enhance learning and engagement.
• CLO6. Applying Professional and Ethical Principles -Students apply professional and ethical guidelines and best practices in curriculum design, ensuring fairness and integrity.
• CLO 7. Engaging in Critical Thinking and Self-Reflection -Students apply critical thinking and self-reflection to curriculum design, incorporating new knowledge into their practice.

Scholarly Publication and Presentation (PLOs 3, 4, 5, 6, 7)

This course equips students with the knowledge and skills to produce, submit, publish, and present academic research. Students build their professional identity and scholarly networks by identifying publications and presentation venues that align with their field of study. Students create and submit proposals following professional ethical standards, including academic integrity and the use of technology. Students navigate the peer review and submission stages, developing strategies for integrating feedback. 3.0 credits. Prerequisite: RES 2100

• CLO1. Understanding the Scholarly Landscape - Students understand the scholarly landscape in their field, identifying academic journals and professional organizations that align with their publication and presentation goals.
• CLO2. Selection and Submission - Students select suitable academic platforms for manuscripts or presentations and submit a well-written, structured proposal that follows specific guidelines and formatting requirements.
• CLO3. Navigating Peer Review and Revisions - Students constructively respond to peer review feedback and revise their work to improve clarity and quality.
• CLO4. Research Presentation -Students prepare effective presentations and posters to disseminate research findings to academic and professional audiences.
• CLO5: Applying Ethical Considerations and Academic Integrity—Students apply ethical guidelines and best practices to ensure the integrity and credibility of their research presentations and publication efforts.
• CLO6. Managing the Publication Timeline and Workflow - Students develop a timeline and workflow for managing the research and publication process, including setting deadlines and managing revisions.

Research Mentoring and Professional Development (PLOs 1-7)

This course provides students with professional and research mentorship to advance their career path in the current academic landscape. Faculty mentors guide students toward reaching their teaching and research goals while building scholarly identity. Students collaborate with peers to set professional goals, develop research networks, and create an academic career plan. The final project includes developing a Curriculum Vitae. 1.0 credit (taken twice). Prerequisite: Two or more specialization 3.0 credit courses.

• CLO1. Understanding the Academic Career Landscape
• CLO2. Developing a Scholarly Identity
• CLO3. Identifying Resources for Professional Growth
• CLO4. Creating an Academic Curriculum Vitae 

Student Research Symposium (PLOs 1-7)

This course allows students to plan and present at the annual STAR Research Symposium. Students develop research proposals, practice presentation skills, receive and integrate peer review feedback, and create innovative presentations for a diverse audience of practitioners and scholars. The final project includes a recorded live presentation of scholarly work. Prerequisite: Two or more specialization 1.0 credit courses.

• CLO1. Understanding the Academic Conference Landscape
• CLO2. Developing a Scholarly Presentation for Diverse Audiences
• CLO3. Practicing Scholarly Presentation Skills
• CLO4. Delivering a Scholarly Presentation