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How does anxiety and depression affect the workplace? – ## 3a–ResearchTopic–Template.docx – ## 3b–ResearchTopic–Example.docx – ## 2b–PotentialTopicsforNon-P-12.pdf – ## Schedule_Renfroe.docx – Syllabus_Renfroe.docx **## 3a–ResearchTopic–Template.docx** **Name**: **Date**: **Signature Projec…
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How does anxiety and depression affect the workplace?
– ## 3a–ResearchTopic–Template.docx
– ## 3b–ResearchTopic–Example.docx
– ## 2b–PotentialTopicsforNon-P-12.pdf
– ## Schedule_Renfroe.docx
– Syllabus_Renfroe.docx
**## 3a–ResearchTopic–Template.docx**
**Name**:
**Date**:
**Signature Project Stage 1: Research Proposal Topic**
**ED 504 Spring 2 2025**
**Note: It must be a quantitative experimental design study**
**Problem Statement**
**Best Practice Used to Address Your Problem**
**Hypothesis**
****Study Population****
****Independent Variable****
****Dependent Variable****
****Brief Plan of Action for Executing Your Experimental Quantitative Design****
**## 3b–ResearchTopic–Example.docx**
**Name: Student from ED 504**
**Signature Project Stage 1 – Research Proposal Topic**
**ED 504 – Spring 2025**
1.
**Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.
2.
**Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.
3.
**Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.
4.
**Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.
**5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).
**5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.
6.
**Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.
**## 2b–PotentialTopicsforNon-P-12.pdf**
Page 1 of 2
Possible Research Topics for Non-(P-12)
Below are some general ideas for topics for your Research Proposal, but you do not have to
choose one of these. You may already have a problem in mind.
You will need to identify a problem that is currently occurring in your classroom or working
environment, but the topic needs to be related to your current field of study (i.e., if you are
seeking a degree in Library Media, then your problem should be related to Library Media). In
ED504, you will only work on the research proposal (Chapters 1-3). You will not be performing
the actual study. Your topic will need to be suitable for an experimental or quasi-experimental
study using data that is currently available to you. No exceptions
Academic Motivation
Effects of Messaging in Teen Literacy
Academic or Athletic Competitions
Electronic/Digital Textbooks
Acceptance of Diversity
Emotional Intelligence
Aggression in Children, Adolescents, or Adults
Environmental Conservation
Anxiety or Depression
Exit/Graduation Exams
Athletics
Family Medical Leave Act (FMLA)
Behavior Modification
LGBTQ+ Support Groups
Bilingual Education
Gender Identification
Book or Social Clubs
Homeschooling
Breakfast and Learning or Daily Performance
Improving Minority Achievement
Bullying Prevention
Interventions Promoting College Completion
Collaborative Groups
Language Barriers
College Career Counseling/Career Preparation
Mental Health Programs
College Online Learning/Advising
Mentoring
College Readiness/Preparedness
Divorce Rates
Rural Education
Dress Codes
Rural Health
Drug Rehabilitation
Safety Strategies (at School or Work)
Eating Disorders
School Dropout Issues
Effective Strategies for College Teaching
School or Work Culture
Page 2 of 2
Effects of Caffeine/ Other Substances
School or Work Uniforms
Effects of Community Service Projects
Sex Education
Service Learning
Television and Behavioral Problems
Single-Gender Schools
Television and Communication Skills
Sleep Deprivation
Title IX Awareness
Sleep and Short-Term Memory
Use of Extrinsic Motivation
Recess
Smartphone and Social or Behavioral
Interactions
Use of Hotlines
Social Media or Social Networks
Use of Media for Recruitment
Page 2 of 2
Microchips in ID Badges
College Student Retention or Access
Music and Exercise
College Student Satisfaction w/ Student
Services
Music Therapy
College Student Services/Programs
Nutrition and Learning
Cooperative Learning in School
Obesity Crisis
Covid 19
Online Counseling
Critical Thinking
Online Courses
Cyberbullying Education
Distance Learning
Recycling or Waste Management (EAP)
Standardized Testing Skills
Use of Phones in the Classroom or Workplace
Strategies to Stop Tobacco Use
Using Gaming in Education or Workplace
Strategies for Productive Workforce
Using Social Media in the Workplace
Strategy to Encourage Participation
Video Games and Achievement
Student Engagement (NSSE)
Videoconference Classes or Meetings
Technology Access Gap
Vitamins and Immunity or Health
Violence Prevention
Physical Activity and Learning
Daily Exercise Routine
Poverty
Discrimination in Workplace
**## Schedule_Renfroe.docx**
## ****
## **ED504 Techniques of Educational Research I**
****Course Schedule** **Fall 1, 2025****
The module pages in Blackboard include detailed instructions for completing readings, watching videos, and/or reviewing other supplemental resources. Complete each module’s activities in the order presented. Follow the suggested class routine schedule below to help manage your time to successfully complete the required and/or graded course activities. Please print the schedule for reference.
**_Ensure all activities are submitted by the assigned date by 11:59 p.m. Central Time, as determined by the Blackboard Learn timestamp_**. Dates are subject to change at the professor’s discretion.
| | | | |
| — | — | — | — |
| | Module / Assignment Description | Due Date | Course Value |
| **08-18-2025** | **COURSE BEGINS** | | |
| | · Familiarize yourself and read all material in <br>_your Blackboard shell._ | Aug 18 | |
| | **Module 1: Introductions and Ethical Practices in Research** | | |
| | · Participate in the <br>_Introduction Discussion_ activity.<br> <br>· Peer responses | Aug 22<br>Aug 24 | 2.5% |
| | · Complete the <br>_Test Your APA Style Knowledge Quiz_. | Aug 24 | 2.5% |
| | · Complete the <br>_Plagiarism Quiz_. | Aug 24 | 2.5% |
| | · Complete <br>_CITI Training: Responsible Conduct of Research Certification_. | Aug 24 | 2.5% |
| | **Module 2: The Research Problem, Research Question, and Hypothesis** | | |
| | · Complete <br>_Quiz 1_. | Aug 31 | 5% |
| | · Submit the <br>_Research Topic_. | Aug 31 | 5% |
| | · REMINDER: Select your research topic and begin gathering existing data. Formulate your research problem statement and generate your hypothesis. | | |
| | **Module 3: Locating and Reviewing the Literature Review** | | |
| | · Complete <br>_Quiz 2_. | Sept 7 | 5% |
| | · REMINDER: Begin collecting peer-reviewed articles for your literature review. | | |
| | **Module 4: Methodologies** | | |
| | · Complete <br>_Quiz 3_. | Sept 14 | 5% |
| | · Submit the <br>_Research Proposal Outline._ | Sept 14 | 15% |
| | **Module 5: Writing a Research Proposal** | | |
| | · Submit <br>_Chapters 1, 2 and 3_ of your Research Proposal<br>_._ | Sept 25 | 20% |
| | · Submit the <br>_Final Submission_ of your Research Proposal<br>_._ | Oct 5 | 35% |
| | | | |
**image1.jpg**
**Syllabus_Renfroe.docx**
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**Syllabus_Renfroe.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-renfroe-docx)
**## 3a–ResearchTopic–Template.docx**
**Name**:
**Date**:
**Signature Project Stage 1: Research Proposal Topic**
**ED 504 Spring 2 2025**
**Note: It must be a quantitative experimental design study**
**Problem Statement**
**Best Practice Used to Address Your Problem**
**Hypothesis**
****Study Population****
****Independent Variable****
****Dependent Variable****
****Brief Plan of Action for Executing Your Experimental Quantitative Design****
**## 3b–ResearchTopic–Example.docx**
**Name: Student from ED 504**
**Signature Project Stage 1 – Research Proposal Topic**
**ED 504 – Spring 2025**
1.
**Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.
2.
**Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.
3.
**Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.
4.
**Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.
**5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).
**5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.
6.
**Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.
**## 2b–PotentialTopicsforNon-P-12.pdf**
Page 1 of 2
Possible Research Topics for Non-(P-12)
Below are some general ideas for topics for your Research Proposal, but you do not have to
choose one of these. You may already have a problem in mind.
You will need to identify a problem that is currently occurring in your classroom or working
environment, but the topic needs to be related to your current field of study (i.e., if you are
seeking a degree in Library Media, then your problem should be related to Library Media). In
ED504, you will only work on the research proposal (Chapters 1-3). You will not be performing
the actual study. Your topic will need to be suitable for an experimental or quasi-experimental
study using data that is currently available to you. No exceptions
Academic Motivation
Effects of Messaging in Teen Literacy
Academic or Athletic Competitions
Electronic/Digital Textbooks
Acceptance of Diversity
Emotional Intelligence
Aggression in Children, Adolescents, or Adults
Environmental Conservation
Anxiety or Depression
Exit/Graduation Exams
Athletics
Family Medical Leave Act (FMLA)
Behavior Modification
LGBTQ+ Support Groups
Bilingual Education
Gender Identification
Book or Social Clubs
Homeschooling
Breakfast and Learning or Daily Performance
Improving Minority Achievement
Bullying Prevention
Interventions Promoting College Completion
Collaborative Groups
Language Barriers
College Career Counseling/Career Preparation
Mental Health Programs
College Online Learning/Advising
Mentoring
College Readiness/Preparedness
Divorce Rates
Rural Education
Dress Codes
Rural Health
Drug Rehabilitation
Safety Strategies (at School or Work)
Eating Disorders
School Dropout Issues
Effective Strategies for College Teaching
School or Work Culture
Page 2 of 2
Effects of Caffeine/ Other Substances
School or Work Uniforms
Effects of Community Service Projects
Sex Education
Service Learning
Television and Behavioral Problems
Single-Gender Schools
Television and Communication Skills
Sleep Deprivation
Title IX Awareness
Sleep and Short-Term Memory
Use of Extrinsic Motivation
Recess
Smartphone and Social or Behavioral
Interactions
Use of Hotlines
Social Media or Social Networks
Use of Media for Recruitment
Page 2 of 2
Microchips in ID Badges
College Student Retention or Access
Music and Exercise
College Student Satisfaction w/ Student
Services
Music Therapy
College Student Services/Programs
Nutrition and Learning
Cooperative Learning in School
Obesity Crisis
Covid 19
Online Counseling
Critical Thinking
Online Courses
Cyberbullying Education
Distance Learning
Recycling or Waste Management (EAP)
Standardized Testing Skills
Use of Phones in the Classroom or Workplace
Strategies to Stop Tobacco Use
Using Gaming in Education or Workplace
Strategies for Productive Workforce
Using Social Media in the Workplace
Strategy to Encourage Participation
Video Games and Achievement
Student Engagement (NSSE)
Videoconference Classes or Meetings
Technology Access Gap
Vitamins and Immunity or Health
Violence Prevention
Physical Activity and Learning
Daily Exercise Routine
Poverty
Discrimination in Workplace
**## Schedule_Renfroe.docx**
## ****
## **ED504 Techniques of Educational Research I**
****Course Schedule** **Fall 1, 2025****
The module pages in Blackboard include detailed instructions for completing readings, watching videos, and/or reviewing other supplemental resources. Complete each module’s activities in the order presented. Follow the suggested class routine schedule below to help manage your time to successfully complete the required and/or graded course activities. Please print the schedule for reference.
**_Ensure all activities are submitted by the assigned date by 11:59 p.m. Central Time, as determined by the Blackboard Learn timestamp_**. Dates are subject to change at the professor’s discretion.
| | | | |
| — | — | — | — |
| | Module / Assignment Description | Due Date | Course Value |
| **08-18-2025** | **COURSE BEGINS** | | |
| | · Familiarize yourself and read all material in <br>_your Blackboard shell._ | Aug 18 | |
| | **Module 1: Introductions and Ethical Practices in Research** | | |
| | · Participate in the <br>_Introduction Discussion_ activity.<br> <br>· Peer responses | Aug 22<br>Aug 24 | 2.5% |
| | · Complete the <br>_Test Your APA Style Knowledge Quiz_. | Aug 24 | 2.5% |
| | · Complete the <br>_Plagiarism Quiz_. | Aug 24 | 2.5% |
| | · Complete <br>_CITI Training: Responsible Conduct of Research Certification_. | Aug 24 | 2.5% |
| | **Module 2: The Research Problem, Research Question, and Hypothesis** | | |
| | · Complete <br>_Quiz 1_. | Aug 31 | 5% |
| | · Submit the <br>_Research Topic_. | Aug 31 | 5% |
| | · REMINDER: Select your research topic and begin gathering existing data. Formulate your research problem statement and generate your hypothesis. | | |
| | **Module 3: Locating and Reviewing the Literature Review** | | |
| | · Complete <br>_Quiz 2_. | Sept 7 | 5% |
| | · REMINDER: Begin collecting peer-reviewed articles for your literature review. | | |
| | **Module 4: Methodologies** | | |
| | · Complete <br>_Quiz 3_. | Sept 14 | 5% |
| | · Submit the <br>_Research Proposal Outline._ | Sept 14 | 15% |
| | **Module 5: Writing a Research Proposal** | | |
| | · Submit <br>_Chapters 1, 2 and 3_ of your Research Proposal<br>_._ | Sept 25 | 20% |
| | · Submit the <br>_Final Submission_ of your Research Proposal<br>_._ | Oct 5 | 35% |
| | | | |
**image1.jpg**
**Syllabus_Renfroe.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-renfroe-docx)
**## 3a–ResearchTopic–Template.docx**
**Name**:
**Date**:
**Signature Project Stage 1: Research Proposal Topic**
**ED 504 Spring 2 2025**
**Note: It must be a quantitative experimental design study**
**Problem Statement**
**Best Practice Used to Address Your Problem**
**Hypothesis**
****Study Population****
****Independent Variable****
****Dependent Variable****
****Brief Plan of Action for Executing Your Experimental Quantitative Design****
**## 3b–ResearchTopic–Example.docx**
**Name: Student from ED 504**
**Signature Project Stage 1 – Research Proposal Topic**
**ED 504 – Spring 2025**
1.
**Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.
2.
**Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.
3.
**Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.
4.
**Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.
**5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).
**5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.
6.
**Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.
**## 2b–PotentialTopicsforNon-P-12.pdf**
Page 1 of 2
Possible Research Topics for Non-(P-12)
Below are some general ideas for topics for your Research Proposal, but you do not have to
choose one of these. You may already have a problem in mind.
You will need to identify a problem that is currently occurring in your classroom or working
environment, but the topic needs to be related to your current field of study (i.e., if you are
seeking a degree in Library Media, then your problem should be related to Library Media). In
ED504, you will only work on the research proposal (Chapters 1-3). You will not be performing
the actual study. Your topic will need to be suitable for an experimental or quasi-experimental
study using data that is currently available to you. No exceptions
Academic Motivation
Effects of Messaging in Teen Literacy
Academic or Athletic Competitions
Electronic/Digital Textbooks
Acceptance of Diversity
Emotional Intelligence
Aggression in Children, Adolescents, or Adults
Environmental Conservation
Anxiety or Depression
Exit/Graduation Exams
Athletics
Family Medical Leave Act (FMLA)
Behavior Modification
LGBTQ+ Support Groups
Bilingual Education
Gender Identification
Book or Social Clubs
Homeschooling
Breakfast and Learning or Daily Performance
Improving Minority Achievement
Bullying Prevention
Interventions Promoting College Completion
Collaborative Groups
Language Barriers
College Career Counseling/Career Preparation
Mental Health Programs
College Online Learning/Advising
Mentoring
College Readiness/Preparedness
Divorce Rates
Rural Education
Dress Codes
Rural Health
Drug Rehabilitation
Safety Strategies (at School or Work)
Eating Disorders
School Dropout Issues
Effective Strategies for College Teaching
School or Work Culture
Page 2 of 2
Effects of Caffeine/ Other Substances
School or Work Uniforms
Effects of Community Service Projects
Sex Education
Service Learning
Television and Behavioral Problems
Single-Gender Schools
Television and Communication Skills
Sleep Deprivation
Title IX Awareness
Sleep and Short-Term Memory
Use of Extrinsic Motivation
Recess
Smartphone and Social or Behavioral
Interactions
Use of Hotlines
Social Media or Social Networks
Use of Media for Recruitment
Page 2 of 2
Microchips in ID Badges
College Student Retention or Access
Music and Exercise
College Student Satisfaction w/ Student
Services
Music Therapy
College Student Services/Programs
Nutrition and Learning
Cooperative Learning in School
Obesity Crisis
Covid 19
Online Counseling
Critical Thinking
Online Courses
Cyberbullying Education
Distance Learning
Recycling or Waste Management (EAP)
Standardized Testing Skills
Use of Phones in the Classroom or Workplace
Strategies to Stop Tobacco Use
Using Gaming in Education or Workplace
Strategies for Productive Workforce
Using Social Media in the Workplace
Strategy to Encourage Participation
Video Games and Achievement
Student Engagement (NSSE)
Videoconference Classes or Meetings
Technology Access Gap
Vitamins and Immunity or Health
Violence Prevention
Physical Activity and Learning
Daily Exercise Routine
Poverty
Discrimination in Workplace
**## Schedule_Renfroe.docx**
## ****
## **ED504 Techniques of Educational Research I**
****Course Schedule** **Fall 1, 2025****
The module pages in Blackboard include detailed instructions for completing readings, watching videos, and/or reviewing other supplemental resources. Complete each module’s activities in the order presented. Follow the suggested class routine schedule below to help manage your time to successfully complete the required and/or graded course activities. Please print the schedule for reference.
**_Ensure all activities are submitted by the assigned date by 11:59 p.m. Central Time, as determined by the Blackboard Learn timestamp_**. Dates are subject to change at the professor’s discretion.
| | | | |
| — | — | — | — |
| | Module / Assignment Description | Due Date | Course Value |
| **08-18-2025** | **COURSE BEGINS** | | |
| | · Familiarize yourself and read all material in <br>_your Blackboard shell._ | Aug 18 | |
| | **Module 1: Introductions and Ethical Practices in Research** | | |
| | · Participate in the <br>_Introduction Discussion_ activity.<br> <br>· Peer responses | Aug 22<br>Aug 24 | 2.5% |
| | · Complete the <br>_Test Your APA Style Knowledge Quiz_. | Aug 24 | 2.5% |
| | · Complete the <br>_Plagiarism Quiz_. | Aug 24 | 2.5% |
| | · Complete <br>_CITI Training: Responsible Conduct of Research Certification_. | Aug 24 | 2.5% |
| | **Module 2: The Research Problem, Research Question, and Hypothesis** | | |
| | · Complete <br>_Quiz 1_. | Aug 31 | 5% |
| | · Submit the <br>_Research Topic_. | Aug 31 | 5% |
| | · REMINDER: Select your research topic and begin gathering existing data. Formulate your research problem statement and generate your hypothesis. | | |
| | **Module 3: Locating and Reviewing the Literature Review** | | |
| | · Complete <br>_Quiz 2_. | Sept 7 | 5% |
| | · REMINDER: Begin collecting peer-reviewed articles for your literature review. | | |
| | **Module 4: Methodologies** | | |
| | · Complete <br>_Quiz 3_. | Sept 14 | 5% |
| | · Submit the <br>_Research Proposal Outline._ | Sept 14 | 15% |
| | **Module 5: Writing a Research Proposal** | | |
| | · Submit <br>_Chapters 1, 2 and 3_ of your Research Proposal<br>_._ | Sept 25 | 20% |
| | · Submit the <br>_Final Submission_ of your Research Proposal<br>_._ | Oct 5 | 35% |
| | | | |
**image1.jpg**
**Syllabus_Renfroe.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-renfroe-docx)
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