EDUCATION FOR THE ED.D.

EDU751 - Ethics in Educational Practice (3)

This course focuses on an examination of the ethical considerations of educational practice in contemporary society. PREREQUISITES: None

EDU752 - Inclusive Leadership (3)

This course focuses on the premise that all educators, regardless of formal title, role or position, need to assume responsibility for leadership in service of improving their institution and its members. Further, all educators must be responsible for developing the leadership capacity of those in their care. The course content addresses various theories of leadership, finding one's own leadership style, and thinking about leadership in such populations as teachers, staff, and students. PREREQUISITES: None

EDU753 - Adult Development and Transformation (3)

This course focuses on developing one's understanding of adult development throughout the life span and its implications for educational practice. Regardless of role and formal job description, all educators must interact with adults, and an appreciation for the developmental tasks of personal and career cycles is essential. Course content is designed to stimulate thinking about how to promote growth and transformation in one's own life and with others. PREREQUISITES: None

EDU754 - Individual and Institutional Change (3)

This course focuses on examining the use of reflective practice to improve instruction and leadership techniques and to engender professional dialogue among colleagues. Facilitating one's own critical reflection, as well as encouraging that in others, is a key component of teaching, learning, and leading. The course content also explores the concept of self-renewal and resilience as indicators of health and wellness in individuals and educational institutions. PREREQUISITES: None

EDU755 - Reflective Practice, Mentoring, and Professional (3)

Self-Renewal This course focuses on examining the use of reflective practice to improve instruction and leadership techniques and to engender professional dialogue among colleagues. Facilitating one's own critical reflection, as well as encouraging that in others, is a key component of teaching, learning, and leading. The course content also explores the concept of self-renewal and resilience as indicators of health and wellness in individuals and educational institutions. The key role that mentoring can play in initiating novice educators into the profession, supporting individual growth and sustaining the enthusiasm of veteran educators also is addressed. PREREQUISITES: None

EDU756 - Social and Cultural Influences in Education (3)

This course examines the various ways in which social and cultural factors influence education. It will review sociological research findings on such topics as learning and social class, teacher and parental expectations, learning and gender, ethnicity, and the relation between learning and family rearing practices. In considering the cultural influences on contemporary education, students will study a variety of multicultural education models, the transmission of culture in a pluralistic society, and the role of education in the acculturation and assimilation process. PREREQUISITES: None

EDU800 - Applied Field/Work Internship (3)

This course provides field-based experience that allows students to apply theoretical knowledge to professional and scholarly objectives, and arrange supervision, where necessary. Faculty approval is required before the internship can commence. PREREQUISITE(S): None

EDU850 - Teaching in a Diverse Society (3)

This course focuses on developing one's understanding of the knowledge and skills necessary to increase effectiveness in meeting the needs of diverse learners through appropriate instructional, curricular, and behavioral strategies. It also aims to assist students in exploring the topics of race/ethnicity, religion, socioeconomic class, and language as they related to teaching to diversity. PREREQUISITE(S): None

EDU851 - Interaction of Classroom Management and Instruction (3)

This course focuses on theory and research about developing teacher competencies for motivating and increasing student learning through the advanced understanding of the interaction of classroom management and instructional planning. Topics include the creation of successful learning communities, approaches to discipline, and creative problem solving. PREREQUISITE(S): None

EDU852 - Educational Implication of Learning & Developmental Theories (3)

This course is designed to help students develop an advanced understanding of how learning and developmental theories define the teacher's role as an instructional leader, how students learn, what motivates learners, and the design and delivery of the curriculum is influenced by these factors. PREREQUISITE(S): None

EDU853 - Thinking about Teaching (3)

This course allow for re-examination of one's own motivation for entering the profession, what values guide current practice, and what inspires that practice. The notion of teaching as both an "art" and a "science" will be explored, along with research on effective teaching. The course also allows for consideration of what teaching models and philosophies are most meaningful at this point in one's career. PREREQUISITE(S): None

EDU854 - Advanced Curriculum Practices and Models (3)

This course in curriculum will provide an introduction to the foundational areas that affect the design and development of curriculum. The course will include the history, social forces, philosophy, and psychology behind many of the curriculum practices and issues that exist in schools today as well as the nature of the curriculum development process. The focus of this course will be on the process of using knowledge about curriculum and evaluation in an imaginative, creative way. Ultimately, the educator will then be able to anticipate and plan for change in an active way, rather than falling prey to every bandwagon or societal pressure that affects the school curriculum. PREREQUISITE(S): None

EDU855 - Evaluating Student Performance (3)

This course will explore the complexity of evaluating student performance in a meaningful way. A variety of philosophies, templates, constructs, guidelines, artifacts, research findings and beliefs about collecting and using student performance data to improve instruction will be examined. The course also will explore how school reform efforts have influenced or been influenced by assessment practices. PREREQUISITE(S): None

EDU870 - Advanced School Finance (3)

The School Finance course is essential for the school administrator. Responsible for the ethical and strategic use of resources, the administrator cannot completely delegate financial responsibility to another office. Thus this course will cover a broad range of topics designed to acquaint the students with the knowledge of: funding formulas, accounting procedures, procurement regulations, taxation principles, fiduciary oversights, audits, and general management of state and local funding formulas. Emphasis will be placed on developing skills necessary to manage the financial program of a district and, in turn, a school. PREREQUISITE(S): None

EDU871 - Advanced Educational Leadership (3)

Leadership describes an individual's ability to influence. This course is a survey of selected research that addresses the development of leadership skills, the academic field of leadership studies, the roles of leadership in education, including transactional, transformational, and post-modern theory. Leadership is examined, not only from the perspective of personal development, but also in the contexts of organizational and systems theories. Moreover, since the literature relating to leadership is varied, with approaches ranging from popular, "self-help" to serious academic scholarship, this course provides the opportunity to compare and contrast this wide range of leadership analysis. PREREQUISITE(S): None

EDU872 - Advanced Instructional Supervision (3)

Methods, theories, and research applying to the supervision and evaluation of classroom instruction; includes analysis and application of research in effective teaching practices, formative and summative evaluation, staff development, data collection techniques, and alternative feedback methods. This course will focus on the role of the district administrator in the supervisory process from the legal aspects to the coaching of principals. PREREQUISITE(S): None

EDU873 - School Law (3)

Administrators must know the laws that govern the operation and conduct of their organizations as they face a highly litigious society. This course will study the relevant legal principles that affect the operation, organization, and administration of schools. Students will gain knowledge about legal issues that will help them in effectively performing their professional duties within the boundaries of constitutional, statutory, and case law. PREREQUISITE(S): None

EDU874 - Human Resource Management for Educational Leaders (3)

This course focuses on promoting theoretical and applied understandings of school personnel management in an ever-changing professional educational environment. Emphasis will be placed on understanding effective ways of dealing with labor relations, personnel appraisal, communication, disciplinary procedures, leadership systems and designs, and compensation structuring. Focus will be on applicable laws and the roles and responsibilities of school leaders in the area of human resource management in educational settings will be examined. PREREQUISITE(S): None

EDU880 - Resiliency Theory in Educational Settings (3)

This course provides advanced exploration of theory and research in human and institutional resiliency with an eye towards how such theory and research can be translated into educational practice. Factors that create risk and promote resiliency in students will be examined, as well as interventions to mitigate situations that put students at risk. PREREQUISITE(S): None

EDU881 - Teacher as Leader (3)

This course includes studies in the literature and research on encouraging teacher leadership at all levels of practice: classroom, school, district, state and national initiatives. Focus will be on leadership skills and best practices that support teachers in identifying their natural leadership styles, recognizing opportunities for leadership within different forums in their professional lives, and collaborating with others to effect meaningful change. PREREQUISITES: None

EDU882 - Collaborative Models of School-Parent Interaction (3)

The course focuses on the creation and maintenance of collaborative models of parent-school interaction that supports student achievement. Particular attention is paid to such issues as building effective partnerships with hard to reach parents, those who traditionally have been marginalized from schools, and non traditional families. It also explores issues such as parent-teacher conferences, parents as volunteers in schools, and maintaining parental involvement as students move into secondary schools. PREREQUISITE(S): None

EDU883 - Brain-Based Ways of Thinking and Learning (3)

This course focuses on an analysis of how the brain integrates, stores, and communicates information. It includes a review of research on how the brain functions and the link to effective teaching practices. The application of brain research to teaching strategies, lesson plans, and problem-solving activities will be stressed. PREREQUISITE(S): None

EDU884 - Positive Organizational Scholarship (3)

Positive Organizational Scholarship (POS) focuses on the organic whole of leadership practices from a perspective of positive thinking. This course will challenge students to engage in the core topics and foundational theories of POS and positive psychology, and to investigate their interface. Positive Organizational Scholarship (POS) investigates collective and emergent processes of optimal functioning, at the levels of individual in organization, groups in organizations, and organizations as a whole. POS focuses on the generative dynamics in organizing that enable individuals and collective resilience, thriving, creativity compassion, and other indicators of human function. POS is not one particular theory; it does draw from the full spectrum of organizational theories. Positive psychology is a movement that challenges the field of psychology. It does not draw from the old model of deficient but instead encourages research on strengths, on building the best things in leadership practices as well as repairing the worst. PREREQUISITE(S): None

EDU885 - Global Education (3)

This course will encompass skill building strategies and exercises in critical thinking, listening, and identity based communication. We will explore how to negotiate, facilitate, and mediate global education. Our goal is to begin the process of understanding the theory, concepts, and skills necessary for developing the cultural mobility among participants required to successfully embrace globally diverse school populations that will yield effective value added relationships and outcomes. PREREQUISITE(S): None

EDU886 - Educational Technology (3)

This course focuses on current trends and issues in the use of technology in K-12 schools. Among the topics covered are the use of technology as a tool for teaching and learning, making technologically-assisted learning meaningful, creating active learning through the use of technology, and the "digital divide" and its implications for schooling. PREREQUISITE(S): None

EDU889 - Diversity in Learning (3)

This course focuses on developing one's understanding of the knowledge and skills necessary to increase effectiveness in meeting the needs of diverse learners through appropriate instructional, curricular, and behavioral strategies. It also aims to assist students in exploring the topics of race/ethnicity, religion, socioeconomic class, and language as they related to teaching to diversity. PREREQUISITE(S): None

EDU890 - Leadership and Diversity (3)

This course will examine issues related to equity, diversity, and their implications for educational settings. Personal and community biases will be scrutinized regarding: race, gender, socio-economic status, culture, sexual orientation, religion, second language learners, and persons with special needs. Through coursework, group work, and situational case studies, students will be challenged to examine their attitudes toward these critical issues and to become sensitive and proactively responsive to them. Students will learn of the leadership capacities needed to ensure access, and academic and social equity for all members of the extended school community. PREREQUISITE(S): None

EDU891 - Planning and Organizational Change (3)

This course Planning and Organizational Change draws on a number of academic disciplines that provide a theoretical as well as practical basis for understanding change at the community and school level. We will apply planning theory from traditions of sociology, political science, and psychology to real organizations in local communities, using theories of practice of community social work and action research. PREREQUISITES: None

EDU892 - Directed Study (3)

In directed studies, a student pursues, in-depth, an individualized program of reading and/or research with supervision by first and second core faculty.

EDU893 - Directed Study (3)

In directed studies, a student pursues, in-depth, an individualized program of reading and/or research with supervision by first and second core faculty.

EDU894 - Directed Study (3)

In directed studies, a student pursues, in-depth, an individualized program of reading and/or research with supervision by first and second core faculty.

EDU895 - Directed Study (3)

In directed studies, a student pursues, in-depth, an individualized program of reading and/or research with supervision by first and second core faculty.

EDU898 - The History of Higher Education in the United States (3)

This course surveys the history of higher education in the United States with a focus on mainstream collegiate institutions and current non-traditional alternatives. The course will trace the development of traditional higher education from its liberal arts origins through the growth of the major research university. Additionally, it will explore how, over two centuries, various underrepresented groups (women, minorities, etc.) have contended for places within higher education. PREREQUISITE(S): None

EDU899 - Foundation of Higher Education (3)

This course examines major events in the development of colleges and universities in the United States and the philosophical, historical, and social forces that have influenced this development. The course examines contemporary issues in higher education by exploring the intersections of historical, philosophical, and sociological forces that have shaped and continue to shape U.S. higher education, as well as the ways in which higher education has shaped society. International/comparative higher education is also introduced. PREREQUISITE(S): None

EDU900 - Governance and Administration of Colleges (3)

This course examines the governance and administration of higher and postsecondary education institutions in the United States with particular emphasis on providing an understanding of theoretical and practical approaches to leading institutions. Students will read about the functioning of higher and postsecondary institutions; the administrative practices of colleges and universities; organizational and administrative theory of higher and postsecondary education; and roles of governing boards, administrators, faculty members, and students in policy making. PREREQUISITE(S): None

EDU901 - Higher Education and the Law (3)

Until recently colleges, universities, or institutions of higher learning never sought nor needed counsel on retainer. Obviously that is no longer the case. This course will discuss current legal issues and equip future higher education administrators the tools to handle them. A variety of topics will be discussed, such as the current structure of the legal court system and their recent decisions affecting higher education, distinctions between private, public and quasi-public institutions; the granting of tenure; liability for student behavior and their well-being; limitations on the power of higher education to discipline students for behavior, academic, and professional misconduct; issues of student privacy; affirmative action and other attempts at creating diversity; sexual harassment; anti-discrimination, such as Title IX, ADA, etc; and what is the future for higher education and the law? PREREQUISITE(S): None

EDU902 - Higher Education's International Role (3)

This course will help students examine how US colleges and universities are responding to the challenges of the 21st Century of internationalization and globalization. The readings will provide theory and practical information about the ways colleges and universities are international, which will include discussions with leaders in the various areas of US higher education internationalization. PREREQUISITE(S): None

EDU950 - Professional Portfolio (3)

This course provides a culminating experience that allows each student to reflect on his or his scholarly and professional growth over the program of study. In organizing the portfolio according to program competencies and values, the student provides evidence of his/her meeting those outcomes, as well as concentration-specific and individual goals laid out in the Degree plan. PREREQUISITE(S): None

EDU9559 - Dissertation 4 (6)

EDU978 - Qualitative Research: Theory and Implementation (3)

This course focuses on the concept of qualitative research. It will aid the student in developing an understanding of what qualitative research is, what the types of qualitative research are, when to use it, and how to develop a well-designed research study using qualitative research methods. The course will go on to help the student code the findings and write a dissertation using the qualitative method of data gathering and analysis.

EDU979 - Quantitative Research for Educators (3)

This course provides a framework for using quantitative methods in educational research. The course will focus on a wide range of quantitative research methods including experimental, correlational and survey research among others. Additionally, students will review the different steps in quantitative research, the determination of different options for types of data collected and the ability to locate, select, and assess an instrument(s) for data collection. Specifying variables, reliability, validity, scales of measurement, scoring of the data, and selection of a statistical program will also be discussed.

EDU980 - Educational Research Methods (3)

This course focuses on an introduction to the selection and construction of a research design and choice of appropriate research methods for the educational inquiry to be undertaken. A variety of research methods will be reviewed. The design and collection of data, data analysis, and ethical issues related to research with human subjects will be explored. PREREQUISITE(S): None

EDU981 - Action Research for Educators (3)

This course provides an overview of action research theory and methods and describes how action research can be used in school improvement. The steps for conceptualizing, designing, implementing, and analyzing an action research project are explicated and examples of school-based projects are provided. PREREQUISITE(S): None

EDU982 - Individualized Research Design (3)

This course focuses on developing an appropriate research design for each student's dissertation proposal. It includes articulating the research questions, choosing the design and being able to articulate its appropriateness to the inquiry at hand, discussing the assets and limitations of the design, human subjects and other ethical concerns, and proposed methods of data collection and analysis. PREREQUISITE(S): None

EDU983 - Dissertation Research (3)

Dissertation research 1 is the first of a two-block experience involving original doctoral research. In this course, the student will gather data to be reported in chapter four of the dissertation, using the research design developed in individualized research design. PREREQUISITE(S): None

EDU984 - Dissertation Research 2 (3)

Dissertation research 2 is the second of a two-block experience involving original doctoral research. In this course, the student will analyze his/her collected data, including re-engaging with the seminal scholarly literature presented in chapter 2. Data analysis will conform to the methods described in individual Research Design. In addition to analysis, the student will be able to discuss the scholarly and practitioner implications of his/her findings as well as directions for future research. PREREQUISITE(S): None

EDU985 - Action Research for Educators (3)

This course provides an overview of action research theory and methods and describes how action research can be used in school improvement. The steps for conceptualizing, designing, implementing, and analyzing an action research project are explicated and examples of school-based projects will be explored.

EDU986 - Qualitative Research: Theory and Implementation (3)

This course focuses on the concept of qualitative research. It will aid the student in developing an understanding of what qualitative research is, what the types of qualitative research are, when to use it, and how to develop a well-designed research study using qualitative research methods. The course will go on to help the student code the findings and write a dissertation using the qualitative method of data gathering and analysis.

EDU987 - Quantitative Research for Educators (3)

This course provides a framework for using quantitative methods in educational research. The course will focus on a wide range of quantitative research methods including experimental, correlational and survey research among others. Additionally, students will review the different steps in quantitative research, the determination of different options for types of data collected and the ability to locate, select, and assess an instrument(s) for data collection. Specifying variables, reliability, validity, scales of measurement, scoring of the data, and selection of a statistical program will also be discussed.

EDU990 - Dissertation I: Introduction and Literature Review (3)

Dissertation 1 is the first in a three-course block of final required dissertation writing. It yields the first two chapters of the dissertation: Introduction and literature Review. Credit is awarded when the students submits the fully edited and approved version of these two chapters to his/her Dissertation Committee. PREREQUISITE(S): None

EDU991 - Dissertation II (3)

Dissertation II is the second of a three-course block of final required dissertation writing. Dissertation Research consists of conducting the approved research developed in Individualized Research Design and yields the Research Methodology chapter of the dissertation (chapter three). Credit is awarded when the student submits the fully edited and approved version of this chapter to his/her Dissertation Committee and receives their approval for the completed data gathering. PREREQUISITE: Approval of advisor

EDU992 - Dissertation III (3)

Dissertation III is the final block of required dissertation writing. It yields the last two chapters of the dissertation (chapters four and five) and completes the document. Credit is awarded when the student successfully presents his/her research findings and recommendations and submits the fully edited and approved dissertation to his/her Dissertation Committee. PREREQUISITE: Approval of advisor