EDU 7001 Applying Quality Education Trends (4)
This course explores best practices having been identified to assist in the establishment of learning environments. Evidenced-based foundations are used to focus on those best practices that foster continuous quality improvment in schooling, and rethinking the connections in the relationships of education's stakeholders through the formulation of problem-solving teams that can approach quality through collaboration and scientifically based practice. An enhanced linkage among students, teachers, administrators, support staff, parents, businesses, and community is encouraged and emphasized as a result of evidence-based exploration of best practices.
EDU 7002 Scientifically Based Practice: Research I (4)
This course introduced the doctoral candidate to the principles of both qualitative and quantitative educational research and the paradigm of an evidence-based approach to academic research as well as consumer-based problem solving. Research design, ethics, data analysis, and techniques such as survey, issue and trend analysis, case study, historical research, pre- and post-testing, literature review, meta-analysis, psychographic methods, and quantitative data collection and statistical analysis are emphasized. This course establishes the candidate's basic understanding of academic research while fostering comfort with the utilization of scientifically based practice or approach problem-solving needs within the professional environment.
EDU 7003 Strategic Policy and Planning (3)
This course studies the roles of institutions, departments, and teams in planning and implementation strategies. An evidence-based foundation encourages the candidate to use scientifically based practice to improve efficiency. Holistic and integrated strategies are implemented to guide candidates in investigating policy and planning to achieve visions and high organizational performance.
EDU 7004 Scientifically-Based Practice: Research II (4)
This course extends the depth of study in educational research established in Scientifically Based Practice: Research I. An emphasis is placed on methodology, research design, statistical analysis, and data reporting. An efficient use of technology for all phases of the dissertation is employed by the candidate in the completion of this course.
EDU 7005 Intructional Environments (4)
This course will examine the multiple facets associated with both andragogical and pedagogical change from the fundamental conceptualization of the design phase through the implementation phase. A meaningful learning experience is emphasized along with the capture of teachable moment and the culmination phase of evaluation and revision. The candidate is expected to use evidenced-based practice to form the pillars of a learning experience, evaluation, and revision for improvement, emphasizing meaningful learning environments and teachable moments, to the culmination phase emphasizing evaluation and revision.
EDU 7006 Cultural Influences (4)
This course engages a thorough study of the multiple elements that impact learning: Conflict, cultural groupings, discrimination, ethnicity, ethnocentrism, fragmentation, prejudice, bias, stereo-typing, the role of culture in people's lives, and other elements that influence beliefs, values, and decisions are investigated. The candidate is given an opportunity to expand personally and professionally through an evidence-based examination of how culture influences the work environment.
EDU 7051 Leadership and Organizational Behavior I: Intrapersonal Effectiveness (5)
The first in a three-part series, this course examines the four levels of leadership: intrapersonal, interpersonal, managerial and organizational. The focus of part one is to reflect deeply on one's own abilities, habits, personality, and style, and to examine the theories of individual motivation and behavior. Candidates analyze their personal character and competence as leaders, with the goal of maximizing their personal effectiveness. Candidates are encouraged to develop a habit of scientifically-based practice of continual examination of their own effectiveness and use of their evidence-based learning to effect personal improvement.
EDU 7052 Leadership and Organizational Behavior II: Team Building (5)
Building on the foundation laid in EDU 7051, this course is an extension from study of individual behavior and effectiveness to analysis of group or team behavior and leadership effectiveness. A collaborative team-based learning culture is utilized to simulate real-life problems and team-building processes. Course topics include: leadership dimensions, team learning, development and management, diversity, and organizational analysis and development. An evidence-based foundation is employed to support the candidate learning and exposure to best practices expressed by recognized leaders in team building concepts.
EDU 7053 Leadership and Organizational Behavior III: Action Learning (5)
The culmination of individual behavior/effectiveness and team behavior/effectiveness, this course aims to provide a comprehensive understanding of the way in which total organizational effectiveness is conceptualized, measured and realized in practice. The course also explores the ways change associated with organizational improvement is effectively managed. It assists educational practitioners in understanding how quality improvement can be initialized, managed, sustained at all levels within the organization to achieve total value-added improvement. An evidence-based foundation is employed to support the candidate learning through exposure to best practices and the concepts of recognized leaders in organizational leadership and improvement.
EDU 7151 Technology I: Learning and Instructional Technologies(2)
This course assists the candidate in learning the uses of technology that facilitate the completion of the doctoral project (dissertation). Elements may include word processing, data-bases, spreadsheets, internet, project management software, web pages, and other appropriate application. It is additionally used as a platform for the candidate to begin exploring the information available so as to begin a habit of seeking evidence-based data in the employment scientifically based practice within their professional environment.
EDU 7152 Technology II: Technology-Based Statistics (2)
This course is designed to equip candidates to incorporate statistical analysis into educational research. The different types of data and the tests appropriate for each are discussed and practiced.Successful completion of this course enables students to analyze their data gathered for dissertations and to draw definite conclusions from their data. Additionally, candidates in the evidence-based educational environment are equipped to review the methodology and data generated by scientifically based research and draw useful and reliable conclusions from that data.
EDU 7153 Technology III: Advanced Learning and Instructional Technologies (2)
This course examines the applicaiton of computing technologies as tools for developing and conveying domains of knowledge effectively. Candidates learn how to use diverse computing technologies to gather, process, and present knowledge and information to enhance the teaching and learning process. It is a performance-based learning experience using a variety of hands-on computer-based technologies and techniques. This course requires both collaborative and individual demonstrations of their mastery of instructional technologies.
EDU 7201 through EDU 7253 Dissertation (total of 12)
The dissertation is a major research study based on a significant issue related to practice within the inquiry-based environment of education. The dissertation must engage a field of specialization and involves identification of a problem, development of appropriate protocol, implementation and analysis of both qualitative and quantitative research, production of deliverables, dissertation defense, and a capstone presentation of the candidate's work and findings. The dissertation is designed to equip the candidate to engage scientifically based inquiry and practice to effect problem identification and solutions in the environment of professional practice.
