Full Course Description List:

ECON, EDAD Courses

(5 credits)

The principles of microeconomics explain how in a market economy the price system answers the following fundamental economic questions: What goods and services are produced and distributed as well as how and for whom? Students in this course examine the behaviors of households that supply factors of production—natural resources, labor, and capital—to firms and that purchase consumer goods and services from firms. They also investigate firms that maximize profit through their decisions about acquiring factors of production, controlling costs of production, choosing the optimal level of output, competing with other firms under different market structures, and making investment decisions about entering new markets.

Pre-requisites

• MATH 1030 or MATH 1040

(5 credits)

In this course, students examine analytical frameworks and empirical data to gain an understanding of the increasingly dynamic world economy. They engage in assignments that focus on economic analyses that are particularly important to business decision makers in a global economy and the economic conditions that impact firms' decisions about capital allocation, pricing, and employment. Students also share perspectives and delve deeper into course content through discussions on a range of topics, including historical roots of international economics, neoclassical trade theory, tools that restrict or alter trade between countries, and U.S. trade policy history, among others.

Pre-requisites

• ECON 1001
• ECON 1002

(6 semester credits)

The purpose of Foundations is to engage learners with the environment, expectations, and content of post-master's work in the Administrator Leadership for Teaching and Learning program. Through participating in the course, learners will develop (a) facility with Walden University's online learning environment and understanding of the university's and the program's support systems and expectations and outcomes, and (b) knowledge about the field, synthesized with reflection on one's own experience.

(6 semester credits)

Today’s schools are dynamic places and demand leaders in all arenas, from the boardroom to the classroom. Leaders must understand how learning communities operate and thrive, and be prepared to deal with the demands of internal and external forces. The 21st-century leader who understands change theory will continually appraise the evolving needs of the learning community and apply a grounded knowledge base of theory and practical strategies supported by research. Leaders are empowered to explore current and future technology as they assess educational trends and issues. Learners will also analyze their own and others’ paradigms and leadership styles, and determine best practices to promote positive social change.

(6 semester credits)

In this course, educators develop a broad understanding of theoretical frameworks and the appropriate use of qualitative and quantitative methods. Educators focus on methods designed specifically for studying human development and how individuals learn. They explore these methods through the examination of the philosophy of research and particular research strategies, review of literature in the field, and research and analysis of additional literature relating to individual interests. Additionally, educators reflect on and discuss ways in which research can lead to the promotion of social change on the job or in their community.

(6 semester credits)

Research has considerably expanded the knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, educators advance their understanding of research methods as they examine literature about design and assessment. They also apply research-based principles, through technological means, to collect, analyze, and present data with the goal of solving a learning problem in their school or district.

(6 semester credits)

Through this course, educators explore how the role of leadership expands beyond the classroom and school to the larger educational community. Educators work toward developing the knowledge, abilities, and dispositions required of an effective leadership role to participate in sustainable education reform. They explore a variety of topics, including creating professional partnerships, participating in collegial study teams, facilitating professional development of other educators, and adeptly using collegial and collaborative processes, such as coaching and mentoring educators and other leaders. An additional focus is the relationship between school and community stakeholders. Educators also investigate the legal, business, and/or political perspectives implications of these educational issues.

(6 semester credits)

Invariable advances in research and technology continue to change our current state of knowledge; therefore, it is necessary to function as lifelong learners. In this course, educators examine intriguing and potentially critical directions in adult learning, including brain research, new technologies, and the impact of globalization. Educators also have the opportunity to examine and reflect on the effects of these trends on their own areas of interest. The capstone concludes the program by providing a practical application of educators’ learning. Working in a consultative role as a K–12 professional, educators engage in a real-world, problem-solving project within their work environment.

(6 semester credits)

The purpose of Foundations is to engage learners with the environment, expectations, and content of doctoral work in the Administrator Leadership for Teaching and Learning program. Through participating in the course, learners will develop: (a) facility with Walden University's online learning environment and understanding of the university's and the program's support systems and expectations and outcomes; (b) knowledge about the field, synthesized with reflection on one's own experience and goals; and (c) doctoral-level critical-thinking and writing skills.

(6 semester credits)

Today's schools are dynamic places and demand leaders in all arenas, from the boardroom to the classroom. Leaders must understand how learning communities operate and thrive and be prepared to deal with the demands of internal and external forces. The 21st-century leader who understands change theory will continually appraise the evolving needs of the learning community and apply a grounded knowledge base of theory and practical strategies supported by research. Leaders are empowered to explore current and future technology as they assess educational trends and issues. Learners will also analyze their own and others' paradigms and leadership styles and determine best practices to promote positive social change.

(6 semester credits)

In this course, educators develop a broad understanding of theoretical frameworks and the appropriate use of qualitative and quantitative methods. Educators focus on methods designed specifically for studying human development and how individuals learn. They explore these methods through the examination of the philosophy of research and particular research strategies, review of literature in the field, and research and analysis of additional literature relating to individual interests. Additionally, educators reflect on and discuss ways in which research can lead to the promotion of social change on the job or in their community.

(6 semester credits)

Research has considerably expanded the knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, educators advance their understanding of research methods as they examine literature about design and assessment. They also apply research-based principles, through technological means, to collect, analyze, and present data with the goal of solving a learning problem in their school or district.

(6 semester credits)

Through this course, educators explore how the role of leadership expands beyond the classroom and school to the larger educational community. Educators work toward developing the knowledge, abilities, and dispositions required of an effective leadership role to participate in sustainable education reform. They explore a variety of topics, including creating professional partnerships, participating in collegial study teams, facilitating professional development of other educators, and adeptly using collegial and collaborative processes, such as coaching and mentoring educators and other leaders. Educators also focus on the relationship between school and community stakeholders. Educators also investigate the legal, business, and/or political perspectives implications of these educational issues.

(6 semester credits)

Invariable advances in research and technology continue to change our current state of knowledge; therefore, it is necessary to function as lifelong learners. In this course, educators examine intriguing and potentially critical directions in adult learning, including brain research, new technologies, and the impact of globalization. Educators also have the opportunity to examine and reflect on the effects of these trends on their own areas of interest.

(6 semester credits)

In this course, educators build on their knowledge of and experience with research design and methodology through a hands-on, in-depth study of specific data collection and analysis skills, which they need to become effective producers of research. Educators apply concepts and practice skills in research design, data collection, data analysis, and presentation of results. They complete practical exercises and engage in discussions that emphasize qualitative and quantitative research methods.