Full Course Description List:

EDDD Courses

(5 credits)

As an advanced graduate student, you are about to embark on one of the most exciting journeys of your life. This practical course provides meaningful skills you will need to select your path, complete your degree, and become a successful leader of educational change in the 21st century. Networking and research skills, scholarly writing, critical thinking, use of Walden resources, and the three advanced graduate paths (e.g., PhD, EdD, EdS)—this course addresses all of these in a manner that provides a solid foundation of skill sets upon which to base your journey. You will find a balance of assignments (e.g., case studies, discussions, application assignments) that will ignite your passion for learning, allow you to collaborate with others, and guide your current and future work. This course is designed to reflect Walden's social change mission and provide you with meaningful tools for success as an advanced graduate student.

(3 credits)

The Education Doctorate requires learners to make an original contribution to the field of education. The purpose of this course is to help learners begin that process by introducing them to the steps and components of the doctoral capstone, its timeline, and available resources. Learners will examine and analyze existing research to identify a problem statement, and begin to conceptualize a purpose statement, the conceptual or theoretical framework, and other key components necessary to create valid research. Learners will also explore resources, such as the Writing Center and Library, as well as specific tools they can use to complete the capstone.

(2 credits)

Education professionals expand their knowledge of the doctoral capstone by comparing the differences between the doctoral study and dissertation options. They identify their chosen format and review specific examples, with regard to alignment among the problem, purpose, framework, research question, and design. Education professionals review the appropriate rubrics and checklists for their type of doctoral capstone. They will use tools to narrow the focus of their research topic and begin to develop their prospectus.

(5 credits)

There are many ways of seeing an organization and one's place in it. The assumptions students make about people, purpose, and profit will influence the way they manage. It is important to develop the skill required to read various situations and to understand what is between the lines to act with insight. Developing and utilizing various divergent perspectives on organizational dynamics enables a manager to devise appropriate actions by critically thinking about the way things can be (based on the way things are). In this way, leaders free themselves from conventions and can consider the knowledge management strategies, structures, and policies to succeed. Students will explore several metaphors of organizations from mechanistic to organic to network, among others. The students will look at organizations through several all-encompassing frames to understand how a leader can leverage these new perspectives to better manage processes, the implications of social change, and innovative strategies. Students will also continue building the skills required to succeed in the program and leverage those skills as they begin working on their dissertation topics. Students are asked to reflect each week on their learnings and how those learnings are shaping their specialization perspective. Students will deepen their understanding of APA, scholarly writing, and the importance of integrity in writing; they will also hone their analysis and evaluation skills.

(5 credits)

As an advanced graduate student, you are about to embark on one of the most exciting journeys of your life. This practical course provides meaningful skills you will need to select your path, complete your degree, and become a successful leader of educational change in the 21st century. Networking and research skills, scholarly writing, critical thinking, use of Walden resources, and the three advanced graduate paths (e.g., PhD, EdD, EdS)—this course addresses all of these in a manner that provides a solid foundation of skill sets upon which to base your journey. You will find a balance of assignments (e.g., case studies, discussions, application assignments) that will ignite your passion for learning, allow you to collaborate with others, and guide your current and future work. This course is designed to reflect Walden's social change mission and provide you with meaningful tools for success as an advanced graduate student.

Note: 6-week version

(5 credits)

In today's highly complex organizations, rational and behavioral decision-making processes and models impact leadership, ethics, group dynamics, and risk assessment. Students will examine the ethical implications of organizational decisions based on the literature. Students will also explore, evaluate, and debate how judgments and decisions influence team dynamics and an organization's social responsibility decisions. Students will also develop a deeper appreciation for predictive and adaptive decision systems and the impact of artificial intelligence and autonomous systems on an organization's decision processes. Students will continue to develop their skills assessment plan and tie what they learn to their specialization and, ultimately, the dissertation process. Students will focus on developing their analysis capabilities of peer-reviewed literature related to their specialization, and decision making and judgment.

(5 credits)

Effective education leaders work to foster a community of collaboration in which all stakeholders strive to develop a shared understanding of and commitment to making sure that every student learns and succeeds. Education professionals in this course explore the characteristics of effective collaborative leaders, including the ability to foster collaborative problem solving and decision making. They learn how to model open and responsive communication as well as how to use tools to ensure that such collaboration is the common process within the school and throughout the school community. They also explore the role of schools in communicating with and drawing upon community resources of various types, including public agencies and organizations that serve youth and families. Through this course, education professionals work toward establishing the personal, ethical, and moral platforms to become effective leaders who model and promote ethical and productive civic behavior. Education professionals will develop and refine their skills as collaborative leaders in the school community.

(5 credits)

Educators in this course study selected general legal principles, case and statute law, and law-making agencies that impact leaders and their educational institutions. Key content areas include but are not limited to the legal status of the local school district; the role of federal, state, and local governments that may apply; governance of schools; and policies, rules, and regulations. Education professionals in the course will also cover and develop a practical understanding of the legal rights, responsibilities, and obligations of administrators, teachers, students, parents, and school boards; community education; civil rights; collective bargaining, torts and contracts, and legal research; as well as the development of policy to meet regulations and other provisions. School administrators have an opportunity to become more knowledgeable about finding resources to help them address legal matters as they evolve. Educators will gain the basic knowledge to help develop policy statements as related to their school and to the district as a whole.

(5 credits)

Research on effective schools provides guidance on the most productive ways to organize time, people, money, technology, and other resources. To use these resources most effectively, leaders need to have a strategy that defines the most important priorities, the overall educational design, and the organizational structures that best match the necessary goals for improvement. Education professionals will study and interpret budget documents as they relate to the district at large and then to their portion of the budget as a school. Education leaders will research about writing and seeking grants to enhance a school's or district's options to improve student learning. Effective leaders need to be able to link whole-school strategic plans to effective instructional practices and improved use of time and money. Educational leaders must focus on school improvement, improving teaching quality, and organizing and allocating staff and other resources in the most effective way to continuously improve student performance.  

(5 credits)

Effective education leaders demonstrate and collaboratively develop capabilities to foster cultures for learning based on mutual respect among students, teachers, staff, parents, and the larger community. Strategies for fairly and effectively administering discipline and resolving conflict are addressed. This course is intended to help leaders understand and treat individual and group differences and potential conflict as opportunities for developing the dispositions, knowledge, and skills that result in social competencies essential to civic participation and interpersonal effectiveness in school and beyond. Education leaders will leave with the knowledge gained from a better understanding of how to address disruptive student behavior and how to deescalate conversations as well as confrontations that are an everyday reality in the school setting. Leaders will also study issues related to safety and violence in schools, considering both methods of prevention and ways to respond to unsafe and violent situations. They can learn how to call upon district and community resources to preserve safety and well-being of the school's population of students and personnel.

(5 credits)

Education leaders study human resources policies and practices for recruiting, selecting, hiring, inducting, developing, evaluating, and retaining or dismissing school personnel. Identifying teachers' needs for professional growth is important, but leaders must also ensure that teachers have the opportunity and motivation to use their professional expertise and to participate in ongoing substantial professional development focused on enhancing the learning of every student. Education leaders have the opportunity to evaluate school personnel and ensure teachers are utilized in their areas of strength within the school, and that teachers also receive support and training in any needed areas to promote student learning. They can become knowledgeable about how to hire and retain their novice teachers in order to reduce teacher turnover. As well, school leaders must be able to identify characteristics of productive teacher evaluation processes and programs; distinguish between supervising teaching and supervising learning; and utilize a process and structure for evaluating school personnel that is productive and supportive, motivates improvement, results in retention of highly competent staff members, embodies standards of due process, and takes into account the provisions of the contractual agreements for staff.

(5 credits)

At the thought-leadership level, the context of sociological, political, and economic demands are primary to understanding the purpose of assessment and evaluation. This course will focus on the decision-making models that influence assessment, evaluation, and accountability systems. Topics include political astuteness; knowledge of sociological structures, including roles, status, power, rewards, and sanctions; as well as cost-benefit analyses, responsiveness to federal/state mandates, and organizational goals and objectives.

(5 credits)

A critical examination of the history, educational theories and practices, current initiatives, and future directions of higher education and adult learning are explored in this course. Educators will explore the philosophical and social issues that affect meaningful learning of adults in higher education. Education professionals will examine contemporary issues and trends within higher education and adult learning with focus on key topics such as transformative learning, self-directed learning, experiential learning, and critical reflective learning. 

(5 credits)

Unique and distinctive skills are required to engage and teach adult learners. Education professionals will explore adult learning and developmental theory and the wide range of research that supports it, including andragogy and transformation, phase and stage developmental theories, and effects of gender and culture on adult learning. Educators will also be provided with the opportunity to reflect on the relationship of course material with their own experiences as adult learners. Education professionals complete a variety of realistic assignments through which they practice communicating and presenting complex concepts, critique the work of major theorists, apply adult learning and development theories to educational practice, and construct their own positions on adult learning as scholar-practitioners.  

(5 credits)

Effective leadership is the foundation of running a successful higher education or adult learning program. A leader is required to understand the organizational climate, consider the cognitive and social-cultural experience of teams, and effectively communicate a vision while meeting the programmatic goals. In this course, education professionals will learn techniques, tools, and resources to employ effective communication; manage everyday challenges; and address internal and external obstacles that impact program productivity and goals. Education professionals will examine various leadership and management strategies that support the ongoing negotiation and collaboration necessary to direct successful higher education and adult learning programs.  

(5 credits)

Higher education institutions and organizations design programs to address the needs of their students, employees, and customers. To ensure the desired outcomes are met, education professionals must develop and implement realistic systems to monitor and assess the effectiveness of the program, determine areas of improvement, and implement the needed changes. Education professionals in this course will engage in the creation of goals and outcomes for a program, design and implement an assessment to determine if outcomes were met, communicate and present data and results to key stakeholders within the organization, and identify strategies for improvement.

(5 credits)

Determining comprehensive value and worth of a curriculum, project, instructional method, institution, or policy is a complex endeavor. This course examines the process of determining the value, purpose, efficacy, and social implications for programs, organizations, and systems within a framework for continuous improvement. Supporting technical skills are integrated into the course, including quantitative, qualitative, and mixed-methods of data-gathering and analysis.

(5 credits)

Continuous improvement is a phrase that is applied in both business and educational settings. Operationalized, the term crosses fields that include leadership, organizational development, change theory, and evaluation and assessment. This course connects continuous improvement as referenced in these fields and moves beyond to include organizational culture, professionalism, social justice, and codes of ethics that support the formation and sustainability of this type of culture. The culminating project provides a platform for individualizing a plan with a self-chosen organization that incorporates evaluation, assessment, and a vision for social responsibility as part of creating a culture of continuous improvement.

(5 credits)

Higher education is in a period of review as it responds to global issues and often shrinking resources. In this course, education professionals are provided with a foundational understanding of higher education and the origins of practices and problems of educational institutions. Education professionals investigate solutions to today's higher education issues and assess the relevance of current education models in relation to 21st-century needs.

(5 credits)

The politics of education come into play as leaders work to implement innovation and change within higher education organizations. Issues such as access, funding, speed of change, priorities of diverse stakeholders, the relation of work to education, the impact of technological change, and mobility of students are examined. Leaders examine change theory. Education professionals also investigate how internal and external forces impact change and consider the global challenges in leading and managing change. 

(5 credits)

Effective leaders are expected to be creative thinkers, able to anticipate and react quickly to the ever-changing landscape of higher education. Strategic planning and program evaluation are necessary components for leading and managing successful higher education institutions. In this course, principles of effective change process are emphasized from both the macro- and micro-level perspectives. Developing collaborative educators in the evaluation and transformational process of strategic planning is a key objective of this course, with emphasis on in-depth analysis of the paradigms, processes, and components of change. 

(5 credits)

This course is an introduction to the higher education politics and the policy-making process. In this course, education professionals survey the general nature of policy making with examples and readings from higher education. Key stakeholders, institutional structures, and processes in the federal, state, and local higher education policy arenas will be studied. The origins and consequences of key policy enactments affecting college access and success, instruction, performance accountability, and the economic development role of higher education are studied through scenarios and case studies.

(5 credits)

In this course, education professionals examine theoretical approaches to the study of international education and the policy development of current topics in diverse global settings. Both case studies and practice blend in this course to prepare students to operate in the global education phenomena. Among the topics to be explored are international policy transfer, social stratification, the cultural transmission of knowledge, and the place of education in the global economy.

(5 credits)

The rise of community colleges following World War II added a new egalitarian dimension to higher education. In this course, educators explore how the various components of the community college history and mission changed the face of postsecondary education, giving rise to workforce development, developmental education, and continuing education, in addition to academic transfer programs. Best practices for governance of community colleges as well as contemporary issues such as the completion agenda, dual-credit courses for high school students, and articulations with 4-year institutions are explored. 

(5 credits)

Effective leadership in community colleges goes beyond managing or reacting to change; it anticipates change and seeks out opportunities for growth for the institution and its members while keeping the institution focused on its mission and goals for learning. Community college professionals in this course focus on key leadership skills, such as communication, negotiation, decision making, strategic planning, and conflict management. They research and discuss strategies for navigating the complex political environment of today's colleges and universities, cultivating a culture of evidence, and developing the institution's intellectual and human resources. They also practice analyzing, evaluating, and applying research methods appropriate to data-informed planning and decision making. 

(5 credits)

Staying abreast of contemporary issues, challenges, and emerging trends is essential for institutional effectiveness in community colleges. The rapid expansion of online programs, which extends the reach of community colleges beyond the bounds of geography, while being a catalyst for change and development in the local communities, is just one of the challenges faced by 21st-century community college leaders. This course is designed to keep educators on the leading edge while exploring topics of technology, diversity of students, college readiness, access, and global awareness.

(5 credits)

Community colleges are becoming increasingly accountable for providing diverse student populations with skills that prepare them for the future. Faculty and staff must be prepared to meet the needs of all students, including veterans, students from diverse racial and ethnic backgrounds, academically underprepared students, or those who are the first in their families to attend college. The community college professional is often responsible for developing and implementing robust and proactive programs of academic and personal support to assist students in completing their programs and becoming successful. Included in this course is a focus on assessment and placement tools that assist in determining who might need resources such as remediation, developmental education, or counseling. In this course, educators can gain the tools needed to develop and measure resources that support student success. With an emphasis on outcomes, educators in this course focus on best practices for improving the engagement, retention, and educational achievement of today's community college student.

(5 credits)

Building on the core knowledge from earlier courses, educators will engage the emerging theories of leadership that reflect the current challenges in culturally responsive education, and the research on motivation and performance. The focus is on entrepreneurial and creative solutions, which reach across P–20 learning organizations to effect positive social change in education.

(5 credits)

Today's schools are dynamic organizations that require educators to take an iterative approach to designing curriculum, instruction, and assessment—one that responds to changing and diverse student needs, stakeholder perspectives, policies, accountability requirements, emerging technologies, family and community resources, and other internal and external forces. In this course, education professionals engage in active inquiry at the systems level and address real-world scenarios and problems. Learners can gain experience and expertise in promoting best practices in education, overcoming barriers to student learning and involving family and community partners, all while meeting and complying with relevant policies, laws, ethical practices, and standards. Education professionals explore key components of a successful learning community, the role of a leader within a dynamic system, professional dispositions, current educational trends and issues, and how technologies are creating new opportunities for organizational change and improved student performance.

(5 credits)

Using data to inform instruction, assessment, and evaluation promotes continuous improvement and student achievement. Instructional leaders must have the ability to ground current practice in data—a process that includes reviewing and discerning data, evaluating current practices, setting an appropriate vision for the future, prioritizing the work, identifying measurable goals, developing an action plan, and then monitoring the results. Education professionals in this course examine the inextricable link between instruction and assessment. They engage in a diagnostic process designed to meet diverse student and systemic needs. They also examine the role of formative and summative assessments in making instructional decisions, the various forms and purposes of assessment, and how the ongoing use of assessment data can move curriculum and instruction beyond mediocrity to support rigorous learning for all students. The effective use of instructional practices such as blended learning, the "flipped" classroom, and the appropriate use of technology to support learning is also examined. 

(5 credits)

Meaningful and engaging learning occurs when curriculum extends beyond the classroom to promote a climate for social change. In this course, education professionals will use a documentary case scenario to evaluate the use of service learning as a tool for connecting the curriculum to real-world experiences, while also supporting the community and its citizens. Educators will select an appropriate learner-centered curriculum model, design an interdisciplinary service project, and prepare a presentation for stakeholders' consideration, illustrating the potential of service learning as a catalyst for bringing a learner-centered curriculum, citizenship, and standards to life. 

(5 credits)

Literacy may be understood in multiple ways across various settings and populations. In this course, a foundation will be laid for educators to define literacy based on historical and contemporary perspectives, the sociopolitical landscape, the influence of social media and technological innovation, and influences coming from national, state, local, and Common Core standards. Educators will examine ways to overcome barriers to student literacy learning and develop techniques to improve communication and increase community and family involvement. Based on what they learn in this course and drawing on professional reading and curriculum standards, education professionals will develop a plan to gain stakeholder support for the improvement of curriculum and literacy programming at the systems level.

(5 credits)

Designing literacy programs that effectively promote and support high levels of literacy proficiency requires the use of data that accurately describe the status of student, teacher, and school performance. Education professionals in this course can examine a variety of assessment tools and validity issues for addressing individual and classroom needs as well as district and state mandates. Topics include a focus on data analysis for tiered intervention decision making and the interpretation of data to drive recommendations at a systemic level. Educators will develop skills to facilitate collaboration and stakeholder inclusion.

(5 credits)

Making academic content accessible and comprehensible for all learners requires specific strategies PreK–12 teachers need to know and be able to demonstrate. By focusing on academic language, content acquisition, and the appropriate use of technology, education professionals add to their repertoire of strategies to meet content standards for all students, including those with diverse needs, learning styles, and abilities. Education professionals can plan ways to collaborate and share knowledge with other educators within their professional setting and review and evaluate research to inform effective practices. Through this course, educators also address ways to develop programs that integrate both content and literacy objectives to better enhance the development of all learners throughout the content areas.

(5 credits)

Special education is a dynamic field with a growing research base of best practices and changing implementation efforts for students who demonstrate a broad spectrum of adaptive and learning challenges. Special education professionals in this course explore how theoretical research in the field evolved and influenced emerging and prevalent practices in the field. Through the realistic lens of a case study, candidates will explore a range of research topics as well as investigate how research has influenced practice. Through their coursework, educators are supported in the development of skills and dispositions that will assist candidates as they envision and influence the future of special education.

(5 credits)

Leadership and advocacy go hand-in-hand when seeking to promote policies that support effective practices in education for ALL students. Through analysis and reflection, candidates can examine the evolution of special education legislation and pivotal case law and can analyze the connections among advocacy, leadership, policy, and law as it plays out in realistic scenarios. Special education professionals will also investigate change theory and leadership styles, allowing them to reflect on their own and others' paradigms in order to determine best practices to promote positive educational and social changes. They must apply leadership, advocacy, self-evaluation, and social change skill sets to current practice as they will be called upon to do in future careers. Candidates can also engage in a culminating project through which they construct a professional plan for advocacy and leadership in an area of interest that includes issues of diversity and special needs.

(5 credits)

In this course, special educators examine research methodologies important and unique to the field of special education. Particular attention is given to single-subject research designs that are used to study behavioral change in individuals or small groups as a result of an intervention. Topics include reliable measurement, repeated measurement, description of conditions, baseline and treatment conditions, and single-variable rules. Candidates will apply the concepts studied in the course to the special education case study. By the end of this course, candidates will begin to delineate various special education research-based methodologies that may apply to an area of interest for their capstone projects.

(5 credits)

Whether practicing in a school, university, or other professional settings, special educators are called upon to implement data-driven assessments in order to plan and implement individualized instructional plans for students with diverse learning and social challenges. In this course, educators review research and practice specific to specialized instruction for students with disabilities in language, reading, writing, math, and content areas. Topics also include effective practices for instruction and evaluation for students with social-emotional and behavioral needs, including applied behavior analysis, positive behavioral interventions, and skill building. Related brain-based research will be examined, as well as assistive technologies and methods of delivery, whether in individual, small group, or inclusive settings. 

(5 credits)

Special educators must be prepared with valid and reliable assessment data in order to recommend and implement sound, research-based intervention models. In this course, educators examine problem-solving best practices for using data to identify students at risk of academic, social, or emotional difficulties. Candidates can also study methods of disability identification and monitoring student progress, and data-based decision making for instruction, universal instruction, and interventions useful for all students. Professional development for general and special education teachers and the role of caregivers (e.g., parents, families, guardians) will be explored. Functional behavioral assessment is examined as an evaluation tool for understanding behavior, and effective practices for school-wide positive behavioral support (SWPBS) are also explored. 

(5 credits)

Effective special education leaders promote meaningful change for students with diverse learning and social needs, foster the use of effective practices, and sustain long-term program viability throughout diverse settings. Once effective practices are in place, they establish a clear plan for addressing program integrity and sustaining commitment to continuous improvement. Throughout this course, candidates can examine critical components to sustain change, including program evaluation, professionalism, culturally responsive practices, and policy to support continuous improvement. 

(5 credits)

Effective early childhood professionals know that respectful relationships with families provide the foundation for supporting young children's healthy development. Candidates examine key developmental stages, from prenatal experiences to the early school years. Education professionals explore child development theory, current research in neuroscience, and social-emotional development across the early childhood years, with a special emphasis on the significant role families play in fostering healthy development. Current thinking from the fields of psychology, science, and education are integrated with global perspectives on child development. Educators apply their knowledge to promote positive developmental outcomes for young children and their families. 

(5 credits)

How does language affect the young child's ability to think, communicate, and learn? In this course, educators explore the language and linguistic development of young children. Education professionals focus on theories of language acquisition; the nature and function of language; the relationship between language and cognition; the developmental stages of language and literacy; and the critical role of families, communities, and educators in fostering language and literacy development from birth through age 8. Education professionals examine current research and ways early childhood professionals can support language and literacy learning for all children across the early childhood spectrum. 

(5 credits)

What does excellence look like in early childhood settings? What are varying perspectives on excellence in early childhood education throughout the world? What are the common elements of learning experiences and environments that provide meaning, inspire curiosity, offer safety, and encourage children to thrive? By examining the research, candidates explore current issues and trends in early childhood education such as the inclusion of national standards, project-based learning, looping, technology, and the role of play in fostering healthy development and learning. Education professionals also explore the role of families in supporting children's learning at home and in early childhood settings as well as how to build effective partnerships with families.

(5 credits)

How can early childhood professionals ensure that assessment not only evaluates development and learning but also promotes children's growth? What kinds of assessments are appropriate and effective for very young children as well as those throughout the primary grades? Educators explore formative, summative, formal, and informal assessment as well as the use of these assessments to promote development and guide teaching and learning. Education professionals reflect on the many ways they use assessment on a daily basis, and discuss strategies for communicating assessment processes and results. Educators review current research regarding culturally responsive assessments, assistive technology, and international perspectives. 

(5 credits)

Researchers indicate that high-quality early childhood programs result in long-term positive outcomes for children. Early childhood professionals have a deep understanding of the developmental domains and content areas of early childhood. Based on this understanding, educators use professional accreditation standards to evaluate the effectiveness of early childhood programs. Professionals learn how to evaluate programs for research-based, effective practices that promote healthy development and learning from birth through age 8. Specific focus is placed on effective practice related to management policies and procedures, teacher qualifications, family engagement, and community involvement.

(5 credits)

What are the dispositions and responsibilities needed to be an effective professional in the early childhood field? Early childhood leaders exemplify the values and ethics of the field, act as advocates for children and families, and lead initiatives to improve policy and effect positive social change. In this course, education professionals study leadership theory, advocacy strategies, and early childhood policy systems. Educators explore multiple leadership roles in the early childhood field, analyze leadership qualities and traits, reflect on professional growth, and continue to refine research interests. Educators are challenged to be innovative and transformative future thinkers who are deeply committed to the well-being of young children and families.

(5 credits)

Using new technologies in new ways sparks learning, creativity, and innovation. Trends and issues in educational technology are examined to discover how they influence learning and creativity in the workplace. Learners collaborate to demonstrate the evolution of a current technological trend, analyze its impact on learning and society, and evaluate the societal issues and problems caused by that trend.  

(5 credits)

The effective use of digital media in learning environments requires leaders in the field to be both consumers and creators of multimedia. Learners become knowledgeable developers of digital media by applying principles of instructional design and pedagogy to multimedia. Learners collaborate in the design and creation of digital and interactive media based on visual design principles.

(5 credits)

Social change resulting from the integration and adoption of technological innovations is the focus of this course. Learners explore Rogers' Diffusion of Innovations Theory through first-hand experience in a simulation. Learners explore research regarding the integration of technology in the workplace or education setting to determine strategies for becoming catalysts for change. Strategies for overcoming resistance and barriers to change are analyzed.

(5 credits)

Effective leaders direct the vision and goals for sustainable change initiatives in organizations. Based on the Human Performance and Training Model, learners explore strategies and tactics needed to bring about positive social change through an analysis of leadership, strategic planning, motivation, communication, and learning technologies. Problem solving skills are developed as learners effect change in the workplace focusing on a human performance issue. Components for successful grant writing are developed.

(5 credits)

Designing curricula with rigor, relevance, and results requires broad understanding of the key concepts behind each of these attributes and a clear focus on how best to maximize the learning and potential of PreK–12 learners. In this course, education professionals examine what it means to design a learner-centered curriculum that enhances student engagement and involvement, provides a transformative experience for students, and creates conditions that facilitate deep learning. Education professionals examine the alignment of content standards and design models as well as the role of collaboration and community building, power sharing to foster learner autonomy, problem solving, material that is socially relevant, and ongoing assessment to meet the needs of an increasingly diverse student population. Authentic case-study scenarios provide opportunities for educators to see curriculum design in practice, use existing data to redesign and adapt curriculum, and create learning spaces that accommodate multiple learning needs.

(5 credits)

Student diversity comes in many different forms (e.g., linguistic, cultural, socioeconomic, academic, emotional, aesthetic), and effective educators have the knowledge, skills, and dispositions to value the richness this diversity brings and enhance learning in their education setting. By applying strategies and evaluating programs and initiatives to meet the diverse needs of all learners, educators can demonstrate an awareness of students' prior learning, language, culture, family, and community values to improve teaching and learning. Through real-world scenarios and applications, educators will assess strategies for promoting equitable access to high-quality learning experiences while recognizing their own personal beliefs and biases. Education professionals will also explore current and effective practices for working with diverse learners and providing productive learning environments for all students. Through the use of appropriate materials and technologies, educators will evaluate curriculum, instruction, and assessment, promoting learning for all students. 

(5 credits)

Educators explore the theories, paradigms, trends, and issues in the field of eLearning. Research on eLearning is critiqued and analyzed as an ecosystem, including an examination of K–12, higher education, corporate, and personal learning communities. Current social and geopolitical trends and their impact on eLearning are analyzed. Delivery methods, human presence, and sustainability of eLearning design are investigated. Through this course, educators are provided with design and development experience through the creation of multimedia presentations in an eLearning environment.

(5 credits)

Managing resources—financial, technological, human, and intellectual—is one of the higher education leader's most significant concerns. Education professionals explore and apply principles that can help leaders in higher education effectively, plan, prioritize, allocate, and track the use of resources toward achieving learning-focused goals. Understanding efficiency, productivity, and sustainability in higher education is a key goal of the course as education professionals learn various ways to maximize resources across the institution. Activities include analysis of various budgeting, planning, and fundraising strategies and how these can be used to identify new and reallocated resources to enable growth and sustainability of quality programs.

(5 credits)

In this course, education professionals examine legal and ethical issues within the context of an educational setting. Supporting development of their legal reasoning skills, education professionals discuss the laws and statutes that inform policy and governance of educational organizations. They also engage in assignments that emphasize the ways ethics affect decision making, professional conduct, and educational policies when analyzing critical issues in educational leadership.

(5 credits)

Effective educational leaders must have the knowledge, skills, and dispositions to evaluate programs and make data-driven decisions to promote continuous improvement for all learners. In this course, education professionals use available data points and tools to evaluate the design, implementation, and program outcomes to determine a program's impact on the learner, family, and community. The results of the program evaluation may lead educational professionals to develop action plans that include the development of community outreach programs, grants, legislation/policy reform, professional development plans, or technology solutions. In this course, education professionals determine whether to recommend an improvement plan on an existing program or propose a new program or initiative.

(5 credits)

Instructional design for eLearning involves understanding effective learning experiences in digital spaces. Educators apply the principles of the community of inquiry and the engagement of the digital learner as they design an eLearning course. Mobile technologies, collaborative learning, assessment, academic integrity, and meeting the needs of diverse and global students are addressed. Educators collaborate in the design and development of eLearning products and explore social change through eLearning. 

(5 credits)

Higher education is undergoing a radical paradigm shift with the rapid growth of online degree, program, and course offerings. Educators are provided with the foundational skills necessary to successfully facilitate learning in an online environment in this course. They have the opportunity to acquire the essential pedagogical competencies to provide targeted instruction and accurately assess student work in a virtual setting. Through the exploration of simulated classroom interactions and creative problem-solving scenarios, educators experience how online learning leverages technology to enhance knowledge and skill development. Upon successful completion of this course, educators can demonstrate professional skills to meet the growing demand for facilitators of online learning and the potential to positively influence a global population of learners.

(5 credits)

In this simulation course, learners have an opportunity to practice the art of online teaching hands-on and to develop an online instructional presence that encourages positive student outcomes. In this unique practical experience, learners develop and reinforce the skills needed to succeed as an online instructor. Scholar-practitioners hone their online teaching skills by engaging in realistic classroom scenarios with guidance and feedback from experienced online faculty members and in collaboration with their peers. With careful oversight, mentoring, and coaching, learners practice and analyze online facilitation activities, including interacting though discussion boards, assessing student work, and posting announcements.

(3 credits)

The Education Doctorate requires learners to make an original contribution to the field of education. The purpose of this course is to help learners begin that process by introducing them to the steps and components of the doctoral capstone, its timeline, and available resources. Learners will examine and analyze existing research to identify a problem statement, and begin to conceptualize a purpose statement, the conceptual or theoretical framework, and other key components necessary to create valid research. Learners will also explore resources, such as the Writing Center and Library, as well as specific tools they can use to complete the capstone.

(3 credits)

Education professionals expand their knowledge of the dissertation process by reviewing tools, resources, and sample dissertations as they focus on the alignment among the identified problem, purpose, framework, research question(s), and study design. Education professionals use tools, including the appropriate rubrics and checklists, to narrow the focus of their research topic, plan a comprehensive literature review, and begin to develop their prospectus.

Pre-requisites

• EDDD 8113 or EDDD 8003
• RESI 8201
• RSCH 8310D or RSCH 8300 or RSCH 8300P or RSCH 8310C (may be taken concurrently)

(3 credits)

Education professionals expand their knowledge of the dissertation process by reviewing tools, resources, and sample dissertations as they focus on the alignment among the identified problem, purpose, framework, research question(s), and study design. Education professionals use tools, including the appropriate rubrics and checklists, to narrow the focus of their research topic, plan a comprehensive literature review, and begin to develop their prospectus.

Pre-requisites

• EDDD 8113 or EDDD 8003
• RESI 8201
• RSCH 8310D or RSCH 8300 or RSCH 8300P or RSCH 8310C

(5 credits)

Education policy is crucial to educational improvement and renewal throughout the P–20 system of education. In this course, education professionals develop the skills for critical analysis of education policy at the local, state, national, and international levels. They discuss the definition and formulation of policies and they explore a wide range of topics, including the identification of and work with policy advocates, the processes of policy implementation and evaluation, and the use of logic models in the policy process.

(5 credits)

Effective leadership requires the ability to facilitate positive change, lead others in efforts to effect similar change, and work through challenges when met with resistance to change. Students in this course are provided with an extensive overview of leadership theories. Students explore definitions of leadership, major theoretical leadership models, and contextual and situational factors related to leadership and change. Students also examine various perspectives on leadership and the role of leadership in the achievement of organizational, group, and team goals. Students engage in practical assignments and discussions, focusing on effective leadership issues and practices during the process of organizational change.

(2 credits)

Nearly all doctoral-level programs require capstone projects that necessitate knowledge of conducting research, including how to develop an appropriate research plan. In this course, educators utilize knowledge from previous courses to develop their prospectus—a brief document that provides preliminary information about their capstone research to serve as a plan for developing the research proposal. They engage in a logical progression from topic conception to prospectus completion. They learn how to take their individualized topic and identify the research problem, purpose of their study, conceptual framework, and appropriate research design, while also examining the concepts of feasibility and overall alignment of study components. Educators will practice evaluating their work using the same guides and rubrics used by faculty.

(3 credits)

Nearly all doctoral-level programs require capstone projects that necessitate knowledge of conducting research, including how to develop an appropriate research plan. In this course, educators utilize knowledge from previous courses to develop their prospectus—a brief document that provides preliminary information about their capstone research to serve as a plan for developing the research proposal. They engage in a logical progression from topic conception to prospectus completion. They learn how to take their individualized topic and identify the research problem, purpose of their study, conceptual framework, and appropriate research design, while also examining the concepts of feasibility and overall alignment of study components. Educators will practice evaluating their work using the same guides and rubrics used by faculty.

Pre-requisites

• RSCH 8110
• RSCH 8210
• RSCH 8310

(5 credits per term for a minimum of 4 quarters until completion)

Nearly all doctoral-level programs require capstone projects that necessitate independent application of requisite knowledge on conducting research based on close interaction with, guidance from, and supervision by an institution-approved committee. Students in each EdD program specialization are supported in the completion of their doctoral capstone in this course. The EdD doctoral study process is composed of several stages and requires levels of approval—prospectus, proposal, IRB, final study, form and style, and chief academic officer (CAO). Students develop and support a doctoral-level research problem and review related literature to develop a framework for the study. They learn how to move from a research problem to the purpose of the study, the framework, and then an appropriate design while examining the concepts of feasibility and overall alignment of study components. Students consider ethical feasibility issues as related to their capstone development and proceed to data collection and analysis. They finalize the capstone with an oral defense, appropriately presenting results and outcomes of the research, as well as implications for positive social change.

Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval.

To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

Pre-requisites

• EDDD 8910