Full Course Description List:

EDPD 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, that will allow you to collaborate with others, and that will 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)

Education professionals seeking the PhD in Education degree are required to make an original contribution to the field of education. The purpose of this course is to help educators begin that process by introducing them to the steps for developing the components of the dissertation—its timeline and available resources. Education professionals examine and analyze selected research to identify questions addressing a specific gap in the existing research literature, the framework and methodology, and other key components necessary to create scholarly research. They also explore resources such as the Writing Center and Library, as well as specific tools they can use to complete the dissertation.

(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.

(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, that will allow you to collaborate with others, and that will 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)

Creativity and critical thinking are driving forces behind human innovation and progress. In this course, you explore theories, models, and roles of creativity and innovation in society and learning environments. You reflect on the risks and rewards associated with creativity and critical thinking, while employing approaches for idea creation focusing on originality and inventiveness.

Pre-requisites

• EDPD 8002 or EDPD 8006

(5 credits)

Innovative learning requires creative assessment strategies to evaluate student learning within real-world and simulated environments. Through the use of reverse design, you will create authentic assessments for a learning culture that emphasizes creativity, innovation, and critical thinking. In addition, approaches for using assessment data to effect change will be explored. Methods of inquiry designed to inform and improve learning and instruction to address new trends, including the latest tools and technologies, will be examined.

Pre-requisites

• EDPD 8010

(5 credits)

Innovative curriculum evolves and changes in anticipation of learner needs. This course will focus on research-based processes and a variety of models used to design innovative curriculum to support learning across the lifespan and within diverse contexts. Strategies for aligning strong content with formalized standards and goals within the learning environment will be explored. The contributing roles of instruction, technology, and globalization will set the context for this course of study.

Pre-requisites

• RSCH 8110C

(5 credits)

Education professionals transition from receptive learning to productive scholarship as researchers in this course. Educators begin to build prospectuses that are organized around solid research questions, grounded in theory, that are relevant to important issues in the field, use appropriate methodology, and advance social change. The ideal time for education professionals to take this course is when they have a committee chairperson assigned and are beginning to plan their dissertation research.

Pre-requisites

• RSCH 8100
• RSCH 8300

(5 credits)

The role of assessment and evaluation as a vehicle for positive change is recast in this course. The notion of accountability is supported by the concepts of social and ethical responsibility, and informs continual improvement efforts for individuals and organizations. Theory, trends, and systemic perspectives of the field are connected to changes required for enhancing performance and increasing effectiveness. Topics include evaluator credibility, national and international assessments and comparisons, and facilitation with individual and cultural values underpinning evaluation purposes, processes, and judgments.

Pre-requisites

• EDPD 8002 or EDPD 8006

(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.

Pre-requisites

• EDPD 8020

(5 credits)

The value of performance assessment coupled with accountability systems can vary widely, depending on how resulting data are used to enhance learning. Students in this course examine the nature of personnel evaluation in multiple contexts including education, reward and acknowledgment systems, hiring, and dismissal case studies. Supporting technical skills are integrated into the course, including quantitative, qualitative, and mixed-methods of data-gathering and analysis.

Pre-requisites

• RSCH 8110C

(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.

Pre-requisites

• EDPD 8022

(5 credits)

Finesse and skill are needed to communicate complex information and findings from data analysis to particular stakeholders in ways that convey understanding, impart meaning, and stimulate a call to action. Students in this course focus on how to report results, consequences, options, and recommendations in compelling ways for multiple audiences. A wide variety of communication methods are explored that include presentation technology, Internet communications, technical writing, writing for publication, press releases, grant writing, and collaborative communication. Data compression is practiced as part of the communication and recommendation process.

(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.

Pre-requisites

• RSCH 8310C

(5 credits)

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

Pre-requisites

• EDPD 8002 or EDPD 8006

(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. Educational professionals investigate how internal and external forces impact change and consider the global challenges in leading and managing change.

Pre-requisites

• EDPD 8030

(5 credits)

Effective leaders are expected to be creative, out-of-the-box 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. 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.  

Pre-requisites

• RSCH 8110C

(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.

Pre-requisites

• EDPD 8032

(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.

Pre-requisites

• RSCH 8210C

(5 credits)

In this course, education professionals develop an understanding of the political forces that shape the educational process. They engage in coursework that emphasizes governance structures and the influences of federal, state, and local policies and decisions. They also discuss contemporary research on political power in decision-making and the role of educational leaders and managers in P–20 institutions.

Pre-requisites

• EDPD 8002 or EDPD 8006

(5 credits)

Education is a critical component of individual economic success, and the P–20 education sector is a key contributor to the stability of local, state, national, and global economies. Addressing challenges related to these key ideas, education professionals in this course explore the financing and provision of education. They apply economic principles and econometrics to their understanding of educational practices and policies. They also identify research to create opportunities for improved efficiency and quality of education.

Pre-requisites

• EDPD 8040

(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. 

Pre-requisites

• EDPD 8030 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.

Pre-requisites

• EDPD 8044

(5 credits)

Building on the core knowledge from earlier courses, students 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.

Pre-requisites

• EDPD 8082 or EDPD 8040 or RSCH 8110C

(5 credits)

Students explore strategies to build capacity and commitment in P–20 education processes, within the context of their role as scholar-practitioners. The focus is on leadership and management for sustainable practices and policies that renew and re-energize the educational process. Included are topics that focus on group processes, grant-writing, planning models, readiness factors, implementation concerns and policies, and institutionalization issues.

Pre-requisites

• RSCH 8210C

(5 credits)

In this course, education professionals examine legal and ethical issues within the context of a P–20 educational setting. Supporting development of their legal reasoning skills, education professionals discuss the laws and statutes that inform the operation 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.

Pre-requisites

• EDPD 8082 or EDPD 8040 or RSCH 8310C

(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. Educators 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.

Pre-requisites

• EDPD 8002 or EDPD 8006

(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.

Pre-requisites

• EDPD 8050

(5 credits)

Evaluating and designing curriculum to promote positive social change requires a broad understanding of the philosophy, concerns, data, and current practices within the entire school environment. In this course, education professionals examine what it means to provide a transformative experience for students while creating conditions that facilitate deep learning. Education professionals will review and evaluate various curriculum approaches; examine the alignment of content standards; and consider the role of collaboration, community building, and power sharing to foster learner autonomy and meet the needs of an ever-increasing diverse student population. Through authentic case-study scenarios, education professionals are provided with opportunities to see the impact of curriculum design in practice. The application of a learner-centered approach to existing practice, as well as any recommendations and modifications to curriculum, learning spaces and technology, assessment, and the delivery of instruction will be applied to more effectively accommodate multiple learning needs and promote positive social change.

Pre-requisites

• EDPD 8082 or EDPD 8040

(5 credits)

Effective educational leaders must have the knowledge, skills, and dispositions to accurately and effectively evaluate programs that lead to making data-driven decisions and 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 guide education professionals to develop action plans that may include the development of community outreach programs, grants, legislation/policy reform, professional development plans, or technology solutions. Through this course, education professionals build decision-making skills as they must determine whether to recommend an improvement plan of an existing program or propose a new program or initiative.

Pre-requisites

• EDPD 8082 or EDPD 8040

(5 credits)

Effective educational leaders are well-versed in current practices of learner-centered teaching and effective learner-centered curriculum design. In this course, educators are provided with a forum for conducting and sharing in-depth content research, sharpening their doctoral-level skills, and discovering best practices and current trends for promoting effective curricular design and evaluation in the content areas. Educators are grouped by interest area and have the opportunity to collaborate with colleagues to build their content knowledge and guide their research interests. By conducting scholarly searches, evaluating dissertation and project study abstracts, and creating effective annotated bibliographies, educators will prepare for their own doctoral research and capstone project.

Pre-requisites

• RSCH 8210C

(5 credits)

In this course, educators examine and explore research methodologies important and unique to the field of curriculum, instruction, assessment, and evaluation. Education professionals develop skills in strategic planning; begin to align their interest area to appropriate research and evaluation methods, and select and gather appropriate methodological resources to support their interest area research. A goal of this course is for educators to delineate appropriate research-based methodologies that may apply to an area of interest for their capstone projects.

Pre-requisites

• RSCH 8310C

(5 credits)

Literacy may be understood in multiple ways across various settings and populations. This course is designed to lay a foundation for educators to define literacy based on historical and contemporary perspectives, sociopolitical landscape, the influence of social media and technological innovation, and influences coming from all national, state, local, and Common Core standards that influence literacy programs in P–12. Barriers to student literacy learning and ways to engage community and family involvement, as well as increasing communication, will be examined. Based on their learning in this course and drawing on professional reading and curriculum standards, education professionals will develop a plan to gain stakeholder support for improvement of curriculum and literacy programming at the systems level.

Pre-requisites

• EDPD 8002 or EDPD 8006

(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 will 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. Skills of collaboration and stakeholder inclusion are examined.

Pre-requisites

• EDPD 8060

(5 credits)

Making academic content accessible and comprehensible for all learners requires specific strategies P–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 will plan ways to collaborate and share knowledge with other educators within their professional setting and review and evaluate research to inform effective practices. Also addressedn this course are ways to develop programs that integrate both content and literacy objectives to better enhance the development of all learners throughout the content areas.

Pre-requisites

• RSCH 8110C

(5 credits)

Reading and literacy instructors use research in a variety of ways to improve schools, student performance, and their own professional development and skills. In this course, education professionals will analyze and evaluate past and present research trends in literacy. They will study how to address relevant literacy issues and problems, become involved in collaborative inquiry, use data and research to inform their practice, improve student academic success, and contribute to positive social change in their classroom and school environments. Reading and literacy instructors will engage in effective communication of research for decision making in literacy at the program level and evaluate reflective practices as they analyze student reading research data and develop and implement data-informed decisions/actions to improve student learning and enhance professional growth.

Pre-requisites

• EDPD 8062

(5 credits)

Effective literacy instruction builds upon the cultural and linguistic backgrounds, ways of making meaning, and prior knowledge that all children bring to the classroom. For instruction to be successful, educators must spend time developing their understanding of literacy instruction as well as their awareness of their students' cultures, backgrounds, and experiences. Teachers can develop this understanding and awareness by acquiring specific knowledge bases relating to teaching in diverse classrooms. Through real-world scenarios and applications, educators will apply strategies and evaluate reading and literacy programs to meet the diverse needs of all learners enabling educators to demonstrate an awareness of students' prior learning, language, culture, family, and community values to improve teaching and learning in the area of literacy. Educators will analyze literacy theories and assess strategies for promoting equitable access to high-quality learning experiences while recognizing their own personal beliefs and biases. For instruction to be successful, educators must spend time developing their understanding of literacy instruction as well as their awareness of their students' cultures, backgrounds, and experiences.

Pre-requisites

• RSCH 8210C

(5 credits)

Monitoring a school reading and literacy program is a systematic process of examining students' reading progress and one's instructional strategies to improve students' reading achievement.  Continuous monitoring is an integral part of an effective literacy program because it enables educators to determine the most effective strategies for teaching reading. Education professionals will analyze a variety of literacy models to determine which models best meet the needs of specific learners, families, and communities. In this course, literacy leaders will complete a literacy program evaluation and make research-based recommendations to the existing comprehensive literacy plan to include community outreach programs, professional development plans, technology solutions, grants, and/or legislation/policy reform.

Pre-requisites

• RSCH 8310C

(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.

Pre-requisites

• EDPD 8002 or EDPD 8006

(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.

Pre-requisites

• RSCH 8110C

(5 credits)

To lead assessment and evaluation practices effectively for all children, birth through age 8, education professionals must be able to analyze and implement current research and practices to evaluate the effectiveness of early intervention assessment and evaluation models. Education professionals explore various types of assessment practices (i.e., formative, summative, formal, and informal assessment) as well as evaluate how they use data from these assessments to promote development, guide teaching, and monitor progress. Through an in-depth analysis of Part C regulations (birth to 3 years) and Part B requirements (3–21 years), a particular focus will be placed on assessing and evaluating children who come from cultural and linguistic diverse backgrounds as well as other external factors that need to be considered when working with children. As leaders in the field, education professionals reflect upon research and practice to foster collaborative partnerships with families and other professionals to positively influence the development of every child. 

Pre-requisites

• EDPD 8071

(5 credits)

Effective special education leaders must be able to reflect upon and transform research to implement effective evidence-based practices in early childhood special education. The focus is placed on practices that involve emotional, social, and behavioral strategies as well as literacy instruction. Special emphasis is given to the use of technology practices to facilitate assessment, evaluation, instruction, and professional development. Education professionals reflect on research involving culturally responsive teaching, inclusion, and family involvement. 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.

Pre-requisites

• RSCH 8210C

(5 credits)

Effective early childhood special education leaders promote meaningful change for children with exceptionalities, foster the use of effective evidence-based 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. Leaders need to facilitate the process of evaluating, modifying, and sustaining these effective practices. Throughout this course, education professionals examine critical components to sustain change including program evaluation, professionalism, culturally responsive practices, effective ways to work with families, and collaboration to support continuous improvement in early childhood settings.

Pre-requisites

• RSCH 8310C

(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. Candidates apply their knowledge to promote positive developmental outcomes for young children and their families.

Pre-requisites

• EDPD 8002 or EDPD 8006

(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.

Pre-requisites

• EDPD 8080

(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.

Pre-requisites

• EDPD 8002 or EDPD 8006

(5 credits)

What are the dispositions and responsibilities needed to be an effective professional in the early childhood field? Researchers indicate that high-quality early childhood programs result in long-term positive outcomes for children. Based on this understanding, education professionals use accreditation standards and knowledge of research-based effective practices to evaluate the effectiveness of early childhood programs. Education professionals explore multiple leadership roles in the early childhood field, analyze leadership qualities and traits, and reflect on professional growth. Specific focus is placed on effective practice related to management policies and procedures, teacher qualifications, family engagement, and community involvement.

Pre-requisites

• EDPD 8082

(5 credits)

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 affect positive social change. In this course, education professionals review the history of early childhood policy changes as well as the origin of policy reform. Education professionals study the effects of global advocates and review advocacy strategies. Through the use of research, education professionals explore opportunities to become advocates in the field. They are challenged to be innovative and transformative future thinkers who are deeply committed to the well-being of young children and families.

Pre-requisites

• RSCH 8210C

(5 credits)

In this course, early childhood professionals examine research methodologies conducted frequently in early childhood. Particular attention is given to studies based on young children, especially those who cannot communicate. Education professionals read current research studies and dissertations to analyze methodology, paying particular attention to reliability and validity. They have the opportunity to apply the concepts studied in the course to the specific scenarios and their personal topics of interest. By the end of this course, education professionals will begin to delineate various early childhood research-based methodologies that may apply to an area of interest for their dissertations.

Pre-requisites

• RSCH 8310C

(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.

Pre-requisites

• EDPD 8002 or EDPD 8006

(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.

Pre-requisites

• RSCH 8110C

(5 credits)

The emergence of new technologies in the information age and beyond is dramatically changing the way people teach and learn in K–12 education, higher education, and corporations. Education professionals in this course explore new scholarship, collaborative tools, social networking, wireless and mobile technologies, creative commons, fair use, user-created content, and virtual worlds to become leaders in helping to diffuse these innovations. They also engage in a multimedia presentation to analyze obsolete technology, assess new technology, and explore projections regarding future technological movements. Through this project, education professionals are better able to conceive a world where technology is a seamless aspect of learning and work.

(5 credits)

Education professionals explore topics related to leading change in an organizational setting. Human performance concerns are examined utilizing a variety of leadership approaches. Learners identify a performance gap, develop interventions, consider social change issues, and design assessments in order to develop a plan for improving performance

Pre-requisites

• EDPD 8012

(5 credits)

Learners 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. This course provides learners design and development experience through the creation of multimedia presentations in an eLearning environment.

Pre-requisites

• RSCH 8210C

(5 credits)

Instructional design for eLearning involves understanding effective learning experiences in digital spaces. Learners 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, authentic assessment, academic integrity, and meeting the needs of diverse and global students are addressed. Learners collaborate in the design and development of eLearning products and explore social change through eLearning.

Pre-requisites

• EDPD 8192 or RSCH 8310C

(5 credits)

Learners transition from receptive learning to productive scholarship as researchers in educational technology. Learners begin to build prospectuses that are organized around solid research questions grounded in theory that are relevant to important issues in the field, use appropriate methodology, and advance social change. The ideal time to take this course is when learners have a committee chair and are beginning to plan their dissertation research.

(3 credits)

Education professionals seeking the PhD in Education degree are required to make an original contribution to the field of education. The purpose of this course is to help educators begin that process by introducing them to the steps for developing the components of the dissertation—its timeline and available resources. Education professionals examine and analyze selected research to identify questions addressing a specific gap in the existing research literature, the framework and methodology, and other key components necessary to create scholarly research. They also explore resources such as the Writing Center and library, as well as specific tools they can use to complete the dissertation.

Pre-requisites

• RSCH 8110C

(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.

Prerequisites may be taken concurrently.

Pre-requisites

• RESI 8402 or RESI 8402A
• RSCH 8210C or RSCH 8200C or RSCH 8210D or RSCH 8200D or RSCH 8201D
• RSCH 8310C or RSCH 8300 or RSCH 8300D or RSCH 8301N or RSCH 8310D or RSCH 8310F or RSCH 8310U

(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. 

Pre-requisites

• EDPD 8091 or RSCH 8210C

(2 credits)

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

(5 credits)

Educators in nearly all doctoral-level programs are required to complete dissertation projects that necessitate requisite knowledge of conducting research, including the development of an appropriate research plan. In this course, education professionals utilize knowledge from previous courses to develop their prospectus—a brief document that provides preliminary information about their dissertation research to serve as a plan for developing the research proposal. They engage in a logical progression from topic conception to prospectus completion. They take their individualized topic and identify the research problem, purpose of their study, theoretical or conceptual framework, and appropriate research design, while also examining the concepts of feasibility and overall alignment of study components.

Pre-requisites

• RESI 8403
• RSCH 8310C
• RSCH 8260 or RSCH 8360 or RSCH 8460 (may be taken with EDPD 8910)

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

Education professionals in nearly all doctoral-level programs are required to complete dissertation projects that necessitate independent application of requisite knowledge by conducting research based on close interaction with, guidance from, and supervision by an institution-approved dissertation committee. Students in each PhD program specialization are supported in the completion of their doctoral dissertation in this course. The PhD dissertation process is composed of several stages and requires levels of approval: prospectus, proposal, Institutional Review Board (IRB), Form and Style, abstract by Chief Academic Officer (CAO), and the final study. Education professionals develop and support a doctoral-level research problem and review related literature to develop a framework for their study. They 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. Education professionals consider ethical feasibility issues as related to their dissertation development and proceed to data collection and analysis. They conduct an oral defense, appropriately presenting results and outcomes of the research, as well as implications for positive social change, a Walden hallmark.

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

• All coursework
• Designation of an approved dissertation committee chairperson