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Course Criteria
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4.00 Credits
This course introduces the doctoral candidate to the principles of both qualitative and quantitative educational research and the paradigm of an evidence-based approach to academic research as well as consumer-based problem solving. Research design, ethics, data analysis, and techniques such as survey, issue and trend analysis, case study, historical research, pre-and post-testing, literature review, meta-analysis, psychographic methods, and quantitative data collection and statistical analysis are emphasized. This course establishes the candidate's basic understanding of academic research while fostering comfort with the utilization of scientifically based practice to approach problem-solving needs within the professional environment.
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4.00 Credits
This course studies the roles of institutions, departments, and teams in planning and implementation strategies. An evidence-based foundation encourages the candidate to use scientifically based practice to improve efficiency. Holistic and integrated stratetgies are implemented to guide candidates in investigating policy and planning to achieve visions and high organizational performance.
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4.00 Credits
This course extends the depth in educational research established in Scientifically Based Practice: Research I. An emphasis is placed on methodology, research design, statistical analysis, and data reporting. An efficient use of technology for all phases of the disertation is employed by the candidate in the completion of this course.
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3.00 Credits
This course will examine the multiple facets associated with both andragogical and pedagogical change from the fundamental conceptualization of the design phase through the implementation phase. A meaningful learning experience is emphasized along with the capture of teachable moment and the culmination phase of evaluation and revision. The candidate is expected to use evidence-based practice to form the pillars of a learning experience, evaluation, and revision for improvement; emphasizing meaningful learning experiences and teachable moments, to the culmination phase emphasizing evaluation and revision.
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3.00 Credits
This course engages a thorough study of the multiple elements that impact learning: Conflict, cultural groupings, discrimination, ethnicity, ethnocentrism, fragmentation, prejudice, bias, stereo-typing, the role of culture in people's lives, and other elements that influence beliefs, values, and decisions are investigated. The candidate is given an opportunity to expand personally and professionally through an evidence-based examination of how culture influences the educational environment.
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3.00 Credits
Literature Review affords the doctoral student the opportunity to increase literature review skills by defining research questions, learning and using search strategies, engaging in syntopical reading, organizing resources, and outlining an in-depth, scholarly literature review. The course also provides the student with the opportunity to advance his or her depth of knowledge in the dissertation topic. The student will prepare an annotated bibliography and a detailed outline of a literature review on the student's chosen dissertation topic.
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3.00 Credits
Within the context of a student's professional practices, she/he will focus on a specialization. Students will conduct a meta-analysis of research, explore the future of the field and the ethical issues in his/her specialization. Students will reflect on the research and explorations and delineate the knowledge and abilities critical for a changing world.
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5.00 Credits
The first in a three-part series, this course examines the four levels of leadership: personal, interpersonal, managerial, and organizational. The focus of part one is to deeply examine theories of individual motivation and behavior. Candidates analyze their personal character and competence as leaders, with the goal of maximizing their personal effectiveness. Candidates are encouraged to develop a habit of scientifically based practice of continual examination of their own effectiveness and use of their evidence-based learning to effect personal improvement.
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5.00 Credits
Building on the foundation laid in EDU 7051, this course is an extension from study of individual behavior and effectiveness to analysis of group or team behavior and leadership effectiveness. A collaborative team-based learning culture is utilized to simulate real-life problems and team-building processes. Course topics include: leadership dimensions, team learning, development and management, diversity, and organizational analysis and development. An evidence-based foundation is employed to support the candidate learning and exposure to best practices expressed by recognized leaders in team building concepts.
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5.00 Credits
The culmination of individual behavior/effectiveness and team behavior/effectiveness, this course provides the candidate a comprehensive understanding of the way in which total organizational effectiveness is conceptualized, measured, and realized in practice. The course also explores the ways change associated with organizational improvement is effectively managed. It assists educational practitioners in understanding how quality improvement can be initialized, managed, and sustained at all levels within the organization to achieve total value-added improvement. An evidence-based foundation is employed to support the candidate learning through exposure to best practices and the concepts of recognized leaders in organizational leadership and improvement.
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