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Course Criteria
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3.00 Credits
Students will be presented with the latest technologies and adult learning strategies for utilization within educational and private organizational settings. Special attention will be given to research-supported technologies and their application in multiple learning environments, with a focus on Evidence-Based Practice principles. Students will explore the use of a variety of innovative technologies to enhance teaching, enrich learning, and improve assessment.
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3.00 Credits
Students will be provided with an evidence-based foundation of current theories associated with adult learning including the differences between adults and children as learners. This will include exploration of adult learning theory, research based principles of learning, learning styles, and other contemporary educational theories that effect and influence learning in the adult.
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3.00 Credits
Students will explore advances in in adult learning, as well as best-practices and concepts for successful outcomes for the adult learner. A detailed exploration will occur into such topics as teaching strategies, overcoming teaching challenges, adult learning principles and practices. The emergence of technology used as campus-wide technologies, as well as internet and social media as a conduit for learning.
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3.00 Credits
This course will build upon the current evidence of effective adult learning, curriculum design and curricular evaluation in conjunction with course design, course development, and evaluation will be the foci of this course. Topics such as curricular instructional planning and design, course organization, instructional delivery, lesson planning, assessment tool creation will be included.
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3.00 Credits
This course will build upon the current evidence of effective adult learning, curriculum design and curricular evaluation in conjunction with course design, course development, and evaluation will be the foci of this course. Topics such as curricular instructional planning and design, course organization, instructional delivery, lesson planning, assessment tool creation will be included.
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5.00 Credits
This is the culminating activity for the completion of the degree program. Students will have three academic terms (Spring, Summer, Fall) to execute all activities to complete the evidence-based dissertation including data collection, data analysis, defense, and presentation. Students will develop a poster suitable for presentation at professional conferences. Students are required to travel to campus to defend the dissertation and present the poster.
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1.00 - 3.00 Credits
This is the culminating activity for the completion of the degree program. The student will complete all activities to complete the dissertation including data collection, data analysis, defense, and presentation. Students will develop a poster suitable for presentation at professional conferences. Students are required to travel to campus to defend the dissertation and present the poster.
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3.00 Credits
This is the first course of three evidence-based doctoral portfolio courses culminating in the completed e-portfolio. The doctoral portfolio constructed by the candidate will reflect and actively influence learning, as well as demonstrate a high level of understanding, growth, proficiency, long-term achievement, and highlight significant accomplishments. The portfolio will focus on a common real-world workplace research problem that was selected by the candidate earlier in year one of the DHSc curricula. The research problem will remain as a common thread throughout the three portfolio courses. The portfolio conception over the three courses will create a community of practice in the workplace, the university, and/or the profession of health science, exercise science, wellness and/or fitness.
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3.00 Credits
In the second of the three evidence-based doctoral portfolio courses, the doctoral candidate will carry out activities to continue the process of a coherent, structured doctoral portfolio development, including additional artifact collection with regard to personal reflection, self-awareness, scholarship/research, teaching, and leadership. The underlying focus of the second portfolio course will be a synthesis of the first portfolio course contents, experiences, and artifacts to further mature the professional development in the community of practice the candidate selects based on future plans and aspirations in a university, workplace, or professional communities.
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3.00 Credits
This is the third and culminating course for the completion of the degree program and the professional doctoral portfolio process. The underlying focus of the third portfolio course will be the continuation of the portfolio development by aligning life-long learning and continued professional development. The doctoral candidate will evaluate the portfolio course contents, experiences, and artifacts in total. The doctoral candidate will defend their professional doctoral portfolio in front of the collected advisory panel members as well as members of the university community. The candidate will develop a poster suitable for presentation at professional conferences. Students are required to travel to campus to defend the professional doctoral portfolio and present the poster to the university community at large. The candidate will be encouraged to disseminate key aspects of the portfolio into the scientific literature of health science, exercise science, wellness and/or fitness, as well as present the works to various communities, including but not limited to universities, workplace, and professional organizations.
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