Graduate Courses

ED 500 PACE Clinical Practice Seminar

Provides early-career teachers opportunities to examine accomplishments and share concerns regarding their teaching performance in the classrooms through participation in various assignments, such as group discussion, video projects, and paper reflections. Teachers will acquire information about professional transitions, portfolio creation and professional development plans.
3

ED 502 Policies and Practices for Diverse Learners

Identifies and addresses population characteristics, incidence, and general educational placement options for the different categories of exceptional learners. Assessment practices and exemplary teaching techniques are also explored for multicultural and diversity issues. Law, policy, and IEP procedures are emphasized. Field work required.

3

ED 503 Language and Communication: Support and Strategies

Focuses on the linguistic and cultural relationships between language and learners including the assessment and evaluation of applied linguistics, and the structures and function of spoken and written languages. Candidates practice numerous assessments and language intervention strategies designed as supports for learning, language disabilities, and cultural linguistic differences.

3

ED 504 School, Parent, and Community Relations

Emphasizes developing knowledge, understanding, and communication skills to discover and apply the resources of communities and families to meet the students' educational needs. Special attention is given to understanding the concept of "family" as a social structure and to appreciating the historical, cultural, and social forces which shape families, school, and community.

3

ED 505 Behavior Support: Consultative and Collaborative

Analyzes and plans toward productive behavior in academic and social settings. Candidates will participate in developing support systems for behavior in the classroom (PreK-transition) by learning alternative forms of intervention as well as collaborative and consultative techniques.

3

ED 506 Academic Assessments: Curriculum and Instruction for Diverse Learners

Candidates learn to compose an IEP for students with mild disabilities, use relevant assessment methods to identify students' instructional needs, use the assessment data to inform planning and teaching, apply their assessment data to field cases or to case studies, and learn to monitor students' progress.

3

ED 507 Dual Language Education

Candidates develop knowledge, skills, and dispositions for effectively teaching all learners participating in dual language (DL) programs. The course focuses on DL research, advantages and challenges of DL programs, planning, implementing and improving DL programs, DL instruction and assessment, advocating for multilingualism, and collaborating with communities.
3

ED 508 Functional Assessment: Curriculum and Instruction for Diverse Learners

Candidates learn to develop functional prevention and intervention assessment of students with moderate to severe disabilities, observe, sample, and analyze students behavior according to developmental cognitive, social, language, and motor domains in assessing and evaluating progress toward academic and curricular IEP, and understand specialized supports and technology.

3

ED 509 Methods and Materials for Teaching ESOL

Candidate learns to select, modify, and evaluate curricular materials for individuals and groups of English as a second language learners taking into account the learners' abilities, learning rates, and styles of learning. Candidates are also given field practice time to work with ESOL individuals using the methods and materials discussed in class.

3

ED 510 Linguistics

Examines and applies the major concepts, theories, and research related to the nature and acquisition of language as a system. This includes a focus on the components of language, including phonology, morphology, syntax, semantics, pragmatics, semiotics, discourse varieties, aspects of social and academic language, rhetorical registers, and writing conventions.

3

ED 514 Children's and Adolescent Literature and Library

Examines various genres of literature, pre-primary through grade 8. Includes book selection appropriate to age and interest level. The course uses literature to enrich integrated school curriculum, and demonstrates techniques for increasing reading motivation and teaching through print and technological media.

3

ED 515 Readings in Education Administration

Opportunity to create, under the guidance of an instructor, an in-depth, selective education administration bibliography to enrich personal knowledge and to augment professional career goals. Course includes reading logs and reflective journal assignments and for three or more credits a literature review is required. May be taken as a standard class or as an independent study.

Credit arranged.

ED 516 Readings in Catholic Education

An exposure to the core Church documents concerning Catholic education beginning with Vatican II. In addition to reading in-depth research related to Catholic education, course includes reading logs and reflective journal assignments and for three or more credits a literature review is required. May be taken as a standard class or as an independent study.

Credit arranged.

ED 517 Catholic Educator Seminar

Explores topics of teaching in learning through the lens of the Catholic faith tradition and the responsibilities of Catholic school teachers.

3

ED 518 Life Span Personal and Professional Development

Provides early career Catholic School Teachers opportunities to reflect on what it means to be a Catholic Educator and how to model and teach the values of the faith. Teachers receive support while they explore personal strengths, share teaching experiences, and learn and reflect on teaching practices while developing a philosophy of education that integrates Catholic values.

3

ED 519 Dimensions of Adult Learning

This course will introduce principles of adult learning and teaching to higher education instructors. Through an introduction to philosophy education theories of learning behavior, models of teaching, strategies of critical thinking and meta-cognition, and purposes and methods for assessment of learning, candidates will formulate their knowledge base relative to their goals as higher education instructors.

3

ED 520 History, Organization, and Student Personnel in Higher Education

A survey of contemporary and historical perspectives of the higher education and student affairs profession, how it fits into the larger structure of higher education, public and private, how institutions themselves have developed over time, including the Holy Cross tradition, and job responsibilities within this context.
3

ED 521 Student Career Development and Planning

A survey of theories, practices, and trends in formal and informal student support involving career development. Emphasis is on developing skills for assisting individuals and groups in career development and planning.
3

ED 522 Legal Issues in Higher Education

An examination of the legal foundations and professional ethics that govern higher education and practice, particularly with respect to student-institution relationships, differences between public and private institutions, church and state issues, due process, discipline and freedom of expression.
3

ED 523 Developmental Theory, Identity & College Population

A survey of student development theory (including socio-emotional, spiritual, physical, and cognitive aspect/principles), the diverse profile of the contemporary college student, multicultural student populations, student identity formation and expression, and competencies related to student affairs practice.
3

ED 524 Technology in Education

Designed to help students become more proficient and effective when teaching with technology. Students will examine theory, issues, and concerns important when implementing technology and enhancing media and technology literacy; explore the impact of technology on today’s schools; develop skills for integrating technology to enhance learning; and experiment with hardware and software for increased teacher productivity.

3

ED 525 Intercultural and Civil Rights Education

Includes the content of comparative education and global education. Emphasis on multicultural education, civil rights, student and teacher rights in the context of school law and discrimination awareness with emphasis on school applications.

3

ED 526 Methods of Program Evaluation and Assessment

An examination of the nature of program evaluation with specific implications of assessment in higher education. Review of both quantitative and qualitative methods of research as they relate to program evaluation and data-driven decision making, providing specific links to theory and practice.
3

ED 527 Applied Studies in Higher Education and Student Affairs

An individualized, applied experience providing focused exploration of a specific area or practice in higher education and student affairs. Arranged with the program director, the course may take the form of a practicum or site-based project to apply and integrate program theories, skills, and practices. May be taken once for either 3 or 6 credits or twice for 3 credits.
Variable

ED 528 Foundations of Counseling and Student Affairs

Provides a working knowledge of counseling issues and techniques to address the needs of the student within the realm of higher education. Introduction of mental health disorders and exposure to preventative and communication strategies to assist college-aged students.
3

ED 529 Summer Tutoring

Provides candidates with opportunities to apply professional and pedagogical knowledge in a tutoring setting. Candidates design lessons and assessments used with individual students or small groups of students. The course includes seminars on current topics in education that will assist candidates as they move into P-12 classroom experiences.

1

ED 530 Dimensions of Education

Introduces the responsibilities of teaching through the lens of social, cultural, philosophical, economic and legal perspectives. Emphasis is on understanding the linking of theory and practice and developing pre-service professional knowledge skills and dispositions, especially related to lifelong learning and written and oral communication skills.

3

ED 531 Theories of Development and Learning

Examines behavioral, social, cognitive and biological perspectives on human learning and development across the life span, focusing on ages 3-21, and with priority given to application of the multiple theories explored. Field work required.

3

ED 532 Assessment and Evaluation in Inclusive Classrooms

Candidates explore current assessment and evaluation methods used in diverse P-12 classrooms. Using criteria from multiple perspectives, candidates will study and create traditional and performance-based strategies for analyzing and reporting individual and group performances. Course content is tied to a concurrent field experience in P-12 classrooms.

3

ED 533 Methods of Teaching and Learning

Focuses on the design and implementation of effective curriculum and instruction through the mastery of planning skills and instructional methods. Candidates will plan and teach a unit of instruction that incorporates their understanding of content and students. The level of desired licensure and content area will determine the specific content of the course. Taught in conjunction with field work.

3

ED 534 Classroom Management and Organization

Promotes the development of a theoretical framework for educational practices that encourage the intellectual, personal, and moral development of students from diverse backgrounds. This course offers practical strategies for encouraging students in the active process of constructing social order, building self-esteem, encouraging positive social interaction, engaging actively in learning, solving human relations problems, and establishing effective classroom procedures and routines.

3

ED 535 Literacy Across Curriculum

Emphasizes how children develop various types of literacy. Theory of development of literacies will be emphasized with application of skills in the classroom. The course includes an emphasis on reading readiness, emergent literacy, assessment methods, recent research and theoretically sound practice for improvement of reading and language arts. This course is taught with field work.

3

ED 536 Student Teaching Seminar

Provides student teachers opportunities to examine accomplishments and share concerns regarding their teaching performance in the classrooms through participation in group discussion. Student teachers will acquire information about transition to profession, professional development plans, and information about licensure.

2

ED 537 Research in Schools

Examines educational research (both qualitative and quantitative) and statistical methods in light of current research on effective teaching, school practices, and data-driven decision making. Candidates locate, read, and critique research and develop a research proposal relative to important classroom and school issues which will be applied when completing their culminating research project in the research class following this course.

3

ED 538 Master of Arts in Teaching Capstone Project

Candidates will develop a research project that applies and integrates research course content, professional knowledge, and the School of Education's shared values and is intended to translate theory and research into practice. The project is completed independently in consultation with a project advisor. Dissemination of research will include a written paper and an oral component. Grade of “IP” is allowed.

3

ED 540 Student Teaching

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a part time basis of the wide range of teaching duties under the direction of qualified personnel and will produce a Unit Plan portfolio demonstrating acquired professional knowledge, skills, and dispositions.

3

ED 541 Student Teaching

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a full- time basis of the wide range of teaching duties under the direction of qualified personnel and will produce an edTPA portfolio demonstrating acquired professional knowledge, skills, and dispositions.

3

ED 542 Student Teaching - Advanced

Student teachers continue to apply professional and pedagogical principles in a classroom and school community. Student teachers assume full time teaching responsibilities for an extended period of time under the direction of qualified personnel. An edTPA portfolio is required.  Fee: $320.
3

ED 544 Human Resource Development and Management

Explores interpersonal dynamics and those performance competencies that relate to human resource management in early childhood, elementary, middle school, and high school. Issues addressed range from hiring, supervising, and evaluating of personnel to personnel processes and systems, including empowering stakeholders, staff development, labor relations and collective negotiations, school-community relationships and partnerships.

3

ED 545 Leadership and Organizational Change

Focuses on perspectives and skills in leading and navigating schools through multi-level and systemic change. Change theory, the building of learning communities, and transformational leadership represent the core knowledge bases upon which candidates build their own mental models of administrative leadership. The course emphasizes using a local school as a center of inquiry and change.

3

ED 546 Policy, Ethics, and the Law

Examines legal foundation of educational policy focusing on constitutional and statutory provisions governing schools. Analyses, through selected case studies at various levels of schooling, research, trends, and emerging issues in the politics of educational governance equip the candidate with skills and understandings in interacting with local school systems in ethically responsible ways.

3

ED 547 Resource Allocation, Finance, and Management

This course provides skills and techniques for effectively and efficiently managing and evaluating resource allocation and finance at various levels of schooling. It includes an analysis of current national, state and district sources of revenue and also the identification and development of alternative revenue sources to support local schools.

3

ED 548 Supervision for Instructional Improvement

Familiarizes candidates with the benefits and challenges of supervision and coaching for instructional improvement. Theories of planning, analysis, and evaluation in conjunction with supervision as well as models of supervision will be explored and practiced. The relationship of the supervisor to curriculum development, staff development, and teacher evaluation will also be addressed.

3

ED 549 IAL Leadership Practicum

This capstone course provides a partnership with the candidate, university supervisor, and field-based mentor-administrator. Candidates are required to demonstrate and document their skills, knowledge and experiences gained from their IAL coursework and practicum activities. Candidates create a portfolio that documents successful completion of national administration standards to be assessed at the end of the practicum. Grade of “IP” allowed.
3

ED 550 Professional Growth and Development

An examination of issues critical to educators' professional growth and life-long learning. Candidates make explicit their values and goals as they relate to pedagogical approaches, school and student assessment, technology use both in and out of the classroom, and other issues connected to educators' professional lives. This course provides a foundation for professional inquiry and research throughout the M.Ed. program.
3

ED 551 Social and Cultural Foundations

Examines social and cultural forces that affect schools and the experiences of students and teachers. This course encourages practitioners to value, embrace, and affirm the cultural, racial, class, and gender diversity of both their local and global communities and will help them to design and implement instructional practices that empower all students.

3

ED 552 Leadership for Sustaining the Vision

Assess your personal leadership attributes and craft a personal leadership development plan that leads to building an achievement-oriented district. Consider research which informs visions of current and future public and private schooling in a diverse and democratic society. Practice the art and science of leading toward and sustaining a vision through nurturing relationships, motivating stakeholders, and collaborating with others.

3

ED 553 Leadership for Instructional Improvement

Examine best practices and sound educational research that lead to achievement for all students. Learn strategies to create a culture of high expectations with academic and behavioral foci through leadership practices, staff development, policy development, and the allocation of time, funds, and human resources.

3

ED 554 Leadership for Effective Data Driven Decision Making

Explore the uses of data-based research and technology in leadership, business, and student learning in an era of information and communication expansion. Discern meaningful uses of technology and data to advance learning and organizational development. Explore the data-based management principles related to finance and other operational services such as nutrition, transportation, maintenance, and communication.

3

ED 555 Teacher as Researcher

Introduces research as a means to improve instructional and school-based decision-making. Various qualitative research techniques will be applied to classroom or school observation. As an extension of reflective practice, candidates will be expected to produce a qualitative research-based proposal.

3

ED 556 Effective Leadership and Management in the Socio-Political Context

Strategic policy development and effective leadership and management strategies can advance educational services for all students. Examine collaborative best practices with internal and external stakeholders including the boards of education, legislature, community, business, religious and service organization leaders, staff, students and families to build broad-based support for educational work in a modern, diverse community. Explores effective strategies for media relations.

3

ED 557 Ethical Leadership and Moral Imperative for Inclusive Practice

Explore ethical decision-making, hone political understandings and skills, learn to capitalize on diversity through inclusive practices, and develop a personal mantle of moral responsibility. Through case methodology, learn to act with integrity and justice while helping every student achieve.

3

ED 558 Educational Research for Improved Student Learning

Examines educational research and statistical methods in light of current research on effective teaching and schooling practices. The course is developed to enhance practicing educators' understanding and application of research findings in the classroom. Candidates will be expected to develop a proposal which applies course knowledge.

3

ED 559 CAL Leadership Practicum

This practicum, conducted at the district level, involves field work to provide opportunities to participate in district leadership decision-making, policy design and implementation, uses of data and technology in communication, human resources, building positive community relations, and conflict management. Through action research, participants synthesize knowledge in these areas and enhance skills and dispositions. Grade of “IP” is allowed.

3

ED 562 Professional Development Process: Portfolio

Serves as a capstone experience in which students produce a professional portfolio demonstrating skills related to the 10 standards for continuing licensure in Oregon. Simultaneously candidates develop a continuing professional development plan.

3

ED 563 Master of Arts Capstone Project

Students design and conduct a classroom, school, or community-based research project written in formal academic style that integrates the professional knowledge and the School of Education's shared values in the non-thesis graduate program. The project is completed independently in consultation with a project advisor. Candidates must be eligible to graduate in the subsequent academic term. Grade of “IP” is allowed.

3

ED 564 Reading Practicum P-12

Practicum is a supervised field experience that provides opportunities for students to meet professional competencies as recommended by the state and national organizations. Prior approval by Reading Faculty Advisor. Fee $55 per credit.

3

ED 565 Teacher Internship

The course provides experiences with intern teaching in a P-12 school classroom under the direction of a mentor and a University supervisor. This course may be repeated.

3

ED 566 Practicum P-12

Opportunity to fuse theory and practice in a specialized area in a field placement. The practicum is under the direction of a university instructor. Candidates are expected to demonstrate acquired knowledge, skills and dispositions related to the specialized area of study. A professional portfolio is required. The course may be repeated up to 9 hours. Fee: $55 per credit.

Credit arranged.

ED 567 LCA Practicum P-12

Opportunity to fuse theory and practice in a specialized area in a field placement. The practicum is under the direction of a university instructor. Candidates are expected to demonstrate acquired knowledge, skills, and dispositions related to the specialized area of study. A professional portfolio is required. This course may be repeated up to 9 hours. Fee: $55 per credit.

Credit arranged.

ED 568 Special Education Practicum P-12

Practicum is a supervised field experience that provides opportunities for students to meet professional competencies as recommended by the state and national organizations. Fee $55 per credit.

3

ED 569 ESOL Practicum P-12

Practicum is a supervised field experience that provides opportunities for students to meet professional competencies as recommended by the state and national organizations. Fee: $55 per credit.

3

ED 570 Curriculum Development and Implementation

Examines the spectrum of curriculum reform issues and tensions confronting today's schools and classroom. Candidates will develop a critical perspective that reflects the complexity of political, social, and pedagogical pressures and trends impacting teaching and learning.

3

ED 571 Enhancing Classroom Relationships

Offers practical classroom-based strategies for ensuring active engagement in learning positive social interactions, and responsible contributions to the classroom as learning community. Candidates examine and apply new techniques in their classrooms and assess them as members of a peer critical learning group. Helps candidates formulate a theoretical or research-based foundation that will guide them in developing classroom relationships and management.

3

ED 573 Quality Teaching and Peer Consultation

Introduces systematic and objective processes for identifying, analyzing, and refining effective instructional practices providing the practitioner with skills and experiences in observing peers as well as an understanding of his or her teaching actions.

3

ED 574 Models of Leadership

This course explores how individuals across multiple roles in schools can collaboratively support instructional leadership. Models of leadership – from those rooted in positional authority to those that emerge from participatory decision-making – are examined. These models serve as frameworks that professionals can use to assess and improve their personal leadership within the structures and norms demonstrated within school settings.

3

ED 575 Transforming Schools and Systemic Change

Identifies and analyzes current educational reform initiatives and evaluates them based on theoretical and research-based (Best Practices) models of change. Candidates are required to engage in formal inquiry and dialogue about the challenges confronting their own schools as dynamic units of change. Key concepts include school growth and renewal, effective schooling, and professionalism.

3

ED 578 Improving the Instructional Process

Provides insights into models of teaching and learning with focus on distinct learning activities, environment, evaluation, and assessment. Emphasis is placed on expanding personal repertoires to become competent in the selection and use of appropriate and effective teaching strategies.

3

ED 580 Elements of Reading P-12

Studies components of the reading process and the various operations performed while reading. Candidates develop empathy and respect for the learner of reading while exploring the stages of reading and the particular operations and strategies necessary in the ability to be a reader. Required for reading endorsement.

3

ED 581 Language, Literacy & Culture

Introduces candidates to the broad areas of language and culture relevant to P-12 classrooms. Introduces theories, materials, and methods for reading/language instruction for diverse classrooms. Candidates develop empathy and respect for students with language and cultural differences. Required for reading and ESOL endorsement. Field work arranged by instructor may be required.

3

ED 582 Content Area Literacy

Reviews current theory, knowledge, and practice of reading and written communication for students in grades 4-12. Integrates pedagogical knowledge of literacy development of theory into practice. Candidates learn methods for facilitating the use of reading and writing skills in the content area classroom. An emphasis is placed on teaching for diversity and developing empathy and respect for all learners.

3

ED 583 Diagnosis and Instruction of Learning Problems Related to Reading and Language Differences

Studies theories, strategies, assessment methods, case studies of assessment, diagnosis, and instruction of reading-related learning problems which exist in P-12 classrooms. Focuses on working with individual learners' problems in reading and the language arts related to diverse learners. Required for reading endorsement. Field work required.

3

ED 584 Administration and Evaluation of Reading Programs

Provides understanding of reading program management as it applies to the development, implementation, and improvement cycle for increased student reading achievement. Students learn to integrate into practice theoretical content knowledge of reading, knowledge of diverse learners, and pedagogical knowledge of reading. This is the culminating course of the Reading Endorsement.

3

ED 585 Foundations of Cognitive Processes in Learning

This course provides an historical as well as socio-political review of the neuroscience that includes a shift in the western paradigm bridging cognitive processes of the mind with neuroscience. Such a paradigm shift is applied to how educators might think differently about these types of cognitive processes.

3

ED 586 Neuroscience and Learning

Research on the brain and the mind covers several different disciplines, specifically those of sciences and psychology. This course focuses on the translation of the brain research to understanding the human mind in education. Emphasis is on the functional way meaning is acquired through the brain as an organ of complex systems.

3

ED 587 Neurobiological Aspects of Learning

This course defines neurobiological learning, applies the knowledge to assessment and treatment for individuals with learning differences, and utilizes knowledge about language for higher order thinking and improved literacy. Numerous case studies for practice with applying cognitive psychology, language, and neuroscience to diverse learners’ needs will be provided across disabilities.

3

ED 588 Neuroeducation: A Cultural-Linguistic Translation

Emphasis will be on how educators can improve learning for better literacy of all students. Participants will be given ample opportunities to practice strategies and to explore case studies.

3

ED 589 Translational Studies and Research in Neuroeducation

Participants are expected to spend a minimum of 45 self-managed, but supervised, hours in an activity that promotes their development and learning as neuroeducators.

3

Prerequisites

ED 585, ED 586, ED 587, ED 588 and ED 593, or permission of instructor.

ED 590 Directed Study

Credit arranged by student in cooperation with faculty.

Variable

ED 591 Seminar

Students engage with faculty and peers in scholarly discussion, analysis, and research-based activities related to educational topics of interest.

Variable

ED 592 Seminar

Students engage with faculty and peers in scholarly discussion, analysis, and research-based activities related to educational topics of interest.

Variable

ED 593 Readings and Topics in Neuroscience and Education

This course is team taught by neuroscientists with a particular expertise in a topic and educator who translates the topical content to applications. A particular topic and/or related issues to a topic are explored with students through readings, discussions, and reflections. Topics vary each semester. May be repeated for credit.

3

Prerequisites

Permission of instructor.

ED 595 Workshop

Students work interactively and collaboratively with faculty and peers to deepen professional knowledge, skills, and dispositions related to educational topics of interest.

Variable

ED 596 Workshop

Students work interactively and collaboratively with faculty and peers to deepen professional knowledge, skills, and dispositions related to educational topics of interest.

Variable

ED 598 MED Capstone Project

Candidates design and conduct a classroom, school, or community-based research project written in formal academic style that integrates professional knowledge and the School of Education's shared values in the non-thesis graduate program. The project is completed independently in consultation with a project advisor. Candidates must be eligible to graduate in the subsequent academic term. Grade of “IP” is allowed.

3

ED 599 Thesis

Candidates develop a research thesis with a major professor and two other committee members for the master of arts degree.

Credit arranged.

ED 599X Thesis in Progress

Registration for any candidate who has received the grade of IP in ED 599 is required while the thesis is in progress. Fee: $50.

0

ED 600 Introduction to Doctoral Research

Candidates review basic issues in quantitative and qualitative research design. Basic computer skills are reviewed relative to research data collection and analysis. Five-chapter dissertation design is presented. Candidates apply library skills to complete a literature review.
3

ED 601 Advanced Qualitative Research

This course examines the theory and practice of qualitative research design and analysis through in-depth study of descriptive and interpretive research methods.  Standards for rigorous and ethical qualitative research are applied across methodological approaches to critique research design and to evaluate the credibility of findings.  This course supports prospectus and dissertation work.
3

ED 602 Advanced Quantitative Research

This course examines principles and application of advanced quantitative parametric and non-parametric statistical analysis as used with educational research. Course content includes examination of appropriate quantitative research designs, use of statistical software package(s) such as SPSS to analyze data, understanding hypothesis testing and assumptions supporting each test of significance, and instrument design. This course supports prospectus and dissertation work.
3

ED 603 Research for Evaluation and Action

This course examines the theory and practice of evaluation and action research methodologies. Develops skills to critique program evaluation designs, instruments, analysis, and reports in applied settings.  Examine findings in relation to the data and to assess their influence on individual and organizational development.  Approaches to strengthen evaluation and research capacity within a collaborative group or organization are addressed.
3

ED 610 Cultural and Institutional Perspectives on Education: Individual, Community, and Society

This course is grounded in the premise that understanding the complexity of culture and cultural identities broadens an individual’s ability to interpret and powerfully influence interaction in a diverse society. Developing an integrated perspective of how culture is expressed at the individual and organizational level supports an educator’s ability to further social justice in a complex environment.

3

ED 611 Essential Ideas in Education: History, Philosophy and Change

This course engages students in integrating historical instances and educational philosophy within the context of change initiatives. The course will augment program graduates’ understandings of the meaning of past events and will serve as a powerful resource for interpreting current practices, assessing evolving trends, and imagining future directions.
3

ED 612 Individual, Group and Organizational Dynamics

This course draws on theories of group and organizational dynamics to strengthen an educator’s ability to evaluate and design structural dimensions of organizations that can enhance individual efficacy and interpersonal cooperation. Applying knowledge of group and organizational dynamics can enhance an educator’s ability to act ethically, resolve conflicts, and foster purposeful collaboration.

3

ED 613 Foundational and Emergent Understandings of Learning and Development

This course examines seminal work and newly emerging research and theory about how individuals neurobiologically learn and change across the life span. A focus on the identification of principles of adult learning and the differences between adults and youth as learners offers a foundation for applications and investigations within concentrations. Application to teaching and leading will be supported.
3

ED 614 Adult Learning, Group, and Organizational Dynamics

This course draws on the neurobiological principles of adult learning, group, and organizational dynamics to strengthen an educator’s ability to evaluate and design structural dimensions of organizations that can enhance individual efficacy and interpersonal cooperation. Application of these principles can enhance an educator’s ability to act ethically, resolve conflicts, and foster purposeful collaboration.
3

ED 621 Dissertation Prospectus

The candidate will develop a dissertation prospectus under the guidance and direction of the faculty advisor.
5

ED 622 Dissertation Seminar

This course is designed to support students in the dissertation process. Students work collaboratively with faculty and peers around a common area of concentration to develop further their dissertation. Students develop skills for publication and dissemination of research. Must be taken twice to meet degree requirements.
2

ED 698 Dissertation Defense

Students will engage in a dissertation defense per the School of Education’s Doctor of Education Handbook. Passing criteria is outlined in the Graduate School’s Dissertation and Thesis Guidelines booklet. Graded on a pass/no pass basis. Grade of “IP” is allowed.
0

ED 699 Dissertation Research

Completion of dissertation research with the guidance of the chair of the candidate's dissertation committee. Students enroll in this course simultaneously with ED 622 Dissertation Seminar. Must be taken twice to meet degree requirements. Graded on a pass/no pass basis.

3

ED 699X Dissertation in Progress

Registration for any EdD candidate who has received the grade of IP in ED 698: Dissertation Defense is required while the dissertation is in progress. May be repeated. Fee: $50.
0