Teaching and Learning

Doctor of Education

The Doctor of Education Program in Teaching and Learning is designed to prepare scholar practitioners to function effectively within a chosen educational area such as special education, elementary/middle/secondary school education, adult learning, global or alternative education.

Students will advance their scholarly knowledge and refine their skills as scholar-practitioners utilizing a non-traditional delivery model. The program is not designed to aid students in earning an educator license.

Learning Outcomes for
  • Social and Cultural Awareness – The candidate will be able to communicate in written and oral forms an understanding of social and cultural similarities and differences and their impact upon professional practice.
  • Inquiry and Original Research – The candidate will be able to demonstrate the ability to engage in original inquiry into topics of professional and scholarly importance through the production of scholarly writings and an accepted dissertation.
  • Critical Thinking and Reflection – The candidate will be able to synthesize and evaluate a variety of sources to explore ideas and issues to facilitate continued personal and professional development through self-reflection.
  • Teaching & Learning: Knowledge and Application of Teaching as an Art and Science – The candidate will be able to evaluate, synthesize, critique, reflect, and articulate an advanced understanding of scholarly theory, research, practice, and strategies on the art and science of teaching, and demonstrate this ability in critical annotations, scholarly papers, and fieldwork.
  • Teaching & Learning: Ability to Assess Teaching and Learning – The candidate will demonstrate the ability to articulate, evaluate, understand and develop various researched and validated theories and models of assessing effective teaching methods, models of student learning assessment, and develop an evaluation strategy for use in one’s chosen population of practice as evidenced in critical annotations, scholarly writing, and professional presentations.

In the classroom. In the workforce.

What You'll Learn

Learn the ability to articulate, evaluate, understand and develop validated theories and models of assessing effective teaching methods, curriculum modes, and strategies for addressing the needs of diverse learners.

Future Studies

Successful candidates of the Teaching and Learning program is designed to enhance a scholar practitioner’s effectiveness or create an opportunity within a chosen educational field.

Career Opportunities

This program prepares successful candidates in educational fields such as elementary/middle/secondary school education, adult learning, global education, or special education.

Common Core Requirements: (48 credits)

  • EDU7751: Ethics in Educational Practice
  • EDU7752: Inclusive Leadership
  • EDU7753: Adult Development and Transformation
  • EDU7750: Individual and Institutional Change
  • EDU7760: Reflective Practice, Mentoring, and Professional SelfRenewal
  • EDU7762: Social and Cultural Influences
  • EDU9980: Educational Research Methods
  • EDU9981: Action Research for Educators
  • EDU9982: Individualized Research Design
  • EDU9509: Dissertation Research I
  • EDU9519: Dissertation Research II
  • EDU8806: Applied Field Work/Internship
  • EDU9499: Professional Portfolio
  • EDU9529: Dissertation I
  • EDU9539: Dissertation II
  • EDU9549: Dissertation III
  • EDU9559: Dissertation IV*
  • EDU9569: Dissertation V*

*Dissertation Extension, as needed

Concentration Requirements: (15 credits)

  • EDU8850: Teaching in a Diverse Society
  • EDU8851: Interaction of Classroom Management and Instruction
  • EDU8852: Educational Implications of Learning and Developmental Theories
  • EDU8853: Thinking about Teaching
  • EDU8860: Advanced Curriculum Practices and Models

Electives (9 credits)

With faculty permission, students choose from among concentration requirements that they have not previously taken, or from a list of electives.  This is a sample of some electives to be offered:

  • EDU8880    Resiliency Theory in Educational Settings
  • EDU8881    Teacher as Leader
  • EDU8882    Collaborative Models of School-Parent Interaction
  • EDU8883    Brain-based Ways of Thinking and Learning
  • EDU8863    Positive Organizational Scholarship
  • EDU8840    Global Education
  • EDU8841    Educational Technology
  • EDU8842    Diversity in Learning
  • EDU8890    Leadership and Diversity
  • EDU8891    Planning and Organizational Change
  • EDU8864    Directed Study
  • EDU8874    Directed Study
  • EDU8884    Directed Study
  • EDU8894    Directed Study

Higher Education Electives

  • EDU8892    The History of Higher Education in the United States
  • EDU8893    Foundation of Higher Education
  • EDU9900    Governance and Administration of Colleges
  • EDU9901    Higher Education and the Law
  • EDU9902    Higher Education’s International Role

Course Descriptions

This course focuses on an examination of the ethical considerations of educational practice in contemporary society.

This course focuses on the premise that all educators, regardless of formal title, role or position, need to assume responsibility for leadership in service of improving their institution and its members. Further, all educators must be responsible for developing the leadership capacity of those in their care. The course content addresses various theories of leadership, finding one’s own leadership style, and thinking about leadership in such populations as teachers, staff, and students.

This course focuses on developing one’s understanding of adult development throughout the life span and its implications for educational practice. Regardless of role and formal job description, all educators must interact with adults, and an appreciation for the developmental tasks of personal and career cycles is essential. Course content is designed to stimulate thinking about how to promote growth and transformation in one’s own life and with others.

This course focuses on examining the use of reflective practice to improve instruction and leadership techniques and to engender professional dialogue among colleagues. Facilitating one’s own critical reflection, as well as encouraging that in others, is a key component of teaching, learning, and leading. The course content also explores the concept of self-renewal and resilience as indicators of health and wellness in individuals and educational institutions.

Self-Renewal This course focuses on examining the use of reflective practice to improve instruction and leadership techniques and to engender professional dialogue among colleagues. Facilitating one’s own critical reflection, as well as encouraging that in others, is a key component of teaching, learning, and leading. The course content also explores the concept of self-renewal and resilience as indicators of health and wellness in individuals and educational institutions. The key role that mentoring can play in initiating novice educators into the profession, supporting individual growth and sustaining the enthusiasm of veteran educators also is addressed.

This course examines the various ways in which social and cultural factors influence education. It will review sociological research findings on such topics as learning and social class, teacher and parental expectations, learning and gender, ethnicity, and the relation between learning and family rearing practices. In considering the cultural influences on contemporary education, students will study a variety of multicultural education models, the transmission of culture in a pluralistic society, and the role of education in the acculturation and assimilation process.

This course focuses on an introduction to the selection and construction of a research design and choice of appropriate research methods for the educational inquiry to be undertaken. A variety of research methods will be reviewed. The design and collection of data, data analysis, and ethical issues related to research with human subjects will be explored.

This course provides an overview of action research theory and methods and describes how action research can be used in school improvement. The steps for conceptualizing, designing, implementing, and analyzing an action research project are explicated and examples of school-based projects are provided.

This course focuses on developing an appropriate research design for each student’s dissertation proposal. It includes articulating the research questions, choosing the design and being able to articulate its appropriateness to the inquiry at hand, discussing the assets and limitations of the design, human subjects and other ethical concerns, and proposed methods of data collection and analysis.

Dissertation research 1 is the first of a two-block experience involving original doctoral research. In this course, the student will gather data to be reported in chapter four of the dissertation, using the research design developed in individualized research design.

Dissertation research 2 is the second of a two-block experience involving original doctoral research. In this course, the student will analyze his/her collected data, including re-engaging with the seminal scholarly literature presented in chapter 2. Data analysis will conform to the methods described in individual Research Design. In addition to analysis, the student will be able to discuss the scholarly and practitioner implications of his/her findings as well as directions for future research.

This course provides field-based experience that allows students to apply theoretical knowledge to professional and scholarly objectives, and arrange supervision, where necessary. Faculty approval is required before the internship can commence.

This course provides a culminating experience that allows each student to reflect on his or his scholarly and professional growth over the program of study. In organizing the portfolio according to program competencies and values, the student provides evidence of his/her meeting those outcomes, as well as concentration-specific and individual goals laid out in the Degree plan.

Dissertation 1 is the first in a three-course block of final required dissertation writing. It yields the first two chapters of the dissertation: Introduction and literature Review. Credit is awarded when the students submits the fully edited and approved version of these two chapters to his/her Dissertation Committee.

Course Dissertation 2 is the second of the three-course clock of final required dissertation writing. Dissertation research consists of conducting the approved research developed the individualized research design yields and the Research Methodology chapter of the dissertation (chapter three. Credit is awarded when the dstudent submits the fully edited and approved version ofthis chapter to his/her Dissertation Committee and receives their approva; for the completed data gathering.

Dissertation 3 is the final block of required dissertaion writing. It yiekds the last two chapters of the dissertaion (chapters four or five) and completes the document. Credit is awarded when the student successfully presents his/her research findings and recommendations and submits the fully edited and approved dissertation to his/her Dissertation Committee.

Description pending.

This course focuses on developing one’s understanding of the knowledge and skills necessary to increase effectiveness in meeting the needs of diverse learners through appropriate instructional, curricular, and behavioral strategies. It also aims to assist students in exploring the topics of race/ethnicity, religion, socioeconomic class, and language as they related to teaching to diversity.

This course focuses on theory and research about developing teacher competencies for motivating and increasing student learning through the advanced understanding of the interaction of classroom management and instructional planning. Topics include the creation of successful learning communities, approaches to discipline, and creative problem solving.

This course is designed to help students develop an advanced understanding of how learning and developmental theories define the teacher’s role as an instructional leader, how students learn, what motivates learners, and the design and delivery of the curriculum is influenced by these factors.

This course allow for re-examination of one’s own motivation for entering the profession, what values guide current practice, and what inspires that practice. The notion of teaching as both an “art” and a “science” will be explored, along with research on effective teaching. The course also allows for consideration of what teaching models and philosophies are most meaningful at this point in one’s career.

This course in curriculum will provide an introduction to the foundational areas that affect the design and development of curriculum. The course will include the history, social forces, philosophy, and psychology behind many of the curriculum practices and issues that exist in schools today as well as the nature of the curriculum development process. The focus of this course will be on the process of using knowledge about curriculum and evaluation in an imaginative, creative way. Ultimately, the educator will then be able to anticipate and plan for change in an active way, rather than falling prey to every bandwagon or societal pressure that affects the school curriculum.

This course provides advanced exploration of theory and research in human and institutional resiliency with an eye towards how such theory and research can be translated into educational practice. Factors that create risk and promote resiliency in students will be examined, as well as interventions to mitigate situations that put students at risk.

This course includes studies in the literature and research on encouraging teacher leadership at all levels of practice:classroom,school,district state and national leadership styles, recognizing oppurtunities for leadership within different forums in their professional lives,and collaborating with others to effect meaningful change.

The course focuses on the creation and maintenance of collaborative models of parent-school interaction that supports student achievement. Particular attention is paid to such issues as building effective partnerships with hard to reach parents, those who traditionally have been marginalized from schools, and non traditional families. It also explores issues such as parent-teacher conferences, parents as volunteers in schools, and maintaining parental involvement as students move into secondary schools.

This course focuses on an analysis of how the brain integrates, stores, and communicates information. It includes a review of research on how the brain functions and the link to effective teaching practices. The application of brain research to teaching strategies, lesson plans, and problem-solving activities will be stressed.

Positive Organizational Scholarship (POS) focuses on the organic whole of leadership practices from a perspective of positive thinking. This course will challenge students to engage in the core topics and foundational theories of POS and positive psychology, and to investigate their interface. Positive Organizational Scholarship (POS) investigates collective and emergent processes of optimal functioning, at the levels of individual in organization, groups in organizations, and organizations as a whole. POS focuses on the generative dynamics in organizing that enable individuals and collective resilience, thriving, creativity compassion, and other indicators of human function. POS is not one particular theory; it does draw from the full spectrum of organizational theories. Positive psychology is a movement that challenges the field of psychology. It does not draw from the old model of deficient but instead encourages research on strengths, on building the best things in leadership practices as well as repairing the worst.

This course will encompass skill building strategies and exercises in critical thinking, listening, and identity based communication. We will explore how to negotiate, facilitate, and mediate global education. Our goal is to begin the process of understanding the theory, concepts, and skills necessary for developing the cultural mobility among participants required to successfully embrace globally diverse school populations that will yield effective value added relationships and outcomes.

This course focuses on current trends and issues in the use of technology in K-12 schools. Among the topics covered are the use of technology as a tool for teaching and learning, making technologically-assisted learning meaningful, creating active learning through the use of technology, and the “digital divide” and its implications for schooling.

This course focuses on developing one’s understanding of the knowledge and skills necessary to increase effectiveness in meeting the needs of diverse learners through appropriate instructional, curricular, and behavioral strategies. It also aims to assist students in exploring the topics of race/ethnicity, religion, socioeconomic class, and language as they related to teaching to diversity.

This course will examine issues related to equity, diversity, and their implications for educational settings. Personal and community biases will be scrutinized regarding: race, gender, socio-economic status, culture, sexual orientation, religion, second language learners, and persons with special needs. Through coursework, group work, and situational case studies, students will be challenged to examine their attitudes toward these critical issues and to become sensitive and proactively responsive to them. Students will learn of the leadership capacities needed to ensure access, and academic and social equity for all members of the extended school community.

This course Planning and Organizational Change draws on a number of academic disciplines that provide a theoretical as well as practical basis for understanding change at the community and school level. We will apply planning theory from traditions of sociology, political science, and psychology to real organizations in local communities, using theories of practice of community social work and action research.

In these courses, a student pursues, in-depth, an individualized program of reading and/or research with supervision by first and second core faculty.

In these courses, a student pursues, in-depth, an individualized program of reading and/or research with supervision by first and second core faculty.

In these courses, a student pursues, in-depth, an individualized program of reading and/or research with supervision by first and second core faculty.

In these courses, a student pursues, in-depth, an individualized program of reading and/or research with supervision by first and second core faculty.

This course surveys the history of higher education in the United States with a focus on mainstream collegiate institutions and current non-traditional alternatives. The course will trace the development of traditional higher education from its liberal arts origins through the growth of the major research university. Additionally, it will explore how, over two centuries, various underrepresented groups (women, minorities, etc. ) have contended for places within higher education.

This course examines major events in the development of colleges and universities in the United States and the philosophical, historical, and social forces that have influenced this development. The course examines contemporary issues in higher education by exploring the intersections of historical, philosophical, and sociological forces that have shaped and continue to shape U. S. higher education, as well as the ways in which higher education has shaped society. International/comparative higher education is also introduced.

This course examines the governance and administration of higher and postsecondary education institutions in the United States with particular emphasis on providing an understanding of theoretical and practical approaches to leading institutions. Students will read about the functioning of higher and postsecondary institutions; the administrative practices of colleges and universities; organizational and administrative theory of higher and postsecondary education; and roles of governing boards, administrators, faculty members, and students in policy making.

Until recently colleges, universities, or institutions of higher learning never sought nor needed counsel on retainer. Obviously that is no longer the case. This course will discuss current legal issues and equip future higher education administrators the tools to handle them. A variety of topics will be discussed, such as the current structure of the legal court system and their recent decisions affecting higher education, distinctions between private, public and quasi-public institutions; the granting of tenure; liability for student behavior and their well-being; limitations on the power of higher education to discipline students for behavior, academic, and professional misconduct; issues of student privacy; affirmative action and other attempts at creating diversity; sexual harassment; anti-discrimination, such as Title IX, ADA, etc; and what is the future for higher education and the law?

This course will help students examine how US colleges and universities are responding to the challenges of the 21st Century of internationalization and globalization. The readings will provide theory and practical information about the ways colleges and universities are international, which will include discussions with leaders in the various areas of US higher education internationalization.

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