65 courses with the subject ED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
ED 200Foundations of Educational Practice3
The belief that teaching is an art has evolved from the experiences of professionals in the field. Research has taught us that success in the classroom reaches far beyond the use of textbooks, tests, and projects. The personal characteristics of the teacher have a powerful impact on their students and on their classroom performance. Six of these characteristics are the focus in this course. The assessment process is diagnostic and leads to information that the student can use as they establish goals.
This course explores the approach of teaching and learning that originated Reggio-Emilia, Italy. It will provide an overview of the history, theories and foundational principles of the Reggio Emilia Approach, giving students the opportunity to engage in dialogue and to think deeply about their own contexts of teaching and learning. Students in the course will engage with foundational principles such 180
This course is designed to train future teachers in the theory and practice of the use of appropriate and useful instructional technology. Students in the course will learn to discern the appropriate moments that technology will aid instruction and not. Students will develop an understanding and practical application of the SAMR model for instructional technology. Ultimately, the goal of the course is for students to understand the theory behind appropriate and equitable use of technology in the classroom and school environment and have the ability to continuously update their set of technology tools as technology develops. Students will demonstrate their understanding of the concepts in writing and discussion, then prove their ability to practically apply these concepts as skills in lesson plans and presentations. This course requires a 16-hour field experience.
This course focuses on cognitive theories that stress learners’ constructions of beliefs, skills, strategies, and knowledge. Beginning with historical perspectives and progressing to cognitive theories and processes of learning, this course will require students to examine their beliefs about learning, align these with existing theories, and determine how to apply learning principles to improve teaching and learning. Current information regarding the neuroscience of learning, content- area learning, and motivation will be blended with the aforementioned theories to present a unified perspective of learning in educational settings.
This course provides the content knowledge required and pedagogical considerations for teaching mathematics in the early elementary grades. The course of study is designed to promote mathematics teaching competence; review exemplary curriculum materials; design and rehearse lessons in class and in the field; encourage classroom discussion; and encourage the successful acquisition of knowledge of important mathematical relationships, number sense, and the ability to solve problems in the early years. This will all be done with a focus on problem-solving and mathematics talk, as well as through the lens of access, equity, and social justice.
Development of one’s own artistry along with facilitation of the arts with children. Integrating the arts (visual arts, creative writing, music, movement, and creative play) into all aspects of the curriculum. Recognition of the arts as a way of knowing. 3 credits
ED 307Teaching English Language Learners, PreK–123
This course provides both an introduction to the principles of second language acquisition, with a focus on linguistics, developmental factors, and cross-cultural awareness, as well as an introduction to methods in teaching English language learners (ELLs) from PreK to grade 12. Techniques for developing the conversation and literacy skills of English language learners in the mainstream classroom will be presented. Students will learn the availability of school and community resources to assist ELLs in language acquisition and content learning, and ways to promote parental/family involvement.
This course will provide the beginning middle-level teacher with a comprehensive menu of assessment techniques for evaluating how learners think, perform, and apply what they know. Students will learn how to assess the following: a learner’s knowledge base, a student’s declarative and procedural knowledge, cognitive and metacognitive strategies, transfer skills, and habits of mind. 3 credits
This course includes an examination of the philosophical orientation, pertinent research, and understanding of the reading process. Learners will construct their own philosophy of teaching reading and writing. They will apply learned strategies by developing lessons for students in a classroom or after school program. This field experience will take place with students in grades one through four. Clearances are needed for the 15-hour field experience. 3 credits 181
This study abroad includes 25 hours of hands-on practical experience in one of the following areas: 1) a rural school, 2) a rural health clinic, or 3) a business office for tourism. Placement will vary depending upon a student's discipline of study. Opportunities to interact with a variety of related service providers enhance the experience while offering students multiple perspectives and techniques for enriching the lives of individuals living in a developing country. In addition to the field placement, students will gain an understanding of the culture, history, and experience the natural beauty of the country through sightseeing tours and activities.
This course examines various aspects of grant writing and proposal development, specifically education-related grants targeted for educators. The focus of this course is on researching and writing successful education grant proposals. This course emphasizes the various components of the grant writing process and the development of grant research and application skills for opportunities that align with the participant’s school or organization’s mission. Emphasis will be placed on an understanding and utilization of Best Practices in grant management/grant writing/grant stewardship and the successful planning of grants projects. All of these skills will culminate in a final proposal of an educator project idea. 3 credits TEACHER EDUCATION INSTITUTE (TEI) The Teacher Education Institute (TEI) offers a number of professional development courses in collaboration with Carlow University. Visit www.TeacherEducation.com to register for courses offered through TEI. TEI courses are rarely accepted for the graduate program at Carlow University and only if the course and grade are consistent with university-wide transfer policies and if the academic advisor recommends the course(s) for transfer into the student’s program. They may fulfill ACT 48 hours. COLLEGE OF HEALTH AND WELLNESS
ED 703Developing Logic and Mathematical Thinking in Young Children3
An examination of the ways logical thinking develops in the young mind, particularly in relation to early numeracy and science concepts. Candidates assess children’s development in early numeracy skills such as one-to-one correspondence and number sense, conservation of number, space, and volume, and patterning and seriation. The NCTM standards for PreK to grade two provide a framework for designing a numeracy curriculum in early childhood. Science concepts are presented using inquiry- based methodology and are aligned with standards for early childhood.
An examination of the development of the family and the concept of childhood. The inter-relatedness of the child, family, and community are explored. Through an understanding of theoretical content and its application to the lives of children and their families, the advanced student gains sensitivity to the meaning of education in its broadest sense.
ED 707Understanding and Facilitating Children’s Play3
An overview of the role of play and symbolic representation in the young child’s social, emotional, physical, and cognitive development. Candidates are able to integrate a play-based curriculum into an early childhood program using current theories and research on the meaning and importance of play in the development of the young child. The development of the capacity for play and fantasy across developmental stages includes the role of play in programs for infants, toddlers, preschoolers, and school-age children.
Advanced study of the mental, social, emotional, moral, and physical development that occurs at a rapid and critical rate from birth to eight years. The learner becomes familiar with the normative descriptive research relative to these aspects of child development and with theories and principles of human development that pertain to the early years of the child. Educators have the opportunity to deepen their understanding of the subtle, interactive nature of these facets of development and study the role of adults who actively and passively participate in this developmental process.
The master's thesis is a research study or project that contributes to the theory and practice of education in the candidate's field of study. The thesis is carried out under the direction of a research director according to the guidelines established by the Education Department. During this course, candidates will develop a thesis proposal, seek approval from the thesis committee and Carlow University IRB committee, implement the thesis study or project, and write a final thesis report. The thesis proposal includes a problem statement, review of the literature, and method section outlining the thesis plan. The thesis report includes the problem statement, a review of the literature, the methodology, the results of findings, and a discussion of the findings. Guidelines for writing the thesis proposal and the thesis report are found in the thesis guide. Capstone experience, typically taken at the end of the program. 3 credits
Study of current theory and practice related to the mental, physical, social, emotional and moral development in this period of human growth. One focus of the course is the processes through which the person integrates past experiences, develops individuality, and becomes aware of a personal destiny. In addition, the student has the opportunity to explore the supports and challenges of the 97
This course focuses on the development and relationship between language skills and literacy/reading skills. The first half of the course will show how children become readers, highlighting significant developments from birth through eight years of age. The course provides general information on how children learn and develop, with special emphasis on communication. Interactive language experiences are linked to the acquisition of reading skills. Reading skills are examined in depth, with many opportunities to see where children might struggle. Phonology will receive particular attention. The course includes recommended practices and instructional strategies to teach reading or enhance literacy development during the early childhood years.
This course is the foundational basis for teaching reading and literacy development in the elementary classroom, grades K ‐ 6. Current theory, research, and techniques are integrated with valid traditional views of teaching reading to a diverse population of children and their needs. Views of the process of reading, emergent literacy, major approaches and materials for teaching reading, assessment of students, classroom organization, and communication with parents, and integrating computer technology are addressed. Specific skills in teaching phonemic awareness, phonics, reading fluency, and comprehension are emphasized. Pre‐service teachers will develop a philosophy that encompasses all the major components of reading instruction to ensure literacy for all children.
ED 720Planning & Administering Early Childhood Education Programs3
An examination of the growth of programs for the care and education of young children during the last century, particularly in Europe and the United States, and an analysis of trends and current challenges in the field of early childhood and of various types of programs designed for children in childcare, Head Start, preschool, and early intervention programs. Enables candidates to identify the goals and purposes of these various programs. Candidates discuss the impact of administration, supervision, team teaching, and parent involvement on the delivery of service and examine federal and state licensing standards as well as the process for registration of teaching staff. The final project consists of a case study of one early childhood program currently in operation.
ED 721Curriculum and Assessment in Early Childhood Education3
A theoretical and practical review of curriculum for early childhood programs and various models for delivery of quality programming for young children and their families. Students develop a curriculum that is congruent with their stated philosophies of education. Informal and formal assessment, methods, and screening instruments are examined for validity and reliability with young children.
An examination of the complex issue of staff development which addresses the needs of the new, as well as the experienced, teacher responding to community pressure; accurately reflecting the values of the school; and recognizing the transition from theory to practice. Scheduling, evaluating, and funding staff development programs are also considered. In addition, the course emphasizes the human dimension of supervision, which is ordinarily defined as "... the direction and critical evaluation of instruction." Students’ convictions about supervision will be either challenged or affirmed by the human resources perspective presented in this course.
This doctoral-level course explores international education models, focusing on early childhood education, Secondary education, and apprenticeships. It examines global practices, policies, pedagogies, and financial investments, including Reggio Emilia, Montessori, Democratic Education, the Dual System and the Comprehensive Schooling Model, and others as students explore viable inquiry questions. Students will critically analyze educational sectors across different countries, considering the broader social, economic, and political contexts influencing outcomes. Key international metrics, including PISA, will be evaluated. As a culminating assignment, students will synthesize their learning to propose informed policy recommendations for improving educational practices at local, state, and federal levels.
ED 727Teaching English Language Learners PreK to12
This course provides an introduction to the principles of second language acquisition, with a focus on linguistics. Developmental factors and cross-cultural awareness, as well as an introduction to methods in teaching English language learners (ELLs) from PreK to 12, will be discussed. Techniques for developing the conversation and literacy skills of English language learners in the mainstream classroom will be presented. Participants will practice techniques and learn methods of assessing student proficiency and progress. Participants will learn to utilize available school and community resources to assist ELLs in language acquisition and content learning and will become aware of ways to promote parental/family involvement in their children’s educational experiences. Because classroom observations are required, students need to have clearances. 3 credits
ED 728Interdisciplinary Models of Teaching and Learning2
This course engages learners in thinking about meaningful work with young children in a team-taught seminar and practicum experience that includes an evening class meeting schedule followed by a full day on-site practicum experience in a preschool, kindergarten, or primary grade setting. Seminar content includes cross-disciplinary content instruction and pedagogical strategies for working with children in a PreK-grade four setting. Learners will demonstrate competencies that include planning and organization; assessment of learning; reflection on teaching; interdisciplinary collaboration; and inquiry-based approaches to teaching and learning. Specific Pennsylvania Department of Education (PDE) competencies are met in this course and are included in the syllabus.
The students will describe aesthetics and the value of beauty in life. They will describe ways that learning is promoted through the visual arts, creative writing, dramatic play, music, and movement. The students will examine a developmental approach to the art forms. Building upon an understanding of the principles of child development, students will develop an understanding of the ways that aesthetics will facilitate learning and creativity. The art forms will be a route to facilitating the young child’s growth and development cognitively, socially, emotionally, physically, and in language development. Aesthetics is another way of knowing. Students will learn to apply concepts to practice in working with typical young children with a range of individual differences, as well as to children with developmental delays and special needs. Written and orally presented case studies, weekly readings, and writings are required.
During this capstone course learners are expected to complete their scholarly inquiry and prepare and present their final creative product. Through on-campus class meetings and web-based learning modules, learners will have an opportunity to discuss issues of portrayal, voice, and stance in developing their creative inquiry. Emphasis will be on preparing a final draft of their scholarly work. The primary emphasis in this seminar is conducting a creative inquiry. Students will be expected to do independent work and web-based learning modules. Classroom and Web-based format.
In this inquiry-based course, we study the relationship between philosophy and practice in order to explore what it means to develop practical wisdom in schools to teach for human dignity. Guiding questions include What is the relationship of philosophy to teaching and learning? What is the purpose of school and who decides? What does it mean to be learner-centered in the 21st Century? How is curriculum developed and who decides? How are schools organized? How do one’s own practices and beliefs relate to the purpose of education? 3 credits
This EDD course requires candidates to investigate, discuss, and assess how the brain works to enable learning. The course will investigate educational neuroscience to ascertain how learning works in the everyday classroom and in our brains. Furthermore, the core idea behind the research on teaching and learning is that it is a truly interdisciplinary endeavor, bringing together best practices in teaching, psychology, and developing neuroscience. The goal is to focus on how to bring in multiple modalities of teaching to improve learning outcomes for children.
This course explores curriculum as a foundational element of education, guiding students to ask critical questions about the future of learning. Through analysis of historical, epistemological, and structural factors, students examine curriculum innovation, including 99
Designed to assist the student in gaining knowledge and skills necessary to select and develop the curriculum that will support the philosophy and aims of the school. The student becomes aware of the relationship of curriculum to instruction, to supervision, and to society’s expectations. Curriculum skills are developed within the context of those factors that influence educational planning, ranging from basic through adapted education.
ED 739Advanced Curriculum Theory and Theory Development3
Designed to assist the student in gaining knowledge and skills necessary to select and develop the curriculum that will support the philosophy and aims of the school. The student becomes aware of the relationship of curriculum to instruction, to supervision, and to society’s expectations. Curriculum skills are developed within the context of those factors that influence educational planning, ranging from basic through adapted education.
Students will explore various integrated STEM models for learning and teaching that enable a learner to develop tech fluency. Tech fluency is comprised of inquiry, case-making, and advocacy. Students explore how tech fluency serves as a catalyst for engagement, empathy, collaboration, connection, and learning to help their students solve important and relevant problems. This course is part of a four-course series that is required for the STEM Endorsement (ED 703, ED 728, ED 740, and ED 744).
This course focuses on the language and key concepts of assessment in order to build a holistic and global view and understanding of assessing learning performance. Educational assessment and evaluation is a broad subject area including but not limited to formative assessment, summative assessment, diagnostic assessment, competency-based assessment, and grading. With a deep understanding of the role of learner centrality and human cognition in developing optimum learning environments, students will apply this understanding to the area of assessment. Students will be able to design and implement assessment strategies that measure each learner’s individual progress, enable those learners to understand the progress of their own learning, and communicate information about student achievement that is valid and reliable. The use and analysis of student achievement data will be woven throughout the course.
This course provides an introductory experience to computational thinking and its application to robotics. As the processing capabilities of computers continue to grow, the ability to use them as tools to solve complex problems also increases. Computations can be performed at an ever-increasing rate, enhancing the ability to develop more intricate uses for computers such as simulating challenging systems in the sciences and mathematics. Thus, an understanding of the process by which problems can be reframed into the style that is handled best by traditional computers is fundamental for the future growth of scientific knowledge and engineering capabilities. Likewise, the progress of robotic systems is becoming more commonplace in a variety of domains. These robots can greatly increase the efficiency and safety of human endeavors, leading to more profound discoveries and previously unknown applications. Since most robots operate under the same informational processing paradigm as traditional computers, a mandatory connection can be made between computational methodologies and the development of increasingly useful robotic systems. Students will have the opportunity to learn about some of the computational techniques used in and out of the robotics discipline. 3 credits
An examination and identification of appropriate supervisory models for each of the three levels of educational programs. The course focuses on developmentally appropriate practices for each age group and evaluates the best strategies for assisting staff in providing sound programs for the physical, social, and cognitive development of children. The course also offers models of parent involvement in each program area and ways of supervising parent participation.
Research and study of topics of special interest or concern initiated by a student or faculty member (e.g., public relations, fundraising, effective written communications, teacher, and child rights) are emphasized. Each independent study is planned cooperatively by the student and a supervising faculty member. The study must either be related to one or more of the competencies listed for an elementary or secondary school principal, or other appropriate areas of leadership. Approval of the program director is required. Variable credits 100
ED 752Legislative Policy and Practice in Early Childhood3
This course will focus on legislative policy and practices in early childhood education at the federal, state, and local levels. Students will consider how legislation is created and supported politically, the ways in which advocacy organizations and lobbyists work, and the influence of national policy on state educational models. Students will consider legislative policy that impacts curriculum adoption, intersecting policy issues around community health, and social policies that impact families.
A full semester's experience in early childhood settings. The intern is paired with a supervisor in a school district (or other appropriate supervisory personnel) and a college supervisor. The intern must demonstrate competence in policy determination, program development, instructional design, and staff development. The intern develops guidelines for conformance of sites and programs to regulations, conducts a needs assessment for a proposed program, designs a program, and plans and conducts an appropriate program related to staff identified needs.
ED 754Educational Access & Equity in Early Childhood3
This course explores the factors influencing access and equity in early childhood education, focusing on underserved populations. Students will examine the impact of policy, race, gender, socioeconomic status, and disability on early learning. Through policy analysis, research critiques, and case studies, students will develop strategies for creating inclusive environments. The course includes bi-weekly virtual meetings and a capstone project to apply the concepts learned to real-world early childhood education settings.
ED 758Curriculum Evaluation in Early Childhood Education3
This course emphasizes the critical processes of curriculum evaluation and selection in early childhood education, central to achieving optimal outcomes for young learners. Students will engage in a comprehensive examination of research-based criteria for evaluating curriculum effectiveness. The curriculum selection process will be scrutinized, enabling students to discern quality materials and methods that meet diverse learner needs. Through practical application and critical analysis, participants will refine their skills in assessing various curriculum models and strategies. By the conclusion of the course, students will be proficient in selecting and evaluating curricula that foster equitable and engaging learning environments.
An overview of the research and educational policies regarding young children and the media. There is growing controversy over the role of media and technology in the lives of children. Some suggest that starting early to teach technology skills is important; others have grave concerns about the impact on early brain development when children experience extended viewing of objects in two-dimensional form, rather than exploration of three-dimensional objects. Additionally, there is ample evidence that television and video viewing affect the social behavior of young children, in either positive or negative ways, depending on the content of the programming. Learners will examine the controversies surrounding the effects of media (visual, auditory stimulation) and the recommendations of various professional organizations on the use of media and technology in programs for young children.
This course examines various instructional, physical, and behavioral constructs in PK-12 classrooms which support universally, designed educational experiences for children and adolescents with various exceptionalities and those who are English Language Learners. Students will study particular areas of exceptionalities typically present in inclusive general classrooms and develop and adapt traditional curricular models to address individualized student need. As part of this course, students will demonstrate an understanding of interpreting educational achievement tests other forms of assessment, classroom observations and parent reports, in order to plan for personalized learning and the development of individualized education plans (IEPs). Special emphasis will be placed on the development of social emotional learning supports and planning appropriate scaffolds.
An introduction to arts-based educational research (ABER) methodologies and procedures. Arts-based research is an approach to research in which the researcher uses artistic processes and forms of expressions to investigate educational phenomena. ABER practices are a set of methodological tools used by qualitative researchers across the disciplines during all phases of social research, including data collection, analysis, interpretation, and reinterpretation. Topics include the philosophical grounding and process of arts-based research, the fundamentals of art-based research design, and the use of technology in research design. 3 credits 101
This course explores intergenerational programs and practices found in non-traditional schools, museums, and community-based organizations. We will examine their significance for enriching lives (across the lifespan), promoting family cohesion, strengthening community support systems, and reinforcing a sense of cultural identity and continuity. You will learn about beneficial opportunities and challenges of working with multi-generational and Out-of-School groups.
This course explores cultural policy and advocacy within arts education. We will examine historical and theoretical underpinnings and reflect on how these intersect with honoring the dignity of all. Students will evaluate advocacy approaches and creatively communicate the instrumental value of the arts, using research information. Students will articulate the implications for policy and practice, using diverse artistic mediums for research dissemination.
Students will consider the role of assessment in transforming school and district-level curriculum designed to create deeper learning experiences for learners. Students will analyze horizontal and vertical alignment of standards, create crosswalks aligned to district- adopted curriculum and consider spiraled curriculum in and among grade levels. Students will analyze and utilize student achievement data regarding the redesign of curriculum. Curriculum implementation designed to foster collaborative teacher teams focused on personalizing student learning will be examined. Students will evaluate and create professional development that promotes teacher instructional practices, including improvement, modification, and adjustment of instruction and assessment, in support of deeper learning. 3 credits
The semester-long Internship I course will provide opportunities for critiquing on-the-job experiences, discussions, and reflections on issues related to a positive classroom environment. The seminar will include the development of topics particularly pertinent to the full- time teaching experience. Topics and discussions will be governed by planning for instruction and evaluation of the effectiveness of the learning experiences for all children. The university supervisor will oversee the growth experiences with monthly visits and students will attend bi-weekly seminars online. In both cases, assignments and evaluations will be given by the university supervisor and advisor.
The semester-long Internship II course will include cumulative assessments of lesson plans, unit plans, collaboration with teachers and children, and developmentally appropriate instructional practices. Assignments and evaluations will be given by the university supervisor and advisor. The seminar will cumulatively assess the topics of school law, code of ethical behavior, professional organizations, evaluation, school-based relationships, best strategies for teaching, classroom management, development of assessment strategies, and preparation for the Instructional Level I license.
ED 794Instructional Design for Technology Integration3
Introduction of the theories, research, and conceptual models utilized in instructional design. It focuses on analysis of variables that allow the educator to integrate technology effectively. Issues regarding computer ethics, equity, and history are presented and discussed. Assessment of technology needs and planning for implementation as well as diffusion theory are combined to prepare the individual to develop a school technology plan and to realize its adoption. Design elements of computer-based instruction (CBI) and the evaluation of CBI software programs are introduced. This class is designed to prepare the teacher to develop a philosophy regarding technology and its implementation. Classroom format.
ED 796Selection and Integration of Media into the Classroom3
Provides an overview of a variety of media including, print, audio, video, projection, multimedia, and telecommunications, focusing on their attributes and utilization in the classroom. Provides teachers with the working knowledge necessary to appropriately select technologies for the classroom that support student learning. This course will allow educators to use and evaluate a variety of media and will provide guidelines for the selection of their application. Classroom or online format.
This course builds upon the work done in ED 840, ED 850, ED 845, ED 855 with a particular emphasis on each student’s innate ways of knowing. Learners are invited to examine their own knowledge-generating proclivities in relation to multiple knowledge traditions within education. Respecting the diversity of thinking and expression is foundational to students’ work in the course as they practice articulating their understanding of the structures of knowledge, processes for the generation of knowledge, and criteria for judging the legitimacy and merits of knowledge. 3 credits
This course introduces students to an overview of the EdD program, its content, goals, structure, and processes. The nature of practice- based inquiry is discussed as well as the nature of study in this doctoral program. Emphasis is on cultivating a scholarly community among learners and faculty involved in the program as a means of becoming a collaborative leadership community of Scholar- Practitioner Stewards. Students have opportunities to begin acclimating to a culture of scholarship and the concept of educational praxis. Engaging in Doctoral Studies I is a Core course in the EdD program.
This course introduces students to an overview of the EdD program, its content, goals, structure, and processes. The nature of practice- based inquiry is discussed as well as the nature of study in this doctoral program. Emphasis is on cultivating a scholarly community among learners and faculty involved in the program as a means of becoming a collaborative leadership community of Scholar- Practitioner Stewards. Students have opportunities to begin acclimating to a culture of scholarship and the concept of educational praxis. Engaging in Doctoral Studies I is a Core course in the EdD program.
Education is a social institution and, as such, is entrusted with the accomplishment of purposes that serve the public good. This course is based on the premise that those prepared at a doctoral level have a responsibility to serve as stewards of education. Fulfilling this responsibility entails knowledge, wisdom, commitment, and integrity. This course is intended to help students develop a deeper understanding of the complex forces that make stewardship so challenging—and important. Only through such understanding might it be possible to discern ways in which to change the institution to make it more effective, equitable, and just. Scholar-Practitioner Stewardship I is a Core course in the EdD program.
Understanding the complexities of education as a social institution entails intensive study. The ideas presented during Scholar- Practitioner Stewardship I initiate a process of study that will continue throughout the doctoral program and beyond. This second course in the sequence provides opportunity to continue an investigation into the intersection of institutional and personal stewardship. At this intersection are possibilities for communal stewardship that are explored in this course. Scholar-Practitioner Stewardship II is a Core course in the EdD program. 3 credits 103
In Seminar I, students engage in independent study activities related to the conceptualization and writing of their dissertation proposal. They are expected to carefully review the Study Plan developed in ED 822 and identify specific action steps—including independent reading and writing—that they will complete during Seminar I. Emphasis will be given to studying discourses related to the research tradition in which their study is embedded, their proposed mode of inquiry, and the procedures needed to carry out their dissertation inquiry. By the end of Seminar I, students will have chosen their Dissertation Chair and discussed potential committee members.
Throughout Seminar II, students will continue to explore literature related to their research and integrate that knowledge through their writing, seminar discussions, and their Scholarly Personal Portfolio website. Building on their work from Seminar I, students in Seminar II will apply ethical and rigorous data analysis practices across quantitative and qualitative strands, including transparency, reflexivity, and appropriate reporting of limitations, while distinguishing among common research designs and their implications for data analysis.
In this course, the student will work independently with their Dissertation Chair as they fully develop and refine their Proposal document for their Dissertation inquiry. Students may opt to present their Proposal to their full Committee in Seminar III if they are ready to do so. If more time is needed to complete their Proposal and present it their full Committee, students must do so in Seminar IV.
During ED 880, Dissertation I, EdD students become more deeply immersed in the dissertation inquiry and writing process. Working in concert with their dissertation chair, students engage in an iterative process through which they sharpen their thinking, provide more clarity to the writing, communicate complex ideas more effectively, and develop a well warranted thesis. Through the doctoral dissertation, students in the EdD program are required to provide evidence of scholarship that contributes to the field of education. As scholar-practitioners, doctoral students are expected to demonstrate in-depth knowledge of an educationally significant matter that is relevant to their professional practice.
During ED 881, the student works independently with their Committee Chair to complete the writing of their Dissertation. The document should demonstrate a thorough an understanding of the inquiry and its results as the student is capable of articulating. With the Chair’s agreement, the document should be sent to all Committee members for preliminary review, affording the student an opportunity to make necessary adjustments prior to scheduling a formal defense during the next CAP session. Because the Defense can result in the need for additional refinements, it should be scheduled as early in the following CAP session as possible.
