29 courses with the subject EDD, 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.
EDD 700Doctoral Seminar in Educational Studies3
The doctoral seminar explores the elements and purpose of the doctorate in Education Policy, Planning and Administration and provides students with an introductory survey of philosophical and historical foundations of education. The seminar serves as an introduction to applied doctoral studies and doctoral-level scholarship in Education, with a specific emphasis on each student's development as a critically reflective scholar.
Contemporary conceptions of leadership are examined in relationship to both K12 and higher education/postsecondary settings, depending on student background and interest. Understanding of educational leadership is developed through the study not only of expert leaders' behaviors, but also of their feelings, values, and problem-solving strategies. The formal and informal experiences that contribute to the development of leadership expertise is examined through the use of the language of leaders and in the study of case studies. Distance education offering may be available.
EDD 702Innovation in Curriculum Development and Evaluation3
An investigation of curriculum development, implementation and evaluation through historical, theoretical, political and cultural lenses, with examination of contemporary curriculum frameworks, the use of large and small scale data for evaluation and an examination of curriculum planning, processes and management of resources toward improved teaching and learning. Distance education offering may be available.
This course examines the unique role education leaders play in the formation and implementation of school policy, planning and administration relating to addressing structural barriers to justice and educating students from a variety of backgrounds and identities. The course supports candidates as they advance their knowledge and skills as decision-makers who understand the complexities of education in the current sociopolitical context, are committed to sustaining social and cultural diversity, and work to maximize equity and justice-oriented outcomes for students, their families, and society.
EDD 704Political and Legal Trends in Educational Policy3
Schools are impacted by diverse factors, not the least of which is law and political interests. This course provides an introduction to school law and the complex and often contested field of politics and education. The purpose of the course is to provide students with an understanding of the forces that have shaped, and continue to shape, educational policy, with an emphasis on governance structures, stakeholders, public engagement, and current policy issues and political contexts. Within this context, this course seeks to examine the legal and governmental aspects, which increasingly influence public school policy, planning and administration. Distance education offering may be available.
Special Education is the intersection of policy and evidenced-based practice. This course provides students the opportunity for in-depth analysis of current problems and issues in the field of Special Education. Topics to be included (but not limited to): disproportionate representation; teacher preparation; teacher-para relationships; adult outcomes/transitions; gifted education; models for leading and administering; policy and law; positive behavior supports; evidence-based instruction; multi-tiered systems; and addressing fads/fallacies. Each issue will be addressed from several perspectives including historical, legal, and theoretical.
This course seeks to address the current crisis of American higher education through the lens of Critical University Studies (CUS). Consisting of three interrelated themes, it will provide doctoral students with the knowledge and skills needed to critically analyze universities and colleges as well as make transformative interventions in higher education. The first theme of the course, What is Critical University Studies (CUS)?, introduces students to the relatively new field of study. Building on the first theme, the second theme of the course, Higher Education through the Lens of Neoliberalism and Intersectionality, grants students the opportunity to study how CUS emerged as a response to neoliberalism and how it incorporates intersectionality in its analysis. Rounding out the course, students will learn how to connect CUS and Action Research. In this final section, students will be asked to address a specific issue of concern in higher education that they wish to examine through a CUS-Action Research framework. Distance education offering may be available.
This course examines the research, theories, and models concerning college students in the United States today. The course will familiarize learners with the many challenges and experiences college students engage in during their formalized course of study in higher education institutions. This course will take a broad look at the many ways students are engaged in learning and development from the college choice process to completion. Special focus will be directed toward understanding the implication of these processes, the current issues college students are facing (e.g., debt, the high cost of college, mental health issues, etc.), how structural inequalities contribute to challenges for students, and how higher education leaders and professionals can begin to develop and influence policy, programs, and administration to enhance and ensure student success.
EDD 708Legal and Financial Issues in Higher Education3
Institutions of higher education are impacted by multiple and diverse factors, including legal and financial issues. The purpose of this course is two-fold: 1) to provide students with an understanding and overview of the current and emerging fundamental legal and policy issues in higher education and how these issues impact and shape post-secondary education, and 2) to provide students with an understanding and overview of the basic concepts of higher education financing, resource development, and economic policy issues.
EDD 709Higher Education Administration, Governance, and Leadership3
This survey class examines issues and topics related to the administration and governance of post-secondary institutions, primarily within a U.S. context. The content and assignments are designed to broadly engage two questions: Who/what holds power and shapes current understandings and operations within post-secondary systems and organizations, and what/how can high education professionals and groups co-construct change and progress? This course is intended to help participants develop ways of thinking about societal dynamics, organizational principles, and leadership approaches, and apply them to policy-making and administrative issues in colleges and universities. The course readings and assignments have been designed with two audiences in mind: education administrative and faculty leaders, and students studying to become mid- to upper-level administrators, leaders, and policy-makers. During this course, students and instructors will employ an issue-oriented approach to examine leadership, governance, and administration in higher education. Through case studies from different institutional perspectives, student will address "real world" problems facing campus administrators in various institutional contexts. In addressing these problems, students will examine theories and strategies of higher education planning, decision-making, organizational culture, and leadership.
EDD 710Critical Perspectives on Race in Higher Education3
This course introduces and engages with a range of understandings of race and racialization in post-secondary education settings, scholarship, and processes, with a focus on the United States as the geographic context. Thus, students review theories of racial formation, decolonization, and critical race theory in education. Throughout, notable studies from higher education scholarship are presented as weekly readings, and in some cases, these span into the disciplines of sociology and law. This course is not meant to be a thorough encapsulation of the scholarship on race in post-secondary education, but rather, aims to familiarize students with core concepts in contemporary usage and present thresholds for further independent inquiry. Post-secondary education leaders must also be conversant with these theories and engage in deep self- and system-reflection.
EDD 720Educational Research Design and Measurement3
This course provides individuals the opportunity to master basic competencies in understanding and evaluating educational research as well as planning and conducting original research. The course provides a framework for evaluating existing research including quantitative and qualitative research methods, research designs, sample selection, data collection, experimental research, and data analysis.
This course is a doctoral level introduction to statistical theories and techniques commonly used by education professionals in data analysis and program evaluation. Topics include major statistical techniques and the fundamentals of quantitative analysis. Included will be an introduction to frequently used nonparametric statistics. Distance education offering may be available.
EDD 722Qualitative Methods for Educational Researchers3
This course examines important theories and practices in planning and designing qualitative research in educational environments. Students will develop proper qualitative techniques for implementing educational leadership practices, school policies, administrative actions and evaluation within diverse settings. Topics include action research, narrative, case studies, interviewing, focus groups, participant observations, ethnography, and evaluation of qualitative research.
EDD 723Quantitative Methods for Educational Researchers3
This course focuses on advanced quantitative methods commonly used by Education professionals in data analysis and program evaluation. Topics include the Scientific Method, variations on Experimental Design, variations on Correlational Design, and the use of statistical inference, advanced statistical techniques such as multivariate regression, regression with limited dependent variables, time-series analysis, and nonparametric statistics. The practice and use of these statistical tools will be applied to the development of authentic research problems.
This course is a doctoral-level introduction to mixed methods research methodology. As a methods course, its focus is on the design and implementation of research that combines qualitative and quantitative data collection and analysis. The course will include discussions about the most effective ways to integrate qualitative and quantitative data and critiques of published mixed methods research. Additionally, students will review the philosophical foundations of qualitative and quantitative paradigms so as to better understand the appropriate use of each, as well as to effectively avoid pitfalls common to mixed methods designs. Analysis of specific conceptual frameworks will provide basic practice in designing and executing mixed methods research in the field of education.
EDD 725Writing for Research in Educational Policy, Planning, and Administration3
This doctoral-level course is designed to equip scholars of educational leadership with the skills necessary for producing high-quality academic writing in the context of doctoral research. Focused on enhancing the proficiency of doctoral candidates in conveying complex ideas and research findings, this course delves into the intricacies of scholarly communication, ensuring that participants master the art of crafting logically consistent, persuasive, and publishable written work. Distance education offering may be available.
This course examines the skills required of school systems leaders and prepares them to enact these skills within the contemporary political, social, economic and cultural context in which an educational system operates. The course requires individuals to practice these strategic and cultural leadership skills and reflect on their impact. Self-directed learning prepares students to "systematically and collaboratively develop a positive district culture to promote continuous student growth and staff development as well as gain experience with articulating and modeling a clear vision of the district's culture that involves students, families, and staff" (adapted from the "Framework for Leadership," Pennsylvania Department of Education). The course serves as one of the four courses that satisfy the requirements of Pennsylvania's Letter of Eligibility certification.
This course examines the skills required of school systems leaders and prepares them to enact these skills within the contemporary political, social, economic and cultural context in which an educational system operates. The course requires individuals to practices these systems-based administrative skills and reflect on their impact. Self-directed learning prepares students to interact with the district's "processes and systems in place for budgeting, staffing, problem-solving, communicating expectations and scheduling that result in organizing the work of a school district as well as the skills needed to efficiently, effectively, and safely manage a school district to foster staff accountability and student achievement" (adapted from "Framework for Leadership," Pennsylvania Department of Education). The course serves as one of the four courses that satisfy the requirements of Pennsylvania's Letter of Eligibility certification.
This course examines the skills required of school systems leaders and prepares them to enact these skills within the contemporary political, social, economic and cultural context in which an educational system operates. The course requires individuals to practice these leadership skills and reflect on their impact. Self-directed learning gives students practice in addressing the "linkage of curriculum, instruction, assessment, and data on student learning and teacher effectiveness based on research and best practices" (adapted from "Framework for Leadership," Pennsylvania Department of Education). The course serves as one of the four courses that satisfy the requirements of Pennsylvania's Letter of Eligibility certification.
This course examines the skills required of school systems leaders and prepares them to enact these skills within the contemporary political, social, economic and cultural context in which an educational system operates. The course requires individuals to use self-directed learning experiences to practice skills that promote "the success of all students, the positive interactions among building stakeholders, the professional growth of staff by acting with integrity, fairness, and in an ethical manner" ("Framework for Leadership," Pennsylvania Department of Education). The course serves as one of the four courses that satisfy the requirements of superintendent preparation programs and the Letter of Eligibility certification.
EDD 798Special Topics in Curriculum and Instruction3
This course is special topics seminar or independent study on selected Curriculum and Instruction topics and issues. The course will include assignments, readings, and discussions that examine one or more contemporary Curriculum and Instruction issues not available in the existing Ed.D. in Policy, Planning, and Administration program. Distance education offering may be available. Repeatable for credit.
EDD 799Special Topics in Higher Education Administration3
This course is special topics seminar or independent study on selected Higher Education Administration topics and issues. The course will include assignments, readings, and discussions that examine one or more contemporary Higher Education Administration issues not available in the existing program. Distance education offering may be available. Repeatable for credit.
This course provides individuals the opportunity to master basic writing and research competencies needed to be prepared to successfully participate in the dissertation writing process. In particular, this course focuses on ethical and legal responsibilities in social science research, the genre of dissertation writing, human subjects review, preparing for comprehensive exams, and strategies for balancing work and life during the dissertation process. EDD 800 Prerequisite: Successful completion of EDD 700, EDD 720, EDD 722, EDD 723, and EDD 724. Distance education offering may be available.
EDD 801Education Research Experience I: Research Questions/ Literature Review3
The Ed.D. Research Seminar is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project. Education Research Seminar I is designed to guide and support students in the identification of a research topic, the development of the research question(s), and the investigation of relevant professional literature to be used to inform their work as education researchers.
EDD 802Education Research Experience II: Instrumentation and Data Collection3
Credits. The Ed.D. Research Seminar is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project. Education Research Seminar II is designed to guide and support students in the development of an appropriate research design (selection of participants, data collection planning, instrumentation), following from the development of the students' research and the investigation of relevant professional literature and in the collection of data period.
EDD 803Education Research Experience III: Quantitative and Qualitative Analysis3
The Ed.D. Research Seminar is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project. Education Research Seminar III is designed to guide and support students in the identification of and use of appropriate qualitative and/or quantitative data analysis methodologies following data collection.
EDD 804Education Research Experience IV: Findings and Conclusions3
The Ed.D. Research Seminar is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project. Education Research Seminar IV is designed to guide and support students in formulating findings and conclusions and identifying implications/recommendations/action planning for their setting or other educational settings.
