49 courses with the subject TLCI, 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.
Designed in consultation with advisor to provide in-depth experience in a school or community setting in which to enact a guided project on a topic of interest.
d Credit Hours) The present educational system, its social impact and future implications are viewed in historical, philosophical, and sociological perspectives. Special attention is given to technology, research, multicultural education/equity and leadership.
Students will investigate a range of instructional theories and design theories in terms of learning domains and pedagogical approaches to the teaching/learning process in a variety of educational settings. Students will utilize a systematic design process grounded in theories and research to propose/develop instruction for specific learning goals related to their own professional situations.
Explores the relationship between the historical, philosophical, and sociopolitical influence on curriculum development and evaluation. Historical and cultural approaches to designing and implementing curricular models, curriculum reform, and understanding the politics of conceptualizing the curriculum process are highlighted. Major issues concerning educational curriculum reform are addressed and reviewed.
Investigates the role and nature of the curriculum for particular subject- matter specialties - e.g., math, social studies, science, English, school librarianship, reading, etc. Objectives are tailored to specific content areas.
This course is designed for teachers having completed the initial reading practicum. Its focus is on the refinement and further exploration of ways to work with students experiencing reading difficulties. Both group and individual tutoring experiences will be provided. Ways will be explored to encourage involvement in existing educational programs and schools.
Instruction (3 Credit Hours) Examines selected issues and trends involving the use of technology in curriculum and instruction. Students develop a critical awareness of contemporary technology, an understanding of current research regarding the successful implementation of technology in curriculum and instruction, and strategies for using new technology in the future. Old Dominion University Graduate Catalog 2025-2026 640
Children and Families (3 Credit Hours) This graduate seminar explores post-structural theories as they relate to understandings about young children, families, and education. The focus is on intersections of race, class, gender, and age as potential constructs of how thought and action are organized and the political, historical, and economic contexts that contribute to such discourses. Students will consider theory, research and practices in readings, discussions and class assignments.
Provides opportunities for doctoral students to explore topics related to curriculum, instructional strategies, and evaluation.
Hours to be arranged. Provides opportunities for the doctoral student to do independent research in an area of his/her particular interests and needs.
Students will investigate a range of instructional theories and design theories in terms of learning domains and pedagogical approaches to the teaching/learning process in a variety of educational settings. Students will utilize a systematic design process grounded in theories and research to propose/develop instruction for specific learning goals related to their own professional situations.
Explores the relationship between the historical, philosophical, and sociopolitical influence on curriculum development and evaluation. Historical and cultural approaches to designing and implementing curricular models, curriculum reform, and understanding the politics of conceptualizing the curriculum process are highlighted. Major issues concerning educational curriculum reform are addressed and reviewed.
This course will draw on sociocultural perspectives to provide an empirical, historical, and theoretical examination of issues that impact youth in societies characterized by structural inequalities. These inequalities may be based on class, race, ethnicity, and sexual/gendered relations of dominance and subordination. Exploration through various texts from several academic disciplines will enable course participants to analyze the intersection of education, social change, and youth development in the contexts of self- discovery, identity, culture, belonging, citizenship, participation, and activism.
Students work with advisor to select at least two (2) additional 6 advanced FOUN courses.
This advanced qualitative course is an introduction to emerging research approaches and alternative data collection methods and analyses in education, counseling and other related disciplines. Content addressed includes visual and audio research, historical movements in qualitative research, critical theory, feminism, queer theory, ethnomethodology, autoethnography, content analysis, and mixed methods research.
This course will provide an overview of mixed methods research, with an emphasis on its application in education. The course will begin with a discussion of the history and philosophy of mixed methods research, and will maintain a focus on the epistemological underpinnings of both mixed methods designs and their component parts. Consideration will be given to a number of research traditions that can be subsumed under the general headings of 'quantitative' and 'qualitative' methods, including surveys, in-depth qualitative interviewing, ethnography, and social network analysis. Methods for collecting, analyzing, integrating, and reporting data from multiple sources will be discussed. The course will have an applied focus and will include lectures, presentations of applied mixed methods research by guest experts, applied and methodological readings, and student presentations.
Education (3 Credit Hours) This course is designed to provide disciplinary and interdisciplinary overviews of STEM issues and trends that will help graduate students construct their own theoretical foundations and practical understanding of STEM education. In the course, students will discuss a wide range of current issues, movements, and research-supported practices in STEM education in K-16 classrooms as well as informal education settings. Students will learn about the research paradigms guiding STEM education research with a critical analysis of those most utilized across contemporary STEM education research fields.
Instruction (3 Credit Hours) Examines selected issues and trends involving the use of technology in curriculum and instruction. Students develop a critical awareness of contemporary technology, an understanding of current research regarding the successful implementation of technology in curriculum and instruction, and strategies for using new technology in the future.
Children and Families (3 Credit Hours) This graduate seminar explores post-structural theories as they relate to understandings about young children, families, and education. The focus is on intersections of race, class, gender, and age as potential constructs of how thought and action are organized and the political, historical, and economic contexts that contribute to such discourses. Students will consider theory, research and practices in readings, discussions and class assignments.
Methods and Design (3 Credit Hours) In this advanced qualitative research course, students will focus on ethnographic methods such as ethnography, ethnomethodology, and autoethnomethodology. Students will also learn about participatory research methods. The course will examine narrative and historical research approaches including biography and autobiography.
This advanced qualitative research course examines emerging and lesser known qualitative research methods such as self-study, portraiture, arts- based research, photovoice, rhizomatic analysis and critical policy analysis.
Research Methods & Design (3 Credit Hours) This advanced qualitative research course examines the intricacies of case study methods. It also delves into the various qualitative research methods surrounding experience and theory formation such as Grounded Theory, Phenomenology, Heuristic Inquiry and Consensual Qualitative Research.
This capstone course involves the student developing and completing an original qualitative research project independent from the dissertation.
Independent research study allows the student to explore a topic of interest under the close supervision of a faculty member. The coursework may include directed readings, applied independent investigations - collaboration with a faculty member with a research project or carrying out an independent research project - and other activities deemed appropriate including grant proposal writing or programmatic evaluation work. Regardless of the nature of the experience, the work must culminate in a formal paper suitable for inclusion in a published research manuscript.
This course provides students with an applied introduction to proposal and grant writing. Doctoral students who successfully complete the course will be prepared to seek external funding to support their continuing graduate studies and to support their future success as academics.
This course provides a guide through the process of academic writing, following practices for manuscript publication and dissertation writing. Peer feedback and individualized writing are hallmarks of the course. This course provides students with the knowledge and skills to become better academic writers through practice of successful strategies and habits related to the writing process as well as examinations of exemplars.
Provides opportunities for doctoral students to explore topics related to curriculum, instructional strategies, and evaluation.
Hours to be arranged. Provides opportunities for the doctoral student to do independent research in an area of his/her particular interests and needs.
Preparation of dissertation. and permission of the instructor Old Dominion University Graduate Catalog 2025-2026 642
This course is a pass/fail course doctoral students may take to maintain active status after successfully passing the candidacy examination. All doctoral students are required to be registered for at least one graduate credit hour every semester until their graduation. TLED - Teaching & Learning-
Source: Eastern Virginia Medical School's catalog, linked per course · table learning_unit · CourseShelf publish 59
