EDU 6095. Introduction to Practitioner Research. (4 Hours)
Covers essential graduate-level skills, including digital literacy, technical proficiency, and social competence. Emphasizes strategic planning and critical reflection. Offers students an opportunity to develop and apply graduate-level research, writing, and presentation skills. Presents strategies for creating digital artifacts that maximize accessibility and engagement.
EDU 6105. Introduction to Social Justice. (3 Hours)
Introduces the concepts of social justice, especially as they relate to access to education. Explores educational institutions as systems and questions how individuals can be agents of change in teaching, learning, curriculum, and administration. Offers students an opportunity to engage in reflective discussion and begin to explore their own feelings and experiences with social justice and development of cultural intelligence to prepare them to influence and advocate for systemic change.
EDU 6112. Inclusion, Equity, and Diversity. (3 Hours)
Offers teachers an opportunity to better understand and plan for the broad and varied range of student learning and behavioral styles found in every public school classroom. Emphasizes a commitment to and respect for all children and their families and a belief in the responsibility to create learning environments that support the academic and personal success of all children and youth. Examines the neurodevelopment functions underlying learning, along with their variations and pedagogical implications. Analyzes the historical perspective on special education; the role of the parent; the role of special education in crafting and implementing individualized education programs; and the responsibility of general education teachers to create partnerships across school, family, and community.
EDU 6117. Collaborative Strategies for Effective Classroom Management. (3 Hours)
Explores best practices in classroom organization and behavior management for creating productive classroom learning communities. Examines how to develop student-centered classrooms, routines, and space. Focuses on strategies for managing transitions, classroom dynamics, individual behaviors, and positive behavioral support systems in classrooms with diverse learners.
EDU 6121. English-Language Learners in the General Ed Classroom. (3 Hours)
Presents K–12 general educators with a comprehensive overview of skills to enable them to work more effectively with English-language learners in their classrooms. Offers participants an opportunity to develop sheltered English instructional strategies to scaffold lessons that can be used in any classroom setting where English-language learners are present. Participants plan Sheltered English Immersion lessons in a Sheltered Instructional Observation Protocol template using the World-Class Instructional Development and Design English Language Development Standards.
Prerequisite(s): EDU 6112 with a minimum grade of C- ; EDU 6140 with a minimum grade of C- or (EDU 6107 with a minimum grade of C- ; EDU 6104 with a minimum grade of C- )
EDU 6135. Teacher Agency, Reflection, and Community Engagement in Education. (3 Hours)
Examines the historical, political, economic, and societal roles of schools while interrogating educational policies, inequities, and controversies that impact K–12 education. Studies the assets and funds of knowledge of diverse communities, families, and students. Engages students in reflection of their assumptions and beliefs about families, communities, and schools. Covers culturally responsive teaching and culturally and linguistically sustaining practices. Explores classroom and community opportunities for teachers to effect change, engage in teacher agency, and cultivate an activist mindset.
EDU 6140. Child and Adolescent Development, Learning, and Teaching. (3 Hours)
Surveys contemporary educational theory of human learning and accomplished teaching. Offers students an opportunity to develop a working understanding of teaching and learning as they occur in different types of schools and community settings. Investigates how children and adolescents learn, acquire knowledge, and make sense of their experience, as well as theories of teaching or pedagogy: how best to teach for understanding and learning achievement.
EDU 6202. Faculty, Curriculum, and Academic Community. (3 Hours)
Explores topics related to governance in higher education including academic structure, curriculum development, faculty work, and factors that affect faculty work in not-for profit and for-profit institutions. Examines collaborative approaches to developing and improving both curriculum and the delivery of curriculum.
EDU 6414. Managing Collaborative Learning Design. (3 Hours)
Explores the role that learning designers play in building and managing collaborative working relationships with stakeholders, including other designers, educators, technologists, project managers, leaders, and subject matter experts. Assesses strengths and areas of needed growth in the areas of collaboration and communication. Offers students an opportunity to apply effective communication, collaboration, and project management practices to support productive working environments.
EDU 6424. Open Learning. (3 Hours)
Explores the history, philosophy, and theoretical perspectives of open learning. Investigates and analyzes open learning exemplars. Offers students an opportunity to curate content from open resources and a collaborative forum for the design and development of open learning experiences.
EDU 6434. Learning Design Studio. (3 Hours)
Offers students a loosely-structured design space for the independent creation of an authentic learning experience or product (e.g., course, workshop, webinar, app, website), guided by professional learning designers. Emphasizes individual design decision-making and creative risk-taking opportunities throughout the learning design process, while also providing collaborative opportunities for critiquing, inspiring, and uplifting peers through the successes and challenges indicative of the learning design field.
Prerequisite(s): EDU 6335 with a minimum grade of C- or EDU 6335 with a minimum grade of C-
EDU 6444. Issues in Education. (1-3 Hours)
Offers students an opportunity to explore in-depth a current educational issue, long-standing unresolved educational problem, and/or ways of considering innovation and change in education. Provides alternating topics; students are allowed to enroll each time the focus of the course changes. May be repeated up to five times for a maximum of 18 semester hours.
EDU 6454. Topics in Learning Design Skill Building. (1-3 Hours)
Offers students an opportunity to build or strengthen learning design and related skills through a variety of topical skill-building labs. Focuses on a key skill or knowledge base that aligns with industry needs to enhance professional competencies in areas such as learning design frameworks, models, processes, tools, and strategies. Topics may vary by term. May be repeated twice.
EDU 6457. Inclusive Learning Design. (3 Hours)
Introduces accessible and inclusive learning frameworks across a variety of contexts. Examines the context for these frameworks, best practices, tools for their implementation, and future advancements in this area of study. Offers students an opportunity to engage in critical self-reflection, community building, and skill development. Explores Universal Design for Learning, culturally responsive pedagogies, and other topics critical for creating accessible and inclusive learning experiences.
EDU 6464. Topics in Digital Tools and Technology Skill Building. (1-3 Hours)
Offers students an opportunity to build or strengthen digital- and technology-related skills through a variety of topical skill-building labs. Focuses on a key skill or knowledge base that aligns with industry needs to enhance professional competencies in areas such as digital productivity, multimedia, collaboration, authoring and social media tools, content creation and management, and augmented/virtual reality. Topics may vary by semester. May be repeated twice.
EDU 6467. Learning Science for Learning Experience Design. (3 Hours)
Delves into the science of learning and its practical application in designing engaging and effective learning experiences. Emphasizes learning science research and hands-on practice, offering students an opportunity to develop skills in creating impactful learning experiences. Explores instructional strategies to address learner characteristics and promote deeper learning. Investigates granular alignments of learning objectives, assessments, instructional strategies, and educational technologies to enhance learning outcomes. Evaluates the effectiveness of learning designs using established design theories and assessment data.
Prerequisite(s): EDU 6619 with a minimum grade of C
EDU 6474. Topics in Learning and Instruction Skill Building. (1-3 Hours)
Offers opportunities to build or strengthen teaching, facilitation, and related skills through a variety of topical skill building labs (SBLs). Focuses on a key skill or knowledge base that aligns with industry needs and enhances professional competencies in areas such as teaching and learning pedagogy, tools, strategies, and processes. Topics may vary by semester. May be repeated twice.
EDU 6488. Topics in Data and Learning Analytics Skill Building. (1-3 Hours)
Offers students an opportunity to build or strengthen data literacy, analytic, and related skills through a variety of topical skill-building labs. Focuses on a key skill or knowledge base that aligns with industry needs to enhance professional competencies in areas such as data collection; preparation; analysis; visualization; digital storytelling; and learning analytics frameworks, models, and applications. Topics may vary by semester. May be repeated twice.
EDU 6494. Application of Student Development Theories. (3 Hours)
Studies various student development theories that underline college student growth, learning and development, and the practice of higher education administration. Explores how to assess, apply, and leverage theory to positively impact learners’ trajectory in higher education. Offers students an opportunity to examine theories both individually and at potential points of intersection, as well as obtain an understanding of how systems of equity and inclusion impact student development.
Prerequisite(s): EDU 6205 (may be taken concurrently) with a minimum grade of C-
EDU 6510. Strategic Leadership in Enrollment Management. (3 Hours)
Examines strategies in student enrollment management, including predictive analytics models, branding and marketing, access and affordability, and market analysis and segmentation. Offers students an opportunity to learn the knowledge, skills, and perspectives necessary to lead and drive successful enrollment and retention strategies within educational institutions.
EDU 6525. The New Supervisor. (3 Hours)
Covers the roles of supervisors, managers, and leaders. Emphasizes the skills required for successful supervision, including effective communication, staff motivation, and providing support to staff members. Offers students an opportunity to establish themselves as a new or aspiring supervisor.
EDU 6533. Supervising Through Change. (3 Hours)
Examines organizational change, how change affects employees, and how supervisors should respond. Offers students an opportunity to navigate the challenges of motivating staff through identified changes.
EDU 6541. Challenges in Supervision. (3 Hours)
Presents an overview of how to navigate the challenges of working with and counseling underperforming employees. Offers students an opportunity to learn how to identify underperformance, understand its underlying causes, and develop strategies for counseling employees effectively.
EDU 6559. Crisis Management. (3 Hours)
Explores and identifies crises in higher education. Covers crisis management theories, strategies, and techniques. Presents guidance on customizing a response to a specific incident. Offers students an opportunity to develop and test a crisis management plan within a simulated environment.
EDU 6609. How People Learn. (3 Hours)
Introduces learning as a focus of study and the research that informs the science of learning. Identifies key learning principles and high-impact practices that inform learning across the life span. Explores factors that promote or inhibit learning relative to the learner, content, and context. Offers students an opportunity to connect evidence-based learning strategies to actual learning experiences, both personally and as a researcher.
Corequisite(s): EDU 6334
EDU 6619. Digital Learning Tools and Technologies. (3 Hours)
Explores and experiments with emerging tools and technologies shaping and enhancing the future of learning. Evaluates the value-add of tools and technologies for targeted scenarios. Investigates the impact of copyright and licensing on resources. Offers students an opportunity to engage in research and collaborative projects to apply theoretical knowledge;to reflect on professional practice; and to develop strategies for continuous improvement, applying knowledge to individual contexts.
EDU 6629. Foundations of Learning Experience Design. (3 Hours)
Orients students to the learning design profession and introduces the foundational elements of learning experience design. Emphasizes core theories, design frameworks, delivery methodologies, and creates opportunities for students to practice introductory design-related skills.
EDU 6639. Advanced Practices in Learning Experience Design. (3 Hours)
Guides students through an entire learning design planning process, including an initial analysis of needs; the design of aligned objectives, learning strategies, and assessments; and resource development, delivery methods, implementation, and evaluation planning. Emphasizes creation of authentic learning-based solutions to identified problems of practice using design models that align with scope, content, learning context, and learner.
EDU 6649. Data Literacy. (3 Hours)
Explores the role that data plays in decision making. Emphasizes the use of data to determine needs, unpack performance data, and interpret course or program performance measures. Highlights data exploration and analysis methods that support data visualization storytelling. Examines ethical and cultural implications around data use.
EDU 6659. The Foundations of Higher Education. (4 Hours)
Presents an in-depth foundation for understanding the structure, governance, and operations of higher education institutions in the United States. Offers students an opportunity to develop and apply graduate-level research and writing skills, including the critique of scholarly articles, the practice of concise writing, and the utilization of APA referencing and formatting guidelines. Facilitates a comprehensive examination of the intricate organizational structures within higher education, particularly focusing on how these structures are influenced by contemporary environmental, financial, technological, and competitive pressures.
EDU 6669. The Demographics of the New College Student. (3 Hours)
Presents learners with an opportunity to comprehend the shifting demographics of higher education matriculants, including first-generation college students, veterans, and international students. Examines critically the strategies and theories pertaining to college student access and success.
EDU 6679. The History of Colleges and Universities. (3 Hours)
Explores the historical origins of higher education in the United States, from the colonial era to present day. Focuses on an array of topics including liberal arts, graduate education, community colleges, historically Black colleges and universities, Hispanic-serving institutions, study abroad, international students, online education, religious-affiliated institutions, and professional higher education associations.
EDU 6680. Money Matters: Financial Management in Higher Education. (3 Hours)
Offers students an opportunity to develop the practical skills and competencies necessary to build and manage budgets, advocate for and allocate both human/financial resources, and effectively articulate how strategic initiatives translate into budget requests. Studies how to link theory to practice, how to develop core financial management competencies, and how colleges/universities approach critical fiduciary responsibilities.
EDU 6690. Higher Education Law and Policy. (3 Hours)
Offers an overview of the major aspects of the legal environments and policy implications that impact institutions of higher education from the student, faculty, and administrative perspective. Provides the opportunity to learn to read court cases, assess the impact of current cases and laws on the policy and operations of institutions, and evaluate the current state of major legal issues facing higher education. Offers students an opportunity to learn multiple approaches for addressing these requirements and understanding and influencing policy development at all levels, both internal and external.
EDU 6700. Program Evaluation, Assessment, and Accreditation in Higher Education. (3 Hours)
Examines the purpose and goals of program evaluation. Offers students an opportunity to explore the different methodologies of program evaluation and the application of results for continuous improvement at their workplace. Reviews various assessment tools. Explores the role and purpose of accreditation associations and their impact on colleges and universities.
EDU 6715. Experiential Learning Theory and Practice. (3 Hours)
Offers experiential educators an opportunity to obtain the knowledge, skills, and competencies needed to design and facilitate engaging and meaningful learning experiences. Compares different theoretical foundations for how people learn through experience and how these theories are put into practice using different approaches for teaching through experiences including active learning, inquiry-based learning, service-learning, place-based learning, and project-based learning. Discusses the principles of deeper learning and how to support the development of deeper learning competencies through experiential learning.
EDU 6720. Culturally Responsive Experiential Teaching and Learning. (3 Hours)
Offers experiential educators an opportunity to obtain the knowledge, skills, and competencies needed to design and facilitate engaging and meaningful student-centered learning experiences that meet the needs of a diverse range of learners. Explores the constructs of culture, equity, power, and positionality and how as educators facilitate the learning of others, it is important to understand who we are and how our own learning experiences shape our practices and perspectives. Discusses how to facilitate social emotional growth, agency, and self-authorship in students through culturally responsive experiential learning.
EDU 6730. Applied Research in Experiential Teaching and Learning. (3 Hours)
Covers the knowledge, skills, and competencies experiential educators need to collect, analyze, and use data as evidence to inform best practices in experiential teaching and learning. Studies the ethics of engaging in practitioner-oriented, applied, educational research. Students then explore how to monitor and measure student engagement and outcomes by collecting and analyzing both qualitative and quantitative data. Offers students an opportunity to learn more about how action research can be employed by educators to plan, implement, monitor, and evaluate experiential teaching and learning practices.
EDU 6740. Leading Experiential Teaching and Learning. (3 Hours)
Offers experiential educators an opportunity to obtain the knowledge, skills, and competencies needed to engage in leadership practices to negotiate challenges and opportunities associated with experiential teaching and learning by applying the different leadership frameworks. Explores how to lead successful professional development experiences and how to establish and support effective professional learning communities. Offers students an opportunity to learn how to lead efforts to engage with, leverage, and contribute to different networks dedicated to supporting experiential teaching and learning.
EDU 6750. Instructional Leadership. (3 Hours)
Designed for classroom leaders, department leaders, curriculum coordinators, and instructional coaches who focus their efforts on the implementation of practices that positively impact student learning. Creates learning experiences that incorporate different combinations of innovative pedagogical approaches. Offers instructional leaders an opportunity to strengthen the competencies needed to shape a vision of academic success for all students; cultivate leadership capacity in others; and manage people, data, and processes to develop the skills, knowledge, networks, and experiences to design systems for greater equity.
EDU 6760. Law, Policy, and the Ecosystem of Education. (3 Hours)
Situates current local, state, and federal educational laws and policies in a larger social, political, economic, and historical context. Recognizes and addresses multiple structures across the education ecosystem that perpetuate inequalities in access to high-quality learning and instruction for all. Debates and recommends best practices to empower and protect teachers, students, and families from current laws, policies, and regulations.
EDU 6770. Curriculum Design and Assessment. (3 Hours)
Presents a scientifically based foundation in the cognitive, sociocultural, linguistic, and motivational influences on literacy and language development. Studies evidence-based research to demonstrate how reading and writing develop and effective methods and strategies to teach developing literacy. Emphasizes understanding the reading process, language development, and the sequence of learning to read and write. Covers skills and knowledge related to the essential components of reading and writing instruction, including oral language, phonemic and phonological awareness, systematic phonics instruction, reading fluency and reading comprehension, vocabulary development, morphology, and spelling instruction. Also presents the most effective approaches to teaching reading and writing across the grade bands. The Massachusetts Department of Elementary and Secondary Education Gateway Task II occurs at the prepracticum site during this course.
Prerequisite(s): (EDU 6112 (may be taken concurrently) with a minimum grade of C- ; EDU 6140 (may be taken concurrently) with a minimum grade of C- ) or (EDU 6107 with a minimum grade of C- ; EDU 6104 with a minimum grade of C- )
EDU 6780. Foundations of Literacy Development and Instruction. (3 Hours)
Introduces fundamental theoretical and practical instructional principles of developing reading, writing, and language arts, grounded in research on cognitive development and language acquisition, and informed by political and sociocultural perspectives. An integrated language model suggests that reading, writing, and thinking be viewed as interrelated, critical processes for exploring and responding to the world. Offers students an opportunity to acquire foundational knowledge of materials, instructional strategies, and assessment tools that support developing literacy and engaging learners.
Prerequisite(s): EDU 6112 (may be taken concurrently) with a minimum grade of C- ; EDU 6140 (may be taken concurrently) with a minimum grade of C- ; EDU 6860 (may be taken concurrently) with a minimum grade of C- or (EDU 6107 with a minimum grade of C- ; EDU 6104 with a minimum grade of C- )
EDU 6790. Teaching English Language Arts. (3 Hours)
Examines the design and facilitation of English Language Arts curricula and instruction for students in grades 5–12. Explores how to engage students with culturally diverse backgrounds in meaningful learning; what methods best connect English Language Arts to students' lives and the real world; how to determine the best ways to teach and assess literacy, critical and creative thinking skills, and collaborative skills; how to teach in a holistic manner that considers trauma and socioemotional learning; and how to implement routines and procedures that support effective classroom management. Includes the Massachusetts Department of Elementary and Secondary Education Gateway Task II; students must receive a passing evaluation for the Gateway Task II to be eligible for the student teaching practicum.
EDU 6800. Teaching History and the Social Sciences. (3 Hours)
Examines the role of inquiry in elementary science and humanities curricula, and how children learn and understand science and the humanities. Focuses on how appropriate curriculum is developed and implemented; specific focus on designing social justice curriculum in the humanities. Examines instructional methods and materials, and assessment strategies for teaching diverse learners in elementary science and humanities.
Prerequisite(s): EDU 6110 with a minimum grade of C- ; EDU 6120 with a minimum grade of C-
EDU 6810. Teaching in the Sciences. (3 Hours)
Examines the design and facilitation of science curricula and instruction to engage students in grades 8–12 in conceptual understanding of science. Explores how to teach, scaffold, and facilitate inquiry-based experiences; what methods best connect science to students' lives and the real world; how to assess literacy, critical and creative thinking, and collaborative skills; how to teach in a holistic manner that considers culturally diverse backgrounds, trauma, and socioemotional learning; and how to implement routines and procedures that support effective classroom management. Includes the Massachusetts Department of Elementary and Secondary Education Gateway Task II; students must receive a passing evaluation for the Gateway Task II to be eligible for the student teaching practicum.
Prerequisite(s): (EDU 6110 with a minimum grade of C- ; EDU 6120 with a minimum grade of C- ) or (EDU 6104 with a minimum grade of C- ; EDU 6107 with a minimum grade of C- )
EDU 6815. Teaching Mathematics. (3 Hours)
Examines the design and facilitation of mathematics curricula and instruction to engage students in grades 8–12 in mathematical discourse and conceptual understanding. Explores how to facilitate cognitively demanding tasks and student-centered instruction; how to engage students with culturally diverse backgrounds in meaningful learning that helps them understand and interpret the world; how to incorporate technology in mathematics instruction; how to teach and assess communication, critical and creative thinking, and collaborative skills; how to teach in a holistic manner that considers trauma and socioemotional learning; and how to implement routines and procedures that support effective classroom management. Includes the Massachusetts Department of Elementary and Secondary Education Gateway Task II; students must receive a passing evaluation for the Gateway Task II to be eligible for the student teaching practicum.
Prerequisite(s): (EDU 6104 (may be taken concurrently) with a minimum grade of B ; EDU 6107 (may be taken concurrently) with a minimum grade of B ) or (EDU 6104 with a minimum grade of C- ; EDU 6107 with a minimum grade of C- )
EDU 6830. Inquiry in the Sciences and Humanities. (3 Hours)
Examines the role of inquiry and how children learn in elementary science and humanities curricula. Focuses on how appropriate curriculum is developed and implemented. Emphasizes the design of social justice curricula in the humanities. Explores instructional methods and materials and assessment strategies for teaching diverse learners in elementary science and humanities.
EDU 6840. Inquiry in Mathematics. (3 Hours)
Explores how the design and facilitation of mathematics curricula and instruction engages elementary students in mathematical discourse and conceptual understanding. Focuses on the role of inquiry and how children learn and understand mathematics. Designed to increase students’ knowledge of mathematics while simultaneously exploring instructional methods, instructional materials, and assessment strategies for teaching diverse learners in elementary mathematics.
Prerequisite(s): EDU 6112 with a minimum grade of C- ; EDU 6140 with a minimum grade of C- or (EDU 6107 with a minimum grade of C- ; EDU 6104 with a minimum grade of C- )
EDU 6850. Language, Culture, and Literacy in Middle and High Schools. (3 Hours)
Examines the interrelationships among language, culture, and identity and explores the implications of those relationships for effective teaching in middle and high schools. Analyzes the disciplinary demands of the different content areas in secondary education. Considers issues of linguistic diversity of adolescents within the broad spectrum of academic, social, philosophical, and political contexts. Explores the processes of identity development in the context of schooling and literacy performance. Examines methods of helping linguistically diverse students to develop their oral and written language abilities within a learning environment that draws upon and celebrates their native language abilities and traditions.
EDU 6860. Developmental Language, Literacy, and Writing: Assessment and Instruction. (3 Hours)
Introduces fundamental theoretical instructional principles of developing oral and written language, reading, writing, and language arts skills. Offers students an opportunity to learn about materials, instructional strategies, classroom-based assessment for literacy development and instruction, and empowering both elementary and secondary readers. Links a focus on early literacy acquisition with clinical assessment and questions regarding English-language learners and students with mild-to-moderate learning disabilities and variations. Studies a multisensory, tiered evidenced-based reading program with a strong phonological foundation, including how specific dyslexia scales are used for early identification and monitoring.
EDU 6869. Special Education: Role of Special Educators in an Inclusive School. (3 Hours)
Constructed to enable teachers to plan for the broad and varied range of student learning and behavior and to build a foundation for inclusive schools. Offers students an opportunity to understand the policies and regulations in special education; the role of the special educator in writing and implementing individual education plans; the responsibility of special educators to create partnerships with families; and the role of the special educator in working within the school on curriculum across disciplines, service delivery for students with IEPs, and co-teaching models. Explores high- and low-tech assistive technology options and its integration into the practice and the facilitation of principles of universal design. Exercises a case-study approach to offer students an opportunity to analyze and problem-solve scenarios derived from field experience.
EDU 6871. Adaptive Learning/Behavior Management Strategies: Consultation and Collaboration. (3 Hours)
Offers students an opportunity to extend their competence in theory, research, and practice pertaining to creating a sense of classroom community, family engagement, and school culture. Examines behavior management approaches and practical interventions and skills for preventing, intervening, and remediating behavior problems. Applies inclusive principles to the classroom, examines student issues and learning needs, and analyzes delivery models to consider how to impact the practice of teaching, the classroom, and the school.
Prerequisite(s): EDU 6869 with a minimum grade of C- or EDU 6425 with a minimum grade of C-
EDU 6873. Differentiated Instruction and Assessment in Mathematics. (3 Hours)
Studies the development of individualized intervention programs for children and youth who need special education. Offers participants an opportunity to translate the results of norm-referenced diagnostic assessments and curriculum-based or criterion-referenced assessments to goals for intervention and effective instructional strategies. Explores the use of data to differentiate mathematics and other instruction. Examines the strengths and limitations of assessments by applying informal classroom-based assessments that reflect student learning and drive instruction. For students enrolled in licensure programs, includes the Gateway 2 prepracticum experience as mandated by the Massachusetts Department of Elementary and Secondary Education. Requires field placement or an approved work-based site as determined by the college's Office of Field Experiences and Licensure based on Northeastern's Boston campus.
Prerequisite(s): EDU 6107 with a minimum grade of B
EDU 6875. Teachers as Curriculum Leaders. (3 Hours)
Explores the development of effective curriculum through the integration of sound educational theory and vision. Students develop lesson plans and assessments according to design frameworks in accordance with various Department of Education/state-mandated standards. Allows practice in the alignment of curriculum and evaluation at the classroom, school, and district level.
EDU 6877. Introduction to Language and Linguistics. (3 Hours)
Explores the foundations of language and linguistics. Discusses theories of the origins of language and compares reading and writing systems of English and other languages. Offers students an opportunity to learn phonology (how sounds are produced), how English works in patterns (linguistics and phonetics), how meaning is conveyed (semantics), and how languages are used (pragmatics). Seeks to provide a foundation for courses related to teaching English as a second language.
EDU 6879. Literacy Development and the Academic Domains. (3 Hours)
Supplies in-depth knowledge of the structure and function of language and fundamentals to deliver successful literacy instruction aligned to evidence-based practices. Offers comprehensive, accurate, and accessible information on the underpinnings of language instruction. Studies the history of the English language and its effect on spelling and English phonology, including speech sounds and their distinctive features. Reviews how print represents speech in English and how meaning is conveyed with language as well as morphological aspects of words. Offers students an opportunity to learn how to adapt their instruction to the language needs of the students in their classes.
EDU 6881. Stand-Alone Sheltered English Immersion in the General Classroom. (3 Hours)
Designed to prepare Massachusetts teachers across preK–12 classroom settings to effectively teach and assess English-language learners, ensuring students’ abilities to access grade-level curriculum, equitable opportunities to achieve academic success across content areas, and opportunities to build upon and contribute their cultural strengths and skills to their learning settings. Examines factors that contribute to English-language learners' development in cultural, social, and emotional experiences, as well as limited or interrupted education. Offers participants an opportunity to plan Sheltered English Immersion lessons using Sheltered Instructional Observation Protocol, World-Class Instructional Development and Design English Language Development Standards, and evidence-based principles. Meets Massachusetts Department of Elementary and Secondary Education requirements for the SEI endorsement as a stand-alone course and requires fieldwork in an appropriate preK–12 setting.
EDU 6883. Foundations of Teaching English as a Second Language: Research and Practice. (3 Hours)
Considers current and past research aligned to language teaching methodologies and approaches. Explores new instructional designs and pedagogies related to language teaching. Offers students an opportunity to engage with concepts, research, and best practices to plan classroom instruction. Reflects on resources and research to develop a supportive learning environment for English learners. Practices application of tools and coordination of materials to develop, maintain, and improve learning experiences for English learners. Analyzes how cultural groups and individual cultural identities affect language learning and school achievement.
Prerequisite(s): EDU 6310 with a minimum grade of C-
EDU 6900. Connecting Theory and Practice. (3 Hours)
Offers students an opportunity to reflect on professional goals and monitor progress toward meeting program- and concentration-level competencies, while facilitating the connection of theory and practice through the planning, implementation, and evaluation of a virtual experiential learning project. Students may work with a project sponsor to develop recommendations and an implementation plan for a virtual work-based experiential project that meets an identified authentic workplace need.
EDU 6910. Capstone. (3 Hours)
Emphasizes critical reflection and experiential learning. Presents a framework for students to use to reflect upon, assess, and provide examples of growth throughout their programs, in relationship to their program and concentration competencies. Offers students an opportunity to apply their knowledge and skills to an authentic experiential project of their choice. Provides space for students to share project experiences, showcase deliverables, and discuss future plans.
EDU 6920. Contemporary Issues Capstone. (3 Hours)
Offers students an opportunity to reflect on their development as scholars, practitioners, and leaders in the field of educational administration. Applies knowledge developed throughout the program to various contemporary issues in education. Requires students to demonstrate mastery of content through a significant project and present their final e-portfolios to showcase their work.
EDU 6930. Practicum, Portfolio, and Panel Review. (3 Hours)
Includes at least 300 hours of a supervised teaching practicum in a public school system in Massachusetts and participation in seminar. Provides a field-based assessment of teaching performance based on the Massachusetts Department of Elementary and Secondary Education’s Candidate Assessment of Performance. Guides students in the creation of a portfolio that includes work products demonstrating the competencies specified in CAP. The portfolio is presented for panel review.
Prerequisite(s): (EDU 6869 with a minimum grade of C- ; EDU 6860 with a minimum grade of C- ; EDU 6873 with a minimum grade of C- ) or (EDU 6877 with a minimum grade of C- ; EDU 6879 with a minimum grade of C- ; EDU 6883 with a minimum grade of C- ; EDU 6860 with a minimum grade of C- )
EDU 6940. Student Teaching Practicum and Seminar. (4 Hours)
Provides at least 300 hours of supervised student teaching in a public school system and a reflection seminar. Offers students a field-based assessment of teaching performance. Requires prior successful completion of all Commonwealth of Massachusetts licensure prerequisites. May be repeated once for up to 8 total semester hours.
EDU 6962. Elective. (1-4 Hours)
Offers elective credit for courses taken at other academic institutions. May be repeated without limit.
EDU 6980. Interdisciplinary Capstone. (2 Hours)
Offers students an opportunity to act as reflective change agents as they apply the knowledge and skills gained from their individualized programs of study to the creation of a final project, an action research proposal. The proposal, presented to faculty and peers, identifies a workplace problem or need and includes an implementation plan to address it. Students also have an opportunity to reflect on their learning journey and to refine their original Professional Learning Plan (PLP) with a five-year focus.
Prerequisite(s): EDU 6183 with a minimum grade of C-
EDU 6995. Project. (1 Hour)
Focuses on in-depth project in which a student conducts research or produces a product related to the student’s major field. Requires advisor permission for registration. May be repeated twice.
Prerequisite(s): (EDU 6112 with a minimum grade of B ; EDU 6690 with a minimum grade of B ) or (EDU 6310 with a minimum grade of B ); (EDU 6790 with a minimum grade of B ; EDU 6800 with a minimum grade of B ; EDU 6810 with a minimum grade of B ; EDU 6815 with a minimum grade of B ) or (EDU 6619 with a minimum grade of B or EDU 6107 with a minimum grade of B or EDU 6219 with a minimum grade of B or EDU 6122 with a minimum grade of B or EDU 6124 with a minimum grade of B or EDU 6127 with a minimum grade of B or EDU 6129 with a minimum grade of B or EDU 6310 with a minimum grade of B or EDU 6323 with a minimum grade of B or EDU 6425 with a minimum grade of B )
EDU 7100. Introduction to Doctoral Studies for Social Justice. (3 Hours)
Introduces the role of scholar-practitioner and change agent. Develops a problem of practice and evaluates and synthesizes empirical peer-reviewed literature as the foundation of a research study. Considers the nature of positionality, organizational systems, and stakeholder engagement in action research. Examines action research as a reflexive, sustainable, transformative methodology.
EDU 7120. Collaboration, Leadership, and Change for Social Justice. (3 Hours)
Considers how knowledge is produced in the context of historical and contemporary understandings of power and privilege through a rich critique of social structures. Explores change agency and leadership for social justice through ongoing self-reflection and context analysis. Focuses on the collaborative nature of leading change and the relational skills needed for collaborating with stakeholders in transformative research.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7130. Introduction to Qualitative Research Methods. (3 Hours)
Examines the theory and philosophy behind qualitative, quantitative, and mixed-methods approaches to action research. Additional course topics include understanding research paradigms, translating theory to practice, and exploring the roles of stakeholders. Offers learners an opportunity to gain skills in collecting data, creating research questions, and exploring ethical considerations of conducting research.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7140. Advanced Qualitative Research Methods. (3 Hours)
Provides a comprehensive study of qualitative research methodology, with an emphasis on action research. Introduces mixed methods in action research. Offers students an opportunity to develop skills in qualitative data collection, analysis, and synthesis. Students practice sharing data analysis and synthesis in multiple formats to increase understanding and insights as well as practice how to mitigate bias, confront ethical issues, and promote meaningful change.
Prerequisite(s): (EDU 7100 with a minimum grade of C- ; EDU 7130 with a minimum grade of C- ); EDU 7150 with a minimum grade of C- or (EDU 7207 with a minimum grade of C- ; EDU 7218 with a minimum grade of C- ; EDU 7225 with a minimum grade of C- )
EDU 7150. Quantitative Research Methods. (3 Hours)
Introduces learners to quantitative research methods in education and the social sciences. Emphasizes applied statistics, data analysis, and quantitative methods in the education doctorate. Explores descriptive and inferential statistics and applications through the use of statistical software. Examines strengths, weaknesses, applications, and critiques of quantitative methods.
Prerequisite(s): (EDU 7130 with a minimum grade of C- ; EDU 7140 with a minimum grade of C- ) or (EDU 7207 with a minimum grade of C- ; EDU 7218 with a minimum grade of C- ; EDU 7219 with a minimum grade of C- ; EDU 7225 with a minimum grade of C- ; EDU 7226 with a minimum grade of C- )
EDU 7400. Doctoral Seminar in Leadership, Teaching, and Learning. (3 Hours)
Offers students an opportunity to explore special topics that examine the critical and timely issues challenging P–20 education leaders and discuss how they relate to applied research in education.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7450. Collaboration and Networks in Teaching, Learning, and Leadership. (3 Hours)
Offers students an opportunity to go beyond traditional paradigms, structures, policies, and practices to engage in the iterative development of the competencies needed for transformative teaching, learning, and leadership. Comprises three main areas of focus related to leading change: developing a greater understanding of current models for leading local and district change initiatives; developing instructional leaders and building capacity; and developing shared and collaborative leadership practices. Embedded within the course are opportunities for direct and authentic application to various PK-20 settings as students apply concepts learned to practice leading educational change.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7455. Educational Systems: The Dynamics of Policy, Power, and Practice. (3 Hours)
Presents a comprehensive overview of U.S. education policy and politics at the state and national level. Introduces students to the policy process, education governance, and education policy issues. Critically analyzes professional practice and problems of practice within the broader context of local, state, and federal education policy systems. Investigates in-depth the political dynamics and policy challenges in U.S. education. Education policy represents perhaps our nation’s most complex, far-reaching, and contentious ongoing domestic policy issue. Explores federal, state, and local political institutions and the broad range of education policy reforms they have implemented to improve our national education goals. The final student project must include a policy memo recommending changes for improving a specific area of the education system.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7460. Designing Educational Systems for Justice and Equity. (3 Hours)
Presents an overview of transformative educational models that center justice and equity across a diverse range of learning contexts. Education leaders across contexts must be innovators, capable of facilitating the generation and advancement of new ideas and strategic initiatives to promote more significant learning and greater equity. Offers students an opportunity to engage with current and emerging theories and practices related to designing and transforming educational systems that are grounded in equity and justice and to obtain a greater understanding of models for leading local and educational district change initiatives.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7470. Designing Transformative Curriculum and Professional Learning. (3 Hours)
Examines the history of curriculum development and transformative models for teaching and learning. Fosters competencies in designing and delivering curriculum in various settings, PK–20. Current and emerging challenges within the education environment require leaders who can critically examine the potential supports and constraints to changes in teaching and learning (K–12, higher education, organizational learning, and beyond). Embedded within this course are opportunities for experiential learning in the application of concepts to practice through the design, integration, and delivery of innovative curriculum and professional learning.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7480. Landscape of Educational Leadership. (3 Hours)
Presents an overview of the history and context of educational leadership, including leadership theory and foundational leadership models. Examines local, state, and global trends in education, and provides direct application to a variety of school settings. Emphasizes and integrates transformative and justice-oriented leadership throughout the course. Examines current and emerging challenges across educational contexts. Focuses on building capacity for transformative leaders.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7500. Doctoral Seminar in Workplace Learning. (3 Hours)
Examines critical and timely issues challenging workplace leaders. Offers students an opportunity to explore these topics and discuss how they relate to applied research in the field of workplace learning. May be repeated up to four times.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7570. Designing Workplace Learning. (3 Hours)
Focuses on how leaders can adopt evidence-based approaches to foster innovative and transformative learning design in learning and development interventions, leading to a high-performing, results-driven, just, and equitable workforce. Topics include surveying major adult and workplace learning design theories and application, creating transformative learning and development interventions, performing needs assessment strategies, surveying examples of exemplar learning interventions, technology considerations, and reflective practice.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7575. Data-Driven Decision Making for Workplace Learning. (3 Hours)
Focuses on how learning organizations make strategic decisions informed by data. Discusses the use and operationalization of emerging data analytics trends in relation to workplace domains in K–12, higher education, and industry to obtain fluency and understanding of the fundamental strategic skills to improve collaboration and decision making in an organization or institution. Offers students an opportunity to learn how to discern decisions that lead to maximized human capital, how to create environments that are conducive to learning, how to increase productivity, and how to achieve organizational success that acknowledges the equity and diversity of the organization and leads to justice-oriented work.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7580. Leading the Learning Strategy. (3 Hours)
Focuses on the role leaders play in the creation and adoption of evidence-based transformative learning strategies to meet institutional or organizational objectives in K–12, higher education, industry, and nonprofit organizations. Topics include alignment of learning and development interventions with business objectives; motivating and preparing learners for successful learning transfer; championing a learning culture as a business advantage; establishing learning governance models; and harnessing relevant learning and development analytics to prove and improve LD’s return on investment and impact on business outcomes, all from a leadership lens.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7585. Digital Workplace Learning. (3 Hours)
Offers an opportunity for workplace leaders to explore and leverage current and emerging technologies and their application to support formal and informal learning and development interventions for workplace learning. Examines theories of digital learning in workplaces while considering diverse shareholder perspectives, leading to higher-performing, results-focused, evidence-based, and justice-oriented work that is well aligned with business objectives and outcomes. Explores digital workplace learning and exemplars happening at the individual, social, and organizational levels for all domains, including K–12, higher education, industry, and NPOs. Sets the stage for a deeper study of leadership strategies in workplace learning.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7590. Belonging in Workplace Learning. (3 Hours)
Focuses on developing a deeper understanding of the value of belonging in workplace learning and development. Explores how to create learning experiences that recognize and influence social inequities experienced by marginalized populations and tocreate learning strategies for greater inclusivity and productivity across the organization.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7600. Doctoral Seminar in Higher Education Administration. (3 Hours)
Examines critical and timely issues challenging higher education leaders. Offers students an opportunity to explore these topics and discuss how they relate to applied research in the field of higher education administration.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7602. Organizational Systems and Institutional Governance. (3 Hours)
Examines issues related to shared governance, specifically focusing on managing and leading in an environment of shared governance. Other topics include variations of shared governance and organizational structures. Institutions of higher education are unlike any other kind of institutions in either the public or private sector, largely due to the concept of shared governance.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7610. Global and Historical Perspectives on Higher Education. (3 Hours)
Provides a historical foundation for understanding how current trends in higher education are informed by ideas and practices from the past. Compares seminal theories of teaching and learning, benchmarks in the evolution of higher education, and changing notions about the purposes of higher education cross-culturally over time. Offers students an opportunity to gain a more sophisticated perspective on today’s changing landscape in higher education across the world.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C- or EDU 7209 with a minimum grade of C-
EDU 7615. Financial Decision Making in Higher Education. (3 Hours)
Explores the financial aspects of educational institutions. Covers financial analysis, budget creation, and budget oversight. Examines both cost center and RCM models. Emphasizes using financial data for decisions related to resource allocation, forecasting, and other planning and control activities.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7620. Organizational Systems and Institutional Governance. (3 Hours)
Examines issues related to shared governance, specifically focusing on managing and leading in an environment of shared governance. Other topics include variations of shared governance and organizational structures. Institutions of higher education are unlike any other kind of institutions in either the public or private sector, largely due to the concept of shared governance.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7625. Comparative International/Global Higher Education. (3 Hours)
Examines many but not all educational systems that exist around the world, along with worldwide emerging trends in education. An understanding of these global models can better inform policy decisions, institutional strategies, and pedagogy at the micro- and macro-levels. Emphasizes topics of governance, credentialing, assessment, portability, funding, curriculum, and instruction. Examines current and emerging trends resulting from changing demographic and economic shifts, as well as varied reform initiatives.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7630. Strategic Management in Higher Education. (3 Hours)
Examines strategic management from multiple conceptual and intellectual traditions. Focuses on the latest research and situates strategic management within higher education. Utilizes course readings, case study analyses, course discussions, and a term-long literature review or case study development to apply the concepts of strategic management to higher education institutions.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7635. International Student Markets. (3 Hours)
Examines the characteristics and drivers that influence the needs and interests of various student markets, as well as current strategies being employed domestically and internationally to recruit and retain international students. International students have become a major factor in education markets that include specialized preparatory schools to major research universities. Many schools have relied on international students, who generally pay full tuition, to meet tuition revenue targets. As the world economy continues to globalize, and the importance of knowledge-driven industries expands, the importance of understanding and competing in global education markets continues to increase.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7645. Contemporary Issues in Community Colleges. (3 Hours)
Examines contemporary issues facing community colleges and their administration, faculty, and students. Includes promoting equity, open access, diversity and affirmative action, transfer policies, workforce development, and developmental education.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7655. Student Engagement in Higher Education. (3 Hours)
Introduces theoretical perspectives on student engagement across a wide range of undergraduate student populations typically found in the United States higher education system. Focuses on applying theory and research to applied contexts. Designed as an experience to raise awareness of the diversity of knowledge, theories, concepts, research, and strategies present in the literature, with students continuing their research in areas most relevant to their problem of practice.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7665. Legal Environment of Higher Education. (3 Hours)
Examines the vast range of administrative problems at the college and university level that have legal implications. Assists current and prospective college and university faculty and administrators in recognizing the legal parameters around which decisions are made.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7710. Education Entrepreneurship. (3 Hours)
Presents an overview of entrepreneurial activity in education ecosystems —K–12, higher education, and other formal and informal learning contexts. Offers students an opportunity to review several case studies of entrepreneurial activity in the domain of their interest and develop a plan for their own entrepreneurial pursuits.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7715. Design Thinking for Educational Innovation. (3 Hours)
Guides students in enacting elements of design thinking in a local context to deepen understanding of, and applied practice with, design thinking for generative change. Design thinking is a human-centered approach to solving wicked problems grounded in empathy, collaboration, and reflective iteration. Follows five research-based elements of design thinking couched in cognitive science through experiential design sprints: understanding for empathy, problem identification, communication and ideation, prototype and testing, and iteration and reflection.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7720. Experiential Learning. (3 Hours)
Presents an overview of experiential learning across various learning contexts—K–12, higher education, and other formal and informal learning contexts. Reviews the theory and practice of experiential learning and its impact on students and communities. Requires students to develop an experiential learning plan to be applied in a context of their choice.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7725. Writing a Publishable Article. (3 Hours)
Provides students an opportunity to write publishable journal articles from pre-existing research. Introduces the complex world of academic publishing, supporting students in adapting course papers, professional papers, or dissertations for publication in a professional or academic journal. Offers writers from K-12 education, higher education, and workplace learning practical experience in getting their work published in peer-reviewed journals. Explains the publication process and shares strategies for achieving success in the academic writing arena. In a supportive environment, students revise a draft (often a classroom paper, conference paper, or dissertation chapter) into a peer-reviewed article and submit it for publication. The goal of this course is to aid students in taking their papers from classroom quality to journal quality and overcoming anxiety about academic publishing.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7735. Approaches to Curriculum in Early Childhood Education. (3 Hours)
Explores the ways in which curriculum is constructed and enacted in early childhood education. Highlights several approaches to curriculum including (but not limited to) Reggio Emilia, Montessori, Waldorf, Te Whãriki, HighScope, and developmentally appropriate practice. Explores each approach's connections to social justice and antibias curriculum, as well as participants’ role as change agent and scholar-practitioner. Studies the role of leadership in early childhood education and its connection to change agency.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7745. Future of Learning. (3 Hours)
Provides an overview of directions that K12, higher education, and other formal and informal contexts of learning are trending in direct response to our understanding of learning through research, the learning sciences, and leading edge practices in each domain. Reviews a variety of leading edge models in education, as well as several means for pursuing these models and new designs in education.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 7815. Learning and AI: Theory, Ethics, Implementation. (3 Hours)
Examines artificial intelligence in learning contexts through three phases: AI fundamentals (machine learning, prompt engineering, AI literacy); ethical considerations (bias, privacy, responsible use);and practical implementation (policies, assessment, change management). Offers students an opportunity to complete hands-on projects including creating AI literacy modules, developing ethical frameworks, and designing implementation plans. Designed for educators and learning professionals to responsibly integrate AI into educational environments.
EDU 7825. AI in Educational Research and Practice: Critical Inquiry and Applied Practice. (3 Hours)
Examines artificial intelligence applications in educational contexts. Through empirical research of current, use-inspired projects, incorporates engagement with a variety of AI tools and methodologies and critical analysis of AI to enhance learning and research. Encompasses a comprehensive review of AI's role in pedagogy, learning systems design, and educational research. Includes original research on AI's efficacy in enhancing student engagement and learning outcomes including substantive literature review, data collection, and analysis. Offers doctoral candidates an opportunity to advance the integration of AI in educational theory and practice.
EDU 7962. Elective. (1-4 Hours)
Offers elective credit for courses taken at other academic institutions.
EDU 7976. Directed Study. (1-4 Hours)
Offers students an opportunity to carry out an individual reading and research project under the supervision of a faculty member. The directed study format allows for the in-depth analysis of a particular topic not covered in-depth or the study of a subject not typically covered in the curriculum. A directed study proposal must be approved by the faculty sponsor, division head, and senior associate dean for academic affairs.
EDU 7983. Topics. (1-4 Hours)
Offers independent work under the direction of department members on a chosen topic. May be repeated four times for a maximum of 15 total semester hours.
Prerequisite(s): EDU 7100 (may be taken concurrently) with a minimum grade of C- or EDU 7207 with a minimum grade of C-
EDU 9930. Dissertation Readiness and Candidacy Review. (3 Hours)
Offers students an opportunity to prepare for the dissertation phase of the program. Students develop and refine their dissertation proposal in preparation for the Candidate Readiness Assessment, the program's formal milestone for evaluating readiness to proceed to doctoral dissertation.
Prerequisite(s): EDU 7100 with a minimum grade of C- ; EDU 7120 with a minimum grade of C- ; EDU 7130 with a minimum grade of C- ; EDU 7140 with a minimum grade of C- ; EDU 7150 with a minimum grade of C-
EDU 9940. Dissertation 1. (3 Hours)
Offers students an opportunity for dissertation work conducted under the supervision of their faculty chair towards the completion of the doctoral degree.
Prerequisite(s): EDU 9930 with a minimum grade of S
EDU 9950. Dissertation 2. (3 Hours)
Offers students an opportunity to make progress toward the dissertation-in-practice. Includes conducting the action step(s), analyzing data, evaluating effectiveness of the action(s), and writing the dissertation.
Prerequisite(s): EDU 9940 with a minimum grade of C-
EDU 9960. Dissertation 3. (3 Hours)
Offers students an opportunity for continued dissertation work conducted under the supervision of their faculty chair toward the completion of the doctoral degree.
Prerequisite(s): EDU 9950 with a minimum grade of S
EDU 9961. Dissertation Continuation. (1 Hour)
Offers students an opportunity for continued dissertation work conducted under the supervision of their faculty chair toward the completion of the doctoral degree. May be repeated up to three times.
Prerequisite(s): EDU 9960 with a minimum grade of S