EDF: Education: Foundations and Policy Studies Courses

Courses

EDF 1005   Introduction to Education

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

This course is for students who are considering teaching as a profession in the k-12 public education setting. The course will provide students with an introduction to the field of education: the structure of schools, historical/philosophical foundations of education, current challenges and requirements of the profession, and best practices for the k-12 classroom. This course requires a minimum of 15 hours of field experience in a k-12 school setting.

EDF 2085   Teaching Diverse Populations

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

Provides students with the opportunity to explore personal values and attitudes toward cultural diversity. The theoretical component will examine the issues of education in a culturally diverse society. Attention will be given to skills necessary to deal with people from various cultural, economic, and philosophical backgrounds. In our global society, it is imperative that students in various fields understand multiculturalism and the impact of exceptionalities, culture, family, gender, sexual identity, socioeconomic status, religion, language of origin and ethnicity on human interactions especially as this applies to an educational setting. Meets Multicultural Requirement.

EDF 3234   Applied Foundations of Education

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

The course focuses on principles of growth and development from birth through adolescence. Students examine personal, social and moral development as well as cognitive learning and motivation. The course contains an emphasis on learners from diverse backgrounds and with special needs.

EDF 3905   Directed Study

College of Ed and Prof Studies, Department of School of Education

1-12 sh (may be repeated indefinitely for credit)

EDF 5905   Directed Study

College of Ed and Prof Studies, Department of School of Education

1-12 sh (may be repeated indefinitely for credit)

EDF 6220   Behavior Analysis of Performance

College of Ed and Prof Studies, Department of School of Education

2 sh (may not be repeated for credit)
Prerequisite: EDF 6223 AND EDF 6225 AND EDF 6226

This course utilizes behavior analytic principles and applies them to the field of Performance Management. Completion of this course will enable students to evaluate existing organizations based on their environmental arrangements and apply these assessment tools and intervention strategies for sustainable behavior change across industries. The content is based on behavior analytic principles and serves as only one in a series of courses that prepares students for a foundation in Organizational Behavior Management.

EDF 6221   Intensive Intervention in Autism and Related Disabilities

College of Ed and Prof Studies, Department of School of Education

2 sh (may not be repeated for credit)
Prerequisite: EDF 6225

This course serves as a basic introduction to autism and related disorders and the assessment and behavior change procedures used for skill acquisition. The content is related to concepts outlined by the Behavior Analyst Certification Board (BACB) 5th edition Task List and covers the Qualified Applied Behavior Analysis Credentialing Board (QABA) Qualified Behavior Analyst (QBA) Competency Standards for Autism Core Knowledge. This course serves as only one in a series of courses that prepares students to apply for the Board Certified Behavior Analyst (BCBA) exam or the Board Certified Associate Behavior Analyst (BCaBA) exam or the Qualified Behavior Analyst (QBA).

EDF 6222   Concepts of Applied Behavior Analysis

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)
Prerequisite: EDF 6223 AND EDF 6225 AND EDF 6226 AND EDF 6437

This course examines the philosophical underpinnings of applied behavior analysis, via BF Skinner’s writings, as well as other historical contributors to the field. Underlying assumptions of science are stressed, including determinism, selectionism, empiricism, parsimony, and pragmatism. These concepts are then related to applied activities, both clinically and in the real-world. The content is based on the Behavior Analyst Certification Board (BACB) 5th edition Task List. This course serves as the first in a series of courses that prepares students to apply for the Board Certified Behavior Analyst (BCBA) exam or the Board Certified Associate Behavior Analyst (BCaBA) exam.

EDF 6223   Applied Behavior Analysis and System Support

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)
Prerequisite: EDF 6225 AND EDF 6226

This course provides information on the fundamental elements of behavior change and specific behavior change procedures. The content is based on specific topics via the Behavior Analyst Certification Board (BACB) Fifth Edition Task List.

EDF 6224   Supervision and Management Fluency

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)
Prerequisite: EDF 6225

This course provides students with the applied knowledge for personnel supervision and management when implementing Applied Behavior Analysis. Students will establish clear procedures and approaches to personnel management and improved client outcomes via precise data collection. The content is based on the Behavior Analyst Certification Board (BACB) 5th edition Task List and the Qualified Applied Behavior Analysis Credentialing Board (QABA) Qualified Behavior Analyst (QBA) Competency Standards. This course serves as only one in a series of courses that prepares students to apply for the Board Certified Behavior Analyst (BCBA) exam or the Board Certified Associate Behavior Analyst (BCaBA) exam or the Qualified Behavior Analyst (QBA) exam.

EDF 6225   Foundations of Applied Behavior Analysis

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

This course serves as a basic introduction to behavior analytic principles, definitions, characteristics, processes, and concepts. The content is based on the Behavior Analyst Certification Board (BACB) 5th edition Task List and the Qualified Applied Behavior Analysis Credentialing Board (QABA) Qualified Behavior Analyst (QBA) Competency Standards. This course serves as the first in a series of courses that prepares students to apply for the Board Certified Behavior Analyst (BCBA) exam or the Board Certified Associate Behavior Analyst (BCaBA) exam or the Qualified Behavior Analyst (QBA).

EDF 6226   Behavioral Assessments

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)
Prerequisite: EDF 6225

This course serves to introduce assessment methodology of applied behavior analysis, including appropriate ethical considerations. Selecting and defining target behavior, as well as appropriate measurement systems are examined. The content is based on the Behavior Analyst Certification Board (BACB) 5th edition Task List and the Qualified Applied Behavior Analysis Credentialing Board (QABA) Qualified Behavior Analyst (QBA) Competency Standards. This course serves as only one in a series of courses that prepares students to apply for the Board Certified Behavior Analyst (BCBA) exam or the Board Certified Associate Behavior Analyst (BCaBA) exam or the Qualified Behavior Analyst (QBA) exam.

EDF 6227   Experimental Analysis of Behavior

College of Ed and Prof Studies, Department of School of Education

2 sh (may not be repeated for credit)
Prerequisite: EDF 6223 AND EDF 6225 AND EDF 6226 AND EDF 6437

In this course, participants learn foundational knowledge and concepts of experimental analysis of behavior to include demonstrating the operations of principles of behavior in the context of basic research in multiple areas of investigation such as schedules of reinforcement, stimulus control, conditioned reinforcement choice, and establishing/motivational operations. These basic concepts are then synthesized into applied research relevant in the field of Applied Behavior Analysis. This course serves as an elective for non-degree seeking students or as part of a degree plan cognate. The content is based on the Behavior Analyst Certification Board (BACB) 5th edition Task. This course serves as one in a series of courses that prepares students to develop a foundation in research centered endeavors in behavior analysis.

EDF 6229   Curriculum Design for Behavior Analysts

College of Ed and Prof Studies, Department of School of Education

2 sh (may not be repeated for credit)
Prerequisite: EDF 6223 AND EDF 6225 AND EDF 6226

This course prepares students to create behavioral programming appropriate to meet the individual needs presented by a client when practicing as a Board Certified Behavior Analyst across medical, community, and educational settings. The content is related to concepts outlined by the Behavior Analyst Certification Board (BACB) 5th edition Task. This course serves as only one in a series of courses that prepares students to apply for the Board Certified Behavior Analyst (BCBA) exam or the Board Certified Associate Behavior Analyst (BCaBA) exam.

EDF 6325   Autism and the Law

College of Ed and Prof Studies, Department of School of Education

2 sh (may not be repeated for credit)

This course focuses on legal and ethical concerns related to behavior analytic service delivery. The content is partially based on specific topics in the Behavior Analyst Certification Board (BACB) 5th Edition Task List, the Ethics Code for Behavior Analysts and covers the Qualified Applied Behavior Analysis Credentialing Board (QABA) Qualified Behavior Analyst (QBA) Competency Standards for Legal, Ethical, and Professional Considerations and QABA Code of Ethics. In addition to these specific organizations, legal codes, mandates, and case law relevant to Applied Behavior Analysis are also covered. This course serves as only one in a series of courses that prepares students to apply for the Board Certified Behavior Analyst (BCBA) exam or the Board Certified Associate Behavior Analyst (BCaBA) exam or the Qualified Behavior Analyst (QBA) exam.

EDF 6437   Measurement and Single Case Design

College of Ed and Prof Studies, Department of School of Education

3 sh (may be repeated for up to 6 sh of credit)
Prerequisite: EDF 6223 AND EDF 6225 AND EDF 6226

This course provides students with concepts in measurement and design of single case methodology to establish reliable intervention procedures, positive behavior change, systems support, while adhering to management, supervision, and ethical and professional issues relevant to the practice of behavioral intervention and research design. The content is based on the Behavior Analyst Certification Board (BACB) 5th edition Task List and the Qualified Applied Behavior Analysis Credentialing Board (QABA) Qualified Behavior Analyst (QBA) Competency Standards. This course serves as only one in a series of courses that prepares students to apply for the Board Certified Behavior Analyst (BCBA) exam or the Board Certified Associate Behavior Analyst (BCaBA) exam or the Qualified Behavior Analyst (QBA) exam.

EDF 6460   Foundations of Measurement

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

Provides an understanding of the nature of instrument and test development and focuses on the information and skills needed to design, develop, analyze, and interpret tests and instruments; the use of testing or instrument results in planning, monitoring, and evaluating instruction or programs; and to evaluate student or program progress. Intended to provide a foundation in testing and instrument development skills for those who work in a variety of applied settings.

EDF 6481   Educational Research

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

Develops skills for evaluating and for conducting applied research studies in an appropriate area of emphasis. Includes strategies of research appropriate for particular area of emphasis and methods appropriate for those strategies. Students are required to select a problem, perform a review of the research literature, plan a research study, and write a research proposal.

EDF 6557   Ethics in Applied Behavior Analysis

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)
Prerequisite: EDF 6225*

This course serves as a basic introduction to ethical codes related to persons practicing in the field of behavior analysis and related disciplines. The content is based on the Behavior Analyst Certification Board (BACB) 5th edition Task List and the Qualified Applied Behavior Analysis Credentialing Board (QABA) Qualified Behavior Analyst (QBA) Competency Standards. This course serves as only one in a series of courses that prepares students to apply for the Board Certified Behavior Analyst (BCBA) exam or the Board Certified Associate Behavior Analyst (BCaBA) exam or the Qualified Behavior Analyst (QBA) exam.

EDF 6647   Behavior Systems Analysis

College of Ed and Prof Studies, Department of School of Education

2 sh (may not be repeated for credit)
Prerequisite: EDF 6223 AND EDF 6225 AND EDF 6226

This course focuses on an approach to organizational design and management based on the idea that organizations are complex systems where different levels are interdependent of each other. Students will discover how to assess and analyze the entire system in order to improve the overall functioning of the organization. The content is based on behavior analytic principles and serves as only one in a series of courses that prepares students for a foundation in Organizational Behavior Management.

EDF 6691   Issues in Education: A Bio-Psycho-Social Perspective

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

This course presents a holistic approach to understanding various theories of learning and development. The biological, psychological and social factors that affect human development and learning will be emphasized. Students will explore various issues in education and best practices in the classroom with an emphasis on diversity.

EDF 6905   Directed Study

College of Ed and Prof Studies, Department of School of Education

1-12 sh (may be repeated indefinitely for credit)

EDF 6939   Behavior Analysis in Organizations

College of Ed and Prof Studies, Department of School of Education

2 sh (may not be repeated for credit)
Prerequisite: EDF 6223 AND EDF 6225 AND EDF 6226

This course further develops the student’s repertoire in Organizational Behavior Management. Special Topics include: Behavior Based Safety, Performance Pay, Leadership and Culture, and Organizational Ethics. The content is based on behavior analytic principles and serves as only one in a series of courses that prepares students for a foundation in Organizational Behavior Management.

EDF 6943   Applied Single Case Design

College of Ed and Prof Studies, Department of School of Education

1-2 sh (may be repeated for up to 6 sh of credit)
Prerequisite: EDF 6223 AND EDF 6225 AND EDF 6226 AND EDF 6437 AND EDF 6944

This course provides students with an applied environment to practice measurement and design of single case methodology using reliable intervention procedures, positive behavior change, systems support, while adhering to management, supervision, and ethical and professional issues relevant to the practice of behavioral intervention and research design. This course serves as an elective for non-degree seeking students or as part of a degree plan cognate. The content is based on the Behavior Analyst Certification Board (BACB) 5th edition Task. This course serves as one in a series of courses that prepares students to develop a foundation in research centered endeavors in behavior analysis. If the student’s research aligns with the BACB supervision guidelines (including a signed contract with the supervised BCBA supervisor), some or all of hours spent in this experience could count towards supervision hours (under the full discretion of active supervisor).

EDF 6944   Advanced Single Case Design

College of Ed and Prof Studies, Department of School of Education

2 sh (may not be repeated for credit)
Prerequisite: EDF 6223 AND EDF 6225 AND EDF 6226 AND EDF 6437

This course provides students with an applied environment to practice measurement and design of single case methodology using reliable intervention procedures, positive behavior change, systems support, while adhering to management, supervision, and ethical and professional issues relevant to the practice of behavioral intervention and research design. This course serves as an elective for non-degree seeking students or as part of a degree plan cognate. The content is based on the Behavior Analyst Certification Board (BACB) 5th edition Task. This course serves as one in a series of courses that prepares students to develop a foundation in research centered endeavors in behavior analysis.

EDF 7404   Quantitative Methods and Educational Statistics I

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)
Prerequisite: EDF 7938

Designed as an entry-level course in statistics and covers both descriptive and inferential statistical techniques to solve applied research problems. Emphasis is also placed on using statistical software packages and will cover the most widely used statistical procedures in education. This course presumes an understanding of basic statistics. Thus, students should complete the online statistics tutorial before enrolling.

EDF 7407   Quantitative Methods and Educational Statistics II

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)
Prerequisite: EDF 7404

This course is designed as an intermediate statistics course for students who work in applied settings in education and the social sciences.

EDF 7442   Curriculum, Instruction, and Assessment

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

This course provides an understanding of the nature and connections of curriculum and instruction. Emphasis is on applied skills and philosophical underpinnings of the components of developing, implementing, and delivering instruction within the framework of curriculum considerations. Topics include the background and philosophy framing curriculum and development, the development of goals and objectives for curriculum and instruction, the assessment strategies for aligning curriculum and instruction and the various approaches for assessing instructional strategies including the assessment of curriculum content, and the issues associated with curriculum and instruction within educational environments.

EDF 7475   Qualitative Research I - Methods

College of Ed and Prof Studies, Department of School of Education

3 sh (may be repeated for up to 6 sh of credit)

This course is to prepare doctoral students for the process of designing scholarly research in general and their dissertation in particular. This course will guide students in constructing a qualitative design methodology section and developing the necessary skills required for critical evaluation of published research in their area of expertise. In addition, this course will provide insight to conducting ethical research and will guide students in identifying and designing a study using qualitative methods approach. The course focuses on the design and implementation of research that utilizes qualitative data collection and analysis.

EDF 7478   Qualitative Research II-Design, Analysis, and Presentation

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)
Prerequisite: EDF 7475

This course is an advance level course in qualitative research. This advanced course in qualitative research is needed to strengthen student knowledge and competence in understanding qualitative research procedures related to participant selection procedures, data collection approaches, data sources, credibility and trustworthiness, data analyses, and data presentation. It is designed for students who intend to use qualitative research approaches in their dissertations and or for further research.

EDF 7489   Mixed Methods Research Design

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

Identify a potential dissertation topic, analyze and synthesize research on the topic, and produce a concept paper for the dissertation to be presented to the dissertation committee. Study the application of both qualitative and quantitative research methodologies towards addressing a research problem. Apply concepts from educational research in synthesizing current research articles for the development of a research project. Gain expertise in educational research that will facilitate student research agendas for action research, thesis research, and dissertation research.

EDF 7536   Cultural Competence and Education of Marginalized Ethnic Groups

College of Ed and Prof Studies, Department of School of Education

3 sh (may be repeated for up to 6 sh of credit)

This course presents students with cultural-specific information about marginalized groups within an educational setting. The course sheds light on how important it is in educating marginalized groups to be culturally sensitive, and the need to accept and respect the differences of the worldview particularly of those on the fringes of society.

EDF 7537   Education and Marginalization: Gender, Sexuality, Aging and Disabilities

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

The course provides an overview of issues affecting marginalized students in K-12 institutions. Topics include gender, sexuality, ageism, disability, and the emergence of institutions that serve special populations. A critical review of research on the above topics and the policies and discourse regarding gender, sexuality, ageism and disabilities will also be conducted.

EDF 7538   Education and Marginalization: Second Language Acquisition, Socioeconomic status

College of Ed and Prof Studies, Department of School of Education

3 sh (may be repeated for up to 6 sh of credit)

This course gives an overview of issues related to second language acquisition, socioeconomic status and immigration. This course will help students be knowledgeable about different practices and policies related to the education of students in marginalized communities in the United States and other places in the world.

EDF 7539   Theoretical Perspectives Underpinning Marginalization

College of Ed and Prof Studies, Department of School of Education

3 sh (may be repeated for up to 6 sh of credit)

This course provides theoretical and philosophical overviews on poverty in the United States and other countries, as well as policies used to eradicate poverty. While education is important with regard to understanding and fighting poverty, the course will also draw from different fields, including philosophy, economics, and sociology. The course exposes students to competing theories of marginalization and different governmental and community practices aimed at uplifting the status of the marginalized.

EDF 7573   Contemporary Curriculum Issues and Theories

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

Explores curriculum conceptions, contributions to curriculum decisions, issues and dilemmas in curriculum development, proposals for the organization of curriculum choices (both past and present), and analysis of curricular reforms. Theoretical foundations underlying curriculum considerations and implications of these for curriculum decision-makers at all levels.

EDF 7638   Social Change and Reform

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

Analyzes different perspectives on agency and the structure of social change and reform. It examines the historical, cultural, social, economic, and political factors that lead ordinary citizens to join together as a collective group to promote social change and reform. Utilizing real life case studies from organizations for social change, students will interrogate the dynamics of social and cultural change in democratic societies with a special focus on social movements and collective behavior. The two aspects of the course, social change and reform, will be analyzed to reveal the critical aspects of vibrant democracies, civic engagement, and grassroots movement.

EDF 7685   Philosophical Foundations of Education

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

This course explores the fundamental nature of education. The learner will consider what it means to educate, the purpose of education, the foundations of knowledge, the roles of educators and educational leaders, as well as the best means by which to achieve the goals of education. Students will examine problems of education through the consideration of questions of metaphysical, ontological, epistemic, and axiological import. Major historical trends in educational philosophies including Idealism, Realism, Pragmatism, and Existentialism will be incorporated through application to problems of educational authority, responsibility, curriculum and instruction. Foundational educational theorists, including Plato, Aristotle, John Locke, John Dewey, and Nel Noddings will be studied in order to understand their historical importance and the impact of their work on the conceptual structure of educational philosophy. Students will compare and contrast theories of education, specifically, Essentialism, Perennialism, Progressivism, and Social Reconstructionism. Students will investigate the major ideologies under-girding policy, curriculum and advocacy in education, including Nationalism, Liberalism, Conservatism, and Marxism.

EDF 7728   Poverty, Education, and Human Rights

College of Ed and Prof Studies, Department of School of Education

3 sh (may be repeated for up to 6 sh of credit)

The course focuses on understanding the interrelationships between socioeconomic status and education, as well as the relationships between educational opportunity and achievement. The course will explore how income groups, particularly lower income groups in America and other regions of the world, access education and persist through graduation. This course further explores civil and human rights campaigns since 1945. The course examines the origins, outcomes, and the ways in which these campaigns drew from and contributed to an emerging international framework. The course will look at issues of women's rights and sexual liberation, freedom of speech, economic justice and unfair trade. The relationships between universal notions of justice and differences of gender, culture and belief, and potential differences between local and global understandings of 'rights' are also covered.

EDF 7730   Administration and Leadership Communication Techniques

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

This course will focus on specific effective professional communication efforts of administrators and leaders from military, social agencies, educational settings, and organizational environments, including non-profit agencies and organizations, Skills emphasized in the course include: Oral and written presentations for varied audiences and technology-rich communications for leading organizations and developing communicative organizational environments.

EDF 7905   Directed Study

College of Ed and Prof Studies, Department of School of Education

1-12 sh (may be repeated indefinitely for credit)

EDF 7934   APA Seminar

College of Ed and Prof Studies, Department of School of Education

0 sh (may be repeated for up to 0 sh of credit)

This self-paced, online, noncredit-bearing course spread the first academic year of admission into the Ed.D. or Ed.S. programs. The course will be organized into six modules in total. Students will complete two modules every semester to improve scholarly writing abilities and accurate resource referencing practices needed for the successful completion of the coursework and the dissertation project.

EDF 7938   Preparatory Educational Statistics

College of Ed and Prof Studies, Department of School of Education

0 sh (may be repeated for up to 0 sh of credit)

This self-paced, online, noncredit-bearing course takes place during the first academic year of admission into the Ed.D. or Ed.S. programs. The course will be organized into six modules in total. Students will complete modules every semester to improve quantitative research methods and statistics familiarity.

EDF 8289   Curriculum Design

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

This course incorporates recent general developments in curriculum theory and construction. Reviewing current specific curriculum models, plans, and guidelines provide students with the ability to analyze and interpret curriculum and instruction programs. This course further explores historical, sociological, psychological, and philosophical foundations of curriculum models, theory, and design.

EDF 8486   Advanced Topics in Quantitative Research and Educational Statistics

College of Ed and Prof Studies, Department of School of Education

3 sh (may be repeated for up to 9 sh of credit)
Prerequisite: EDF 7404 AND EDF 7407

The student will develop advanced skills required to conduct educational research and analyze results. Emphasis is placed on aligning research methodology with appropriate statistical techniques for a particular purpose and set of research questions, and the interpretation of statistical output.

EDF 8498   Improvement Science and Design Decision Making in Education

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

The course is designed to examine a disciplined approach to educational innovation. Improvement Science focuses on creating a collaborative space for teachers, leaders, and researchers to solve specific problems of practice. The course is designed to examine current research on reasoning, problem solving, and decision making as well introducing students to the fundamental techniques of using data to make informed education related decisions. Additionally, the course focuses on ways of modeling, or thinking structurally about, problems of practice in order to enhance decision making skills. The course further examines the rationales for different innovations by integration multiple perspectives.

EDF 8749   Psychological and Social Theories of Education

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

This course is designed to provide an extensive study of psychological and social theories in the field of education. The historical/social milieu that gave birth to the theories will be examined. In addition, the major tenets of the theories and their implications for educational policy, research, and practice will be critiqued. Further the strengths and weaknesses of the theories will be interrogated.

EDF 8905   Directed Study

College of Ed and Prof Studies, Department of School of Education

1-12 sh (may be repeated indefinitely for credit)

EDF 8931   Doctoral Seminar: Background Paper

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

This is the first of a series of four-sequenced doctoral seminars for students in their 33rd semester hour of coursework. The first seminar focuses on assisting students in identifying a topic, developing appropriate research questions, and stating a problem. In addition, the seminar seeks to assist students to develop an outline of a literature map for a literature review related to an identified phenomenon. In addition, the seminar will strengthen students' scholarly writing capabilities, improve synthesis skills, assist in critiquing research, reviewing literature, mastering APA citation style, examining the role of theoretical and or conceptual frameworks in framing research studies, and exploring issues of alignment between topic, problem, research questions, theoretical framework and methodology in research studies. The capstone paper for this Doctoral Seminar is an extensive Background Paper.

EDF 8933   Doctoral Seminar: Proposal

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)
Prerequisite: EDF 8931 AND EDF 8932 AND EDF 8935

This is the fourth of the series of four-sequenced doctoral seminar courses for students in their doctoral journey. This fourth doctoral seminar serves as the doctoral students' dissertation proposal phase. This semester-long (16 week seminar will focus on student readiness and competence for pursuing research objectives outlined in the Doctoral Student Toolbox Structural Guidelines. Additionally, this seminar guides students in demonstrating their ability to integrate and apply the knowledge and skills developed through formal course work by designing and writing an original research proposal on a researchable topic or phenomenon in accordance with the UWF Structural Guidelines for Proposals and Dissertations. Students should successfully defend their proposals orally to their Doctoral Dissertation Committee. Obtaining two unsatisfactory grades at this level may result in the removal of the student from the doctoral program.

EDF 8935   Doctoral Seminar: Dissertation Inquiry

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)
Prerequisite: EDF 8931

This is the second in a series of four-sequenced doctoral seminar courses for students in their doctoral journey. This second doctoral seminar serves as a research inquiry. Additionally, this doctoral seminar course will introduce students to the process of formulating ideas in ways directly related to critical aspects of their proposal. Students shall complete the "Pre-proposal Document," as the capstone assignment for the course. The “Pre-proposal Document, is designed as a guide for committee members and students to serve the purpose of providing them with a sufficient road map about what the student intends to do. The "Pre-proposal Document" incorporates aspects of the background context to a proposed issue, problem statement, purpose of the study, research questions, significance of the issue to policy, practice, and theory, literature review, theoretical framework, methodology, ethical issues and related IRB processes. The "Pre-proposal Document" allows students to capture all these aspects in a form of a mini proposal. Students shall orally defend the "Pre-proposal Document.

EDF 8937   Research Applications

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)

This course will engage Ed.D. students in applying advanced research methods in application areas specific to their specializations. The course will involve dissertation research methods and writing skills as well as field site activities and data analysis. The course will also include activities focused on presenting and publishing research findings.

EDF 8940   Seminar: Supervised Doctoral Internship

College of Ed and Prof Studies, Department of School of Education

1 sh (may not be repeated for credit)

Applied field experience chosen by doctoral students with the approval of the dissertation advisory committee. The supervised doctoral internship is designed to provide students with the opportunity to develop conceptual and professional skills through their experiences at an approved field site as they integrate theory and practice. Specific activities and assignments will be determined collaboratively by the student, the site supervisor, and the University supervisor to ensure that the intern obtains practical experience consistent with the expectations of a curriculum and instruction professional in a field of specialization.

EDF 8980   Dissertation

College of Ed and Prof Studies, Department of School of Education

1-6 sh (may be repeated for up to 18 sh of credit)

Major individual research in an area of significant educational interest; designed specifically for candidates in the Ed.D. Curriculum and Instruction, Teacher Education Specialization. The dissertation reflects intensive educational research produced by the student and collaboratively developed with the student's graduate committee. Graded on a satisfactory/unsatisfactory basis only. Admission to candidacy, completion of all other doctoral program requirements and permission are required.

EDF 8981   Dissertation in Practice Problems of Practice

College of Ed and Prof Studies, Department of School of Education

3 sh (may not be repeated for credit)
Prerequisite: ((EDF 7404 AND EDF 7442 AND EDF 7475 AND EDF 7685 AND EDF 8749)) AND (EDA 8103 OR EDG 7008) AND (PAD 7409 OR EDG 8938) AND (PAD 7004 OR EDF 7573) AND (PAD 7003 OR EDG 7256) AND (EDF 7730 OR EDG 7354)

This course is designed to introduce students to Dissertation in Practice (DIP) research. DIP research focuses on improvement of practice, a better understanding of that practice, and an improvement in the situation in which the practice is carried out. The primary objective of the course is to equip students with the knowledge-base and skill-set to be able to undertake DIP research studies. Topics include definitions, importance and applications of DIP research; identifying and refining the focus of a DIP research study; planning for action research and reviewing related literature; articulating a theory of action and determining research questions; building a data collection plan and analyzing data; and presenting findings, action plans and future cycles.