Course Descriptions

Core Seminars

EDD 9100 Leadership (6 Cr)
This course focuses on strategic leadership and its influence for organizational effectiveness which occurs in the context of modern society by creating change and reaction to change. Participants will pursue theory and research focusing on the foundations for decision-making and analysis of complex historical, cultural, sociological, philosophical, and theoretical perspectives in the leadership process. The course results in the creation action plans for restructuring organizations.

EDD 9200 Trends and Issues (6 Cr)
This course provides a study of the significant current trends and issues that provide paradigms of functionalism, conflict, and symbolic interaction. Emphasis is placed on critical review of issues of recent trends and developments affecting the interpretation of the (a) social process: culture socialization, and change, (b) institutions: political, economic, educational and religious, and (c) social structures: social stratification, ethnic race, relations, and environment. Students examine issues through research findings and case study analysis/results provide knowledge through a learner-designated development action plan leading toward a vision and mission of achieving success.

EDD 9300 Methods of Inquiry (6 Cr)
The purpose of this core course is for doctoral students to demonstrate an understanding of the use of the scientific approach in educational and human service practices to ensure informed decision making grounded in empirical research. Research design and methods, and program evaluation will constitute the major focal points. A theory-to-practice model will be utilized with an emphasis on applied research. A diversity of research designs and methodologies as well as program evaluation models will be examined. Upon completion, students will be expected to demonstrate the ability to analyze, synthesize, and evaluate research in preparation for dissertation studies.

Research Electives

ARC 8912 Statistical Methods (3 Cr)
Statistical Methods is a course in applied statistics that will investigate concepts and methods in descriptive and inferential statistics. The course is designed to provide students with the statistical background for doctoral level research. The application of statistics will be emphasized. Areas of study will include probability, randomization, variables, normal distribution, t-distribution, chi-square distribution, F-distribution, confidence intervals, hypotheses testing, and correlation.

ARC 8913 Program Evaluation and Policy analysis ( 3 Cr )
This course will examine key concepts, methods, and approaches in the field of evaluation research. Students will be exposed to the theoretical and methodological diversity inherent in current evaluation practice across a number of substantive areas (e.g., social services, education, and business). The comprehensive range of activities involved in designing, implementing, and assessing the utility of social and educational programs will be a primary focus of the course.

ARC 8914 Measurement, Testing, and Assessment (3 Cr)
The purpose of the Measurement, Testing, and Assessment course is to provide doctoral students with the knowledge and skills necessary to understand psychometric issues. The course emphasizes the relationship between research and practice. It also provides a theoretical and practical basis for choosing and using the wide range of test and measurement data available to applied researchers. The course focuses on the uses of different tests in a variety of settings and is appropriate for applied researchers and practitioners.

ARC 8915 Survey Research (3 Cr)
The Survey Research course is designed to provide doctoral students with an overview of survey research methods. Topics in the course will include survey design, implementation, sampling, data collection, follow-up, analyses, and ethics. Students will design a pilot survey in preparation for their dissertation research.

ARC 8916 Qualitative Research (3 Cr)
The purpose of the Qualitative Research course is to introduce doctoral students to the principles of research methods. The course content includes in-depth and formal interviewing techniques, principles of field observation, content analysis, literature reviews, historical analysis, focus groups, questionnaire design, and philosophical inquiry into qualitative research perspectives. Major emphasis in the course is placed upon learning how to integrate qualitative methods as appropriate.

ARC 8917 Advanced Program Evaluation (3 Cr)
This course is intended to provide students with an in-depth and comprehensive foundation in advanced program evaluation methods. Topics will include development and use of logic models, as well as the use of quasi-experimental and randomized designs in evaluation research. A wide range of data collection procedures, including conventional (e.g., systematic surveys) and non-conventional (e.g., trained observer ratings), will be highlighted. The course will introduce a range of strategies for analysis of evaluation data that will facilitate the use of statistical procedures in evaluation research, address qualitative approaches to analysis of evaluation data and will provide guidance on the application of cost-effectiveness and cost-benefit techniques in program evaluation.

ARC 8918 Advanced Statistical Methods (3 Cr)
This course is designed to build on material reviewed in the Statistical Methods course and is developed to acquaint students with advanced statistical procedures. Areas that will be covered will include factorial analysis of variance (ANOVA), univariate ANOVA post hoc tests, analysis of covariance (ANCOVA), repeated measures analysis, multiple regression, and power analysis. In addition, the course will encompass a review of select multivariate statistical techniques. This course will emphasize the application of these statistical procedures to real world challenges that students may encounter in their research or work setting.

ARC 8919 Single Subject Research (3 Cr)
This course covers basic concepts and methods employed in single subject research. Participants will learn about single subject research designs including the case study, AB and its variations, changing criterion, multiple baseline, and alternating treatment designs. Important factors in designing and critically reviewing single subject research will be presented, along with options for analyzing data from single subject research studies. Ethical issues in single subject research will also be reviewed.

ARC 8920 Mixed Methods (3 Cr)
This course is designed to provide students with an understanding of mixed methods approaches to research studies. Appropriate strategies for incorporating both quantitative and qualitative paradigms will be explored. Specific issues, challenges, and considerations encountered in using mixed methodologies will be addressed in detail. The conflict between positivism and constructivism will be investigated, as will various examples of mixed model designs applicable to education and human services.

Concentration

EDD 8002 Surviving Change: Politics, Power, Money, and the Law (3 Cr)
This course investigates the relationship between leadership roles and decision-making in the current and emerging contexts of politics, power, legal, and economic factors, and the results of creating change through effective policy development in education. The student will learn to apply techniques and theories of policy development and will engage in educational policy analysis. Local, state, and federal political systems are examined to determine the influence these systems have on current and future policies in education.

EDD 8007 Governance and Management in Higher Education (3 Cr)
This course emphasizes the common and unique characteristics of organizations, various approaches and practices of governing and managing, and the theories and research relevant to organizational management and development. The learner will explore organizational missions, values, and purposes; governance structures; management styles and organizational processes; and current issues and trends in the field, including strategic planning, quality control and institutional effectiveness, and organizational change.

EDD 8010 Curriculum and Program Development ( 3 Cr)
This course will provide an understanding of how curriculum is developed and implemented based on the research of learned bodies, issues in our society, and work place needs. The course will review what knowledge is and who decides what knowledge is important within each curricula area. The students will analyze various conceptions of curriculum standards, reform movements in education, principles of curriculum planning, past and present curriculum trends, and the interaction of curriculum with instruction generalized across settings. Foundations of curriculum and the steps for developing curricula will be emphasized.

EDD 8030 Moving Toward the Future: Successful Strategic Action Plans (3 Cr)
This course studies strategic planning models, forecasting methods, trend analysis, and futuring. Participants will learn to understand how to manage growth, change, and organizational innovation. The use of strategic planning tools such as scenarios, general systems thinking, and change strategies will be presented through case studies and projects that utilize problem-based learning. Students will have the opportunity to design a mock strategic plan from inception to evaluation by applying principles learned through this course.

EDD 8031 Financing Institutions of Higher Learning (3 Cr)
This course is an introduction to institutional finance for academic administrators, health care professionals, military personnel, and/or college or university faculty members. Students participating in the course are introduced to the budget process as an outcome to their institutions’ strategic plans. Budget development at the student’s respective institution plays a primary role in this course. Learners will analyze various income and expense parameters. Additional topics include allocation for services at cost centers within institutions, the development of “off-campus” budgets, facility and enrollment management, marketing, and financial reporting systems. Using problem-based learning, the students will develop a budget reduction plan that will maintain institutional quality while reducing income and expenses.

EDD 8034 Foundations, Sponsored Research, and Collaborations in Institutional Development (3 Cr)
This course examines the history, development, and current status of institutional advancement programming in organizations. Current issues, challenges, and practices will be reviewed. Learners will be introduced to the varying areas of institutional advancement, such as alumni affairs, foundations, capital campaigns, and planned giving as well as the functions contained within each area. Learners will analyze the status of institutional advancement in their own organization and compare it to several models that will be reviewed in their studies. The interdependence of institutional advancement and internal organizational functions will be analyzed and evaluated.

EDD 8061 Targeting Our Students: The Dynamics of Student Services (3 Cr)
This course will introduce student affairs components and how it operates within postsecondary institutions. Student affairs can be comprised of the offices of admissions, athletics, financial aid, student development, student life and safety, student health, and in certain instances, student centers and bookstore oversight. The course will demonstrate how these offices seek to ensure each student’s sense of belonging and personal growth.

EDD 8410 Technological Literacy for Leaders ( 3 Cr)
In this course, students will explore foundational online skills, resources, and issues to develop and demonstrate technology literacy. Technological literacy is instrumental. The content includes Inter net skills, resources, and communication strategies within the context of shaping, evaluating, and utilizing appropriate policies related to instructional technology.

EDD 8442 Ethics and Social Responsibility ( 3 Cr)
This course will focus on the role and responsibilities of an educational leader as an ethical role model, decision-maker, and teacher. Students will be exposed to an overview of current ethical issues for learning communities. Through the use of case studies and a problem-based approach to learning, students will have an opportunity to analyze and develop their decision-making skills within the context of an ethical and moral framework. The course will use multimedia materials and will be interactive and mediated by facilitators on the World Wide Web.

EDD 8472 Human Resource Development ( 3 Cr)
This course provides the principles of human resources and administrative supervision techniques for educational institutions, administrative offices, and public and private organizations and associations. Topics include skills needed for planning, organizing, staffing, directing and controlling, communicating, motivating, decision-making, priority setting and time management toward effective objectives and organizational goals. Focused areas include job performance, employee development, management of a diverse work force, employment law, harassment and health issues and disabilities and discrimination in the workplace.

EDD 8510 Leading a Learning Organization (3 Cr)
This course will explore characteristics of learning organizations and their organizational cultures. Participants will learn that learning organizations are very different from other enterprises. They are forward looking, nurturing, flexible, and safe. Leaders of such organizations have special traits and are usually servant leaders or transitional leaders. Creating a learning organization takes great effort on the part of all constituencies. It also takes a special kind of commitment, much energy, and various resources. Organizational culture and the role it plays in the effectiveness and the success of the organization will also be examined. A learning culture is one of the most desirable organizational environments. Creating it takes tolerance, understanding, and the support of everyone in the organization.

EDD 9810 Contemporary Challenges in Higher Eduction Leadership (3 Cr)
This course examines current issues, challenges, and controversies in higher education leadership. Topics include the changing nature of higher education, evolving organizational structures and models of governance, tenure and faculty roles and responsibilities, institutional entrepreneurship and resource allocation, the challenges of diversity among students and faculty members, and the challenges and opportunities of distance education.

Applied Dissertation

ARC 8966 Applied Dissertation Seminar 1: Concept Paper (2 Cr)
The content of applied dissertation seminar 1 focuses on formulating research questions and writing the concept paper. The committee chair and member roles are discussed as well as the roles and responsibilities of the Applied Research Office faculty and staff. This seminar will culminate in the completion of the first corresponding benchmark, the concept paper. Credit for this seminar will be assigned following approval of the concept paper.

ARC 8967 Applied Dissertation Seminar 2: Proposal (5 Cr)
The content of applied dissertation seminar 2 emphasizes the formulation and writing of the dissertation proposal and the process for IRB approval. Methodology and content for each of the proposal chapters are defined, including a thorough discussion of the roles of the literature review to support or refute the dissertation topic. This seminar focusing on scientific inquiry will culminate in the completion of the second corresponding benchmark, the applied dissertation proposal. Credit for this seminar will be assigned following approval of the proposal.

ARC 8968 Applied Dissertation Seminar 3: Report (5 Cr)
Applied dissertation seminar 3 involves data collection/implementation, the applied dissertation (final report) and the final approval process. Content and format issues, as well as recommendations for further research, are highlighted. Dissemination of the dissertation and possible outlets for publication are covered. This seminar will culminate in the completion of the third corresponding benchmark, the applied dissertation (final report). Credits for this seminar will be assigned following approval of the applied dissertation (final report).