This course focuses on concepts and strategies associated with effective planning in educational and human services organizations. A decision-oriented evaluation model is also considered. Examples demonstrate how data can be used as input for a comprehensive plan. Strategies for the coordination of curriculum and instruction delivery systems into an overall management plan are presented. Specific administrative levels of responsibility are defined. An evaluation component of comprehensive planning is outlined in both objective and subjective terminology.

This course examines the theoretical assumptions underlying curriculum design. Students clarify definitions, explore conflicting conceptions of the curriculum, and develop strategies for constructing, developing, and implementing curricula that are consistent with specific theoretical principles. Students also examine the impact of research upon curricula, various methods for implementing specific differentiated curriculum plans, and the basis for evaluating curricula in terms of design and delivery.

This course critically examines the intersection of power and privilege in society. This interplay is reflected in every educational setting through policies, procedures, and practices. Issues addressed include equitable access, equality and equity in educational funding, and empowerment of marginalized populations.

This course provides a detailed analysis of modern learning theories and practices as they relate to education. It proceeds on a detailed investigation of major research in educational psychology focusing on learning cognition. This course equips educators to think about how students learn at various levels of development, to make decisions before and during instruction, and to consider what constitutes evidence that students are learning and succeeding. During this exploration into human growth and development, as well as teaching methods, students will begin to develop their own personal theory of learning built on solid principles but having practical application. As students advance through the course, a common theme continues to be how psychological principles illuminate processes of learning and teaching and how theory, research, and practice inform each other in order to improve our efforts as educators.

This course provides students with an in-depth exploration of the instructional design process, from analysis through evaluation and implementation, and includes practice in all phases. The course focuses on design issues including course planning, selection of instructional strategies, assessment of instruction, and course revision evaluation and revision. Students practice the design of effective instruction based on principles from instructional design theory. This course will be applicable for both K–12 and higher education environments.

This course is the culmination of the core and research curricula leading students through the comprehensive exam and pre-dissertation preparation processes. Students will also enroll in ADJ COMP during this course and must pass the comprehensive exam before entering the dissertation sequence. The pre-dissertation process consists of; writing the prospectus and forming the dissertation committee. The final assignment is a finished dissertation prospectus which is required to begin the dissertation sequence.

This foundational doctoral course is designed to develop students' critical thinking and academic writing competencies. Students engage in learning activities to become better readers of academic texts, to understand the process of academic writing, and to become proficient in various academic writing genres. Emphasis is placed on examining connections between various academic writing genres, refreshing APA style guidelines, and understanding the dissertation process. Students develop a scholar-practitioner perspective through reading, writing, and reflection within their specific discipline and program. Students will be evaluated on their writing skills in this course. Providing students the competencies to navigate and successfully complete their doctoral programs and dissertations is the primary goal of this course.

This course must be taken before all other research courses. The course offers a brief introduction to the philosophical underpinnings of research inquiry. It offers an overview of quantitative, qualitative, and mixed-method research methodologies used across the disciplines of business, education, and behavioral sciences. Emphasis will be placed on the establishment of appropriate connections between research questions and methodologies.

This seminar focuses on the structure and process of descriptive research across the disciplines of business, education, and behavioral science. It presents the concepts of relationships, correlations, and descriptive paradigms. Upon completion of the seminar, the student will be able to design a descriptive research study. The student will be able to utilize correct descriptive sampling techniques, collect and organize data systematically, adhere to acceptable reliability and validity standards in measurement, apply appropriate descriptive methodology, perform descriptive statistical analysis including mean, mode, median, correlations, chi square and t-tests with matched groups, and fully present findings. The student will also master the language of descriptive research, distinguish between various methodologies, conduct literature surveys that provide the foundation of investigation, critique descriptive research, review the dissertation research process, and construct effective descriptive research proposals. Computer applications, logistical issues, and ethical considerations are examined.

This course introduces the assumptions, theories, and processes of qualitative inquiry. The purpose of this course is to provide advanced graduate students with the theoretical foundations necessary to understand qualitative inquiry, and to enhance their abilities to conduct qualitative research and evaluation.

This mixed-methods course focuses on program evaluation methodology used across the disciplines of business, education, and behavioral sciences. The goal is for students to appropriately apply qualitative and quantitative analyses in the evaluation of programs. Evaluation approaches are studied to guide informed decision making about program effectiveness and viability. The final product for this course is a completed prospectus reflective of the program evaluation design.

This quantitative course provides students with skills necessary for the survey research process used across the disciplines of business, education, and the behavioral sciences. The goal is to familiarize students with survey design and analysis. Approaches include item construction, sampling, reliability, validity, and data analysis and interpretation using SPSS. The final product is a completed prospectus reflective of the survey design.

This mixed-methods course provides the theoretical foundations necessary to understand action research used across the disciplines of business, education, and behavioral sciences. The goal is to engage participants and apply qualitative and quantitative analyses resulting in practical outcomes. This type of applied research involves an iterative process that initiates, provokes, and reflects on the consequences of change within a range of settings. The final product is a completed prospectus reflective of the action research methodology.

This advanced qualitative course builds on R7035, Methods and Analysis of Qualitative Research, and focuses on application of one selected approach. The goal is for students to immerse themselves in their selected approach, and to apply the design in shaping their dissertation prospectus. Students practice the collection and analysis of qualitative data using computer and manual applications. The final product is a completed prospectus reflective of their selected qualitative approach. It is strongly recommended that students take this course in their final semester.

The purpose of staff development is to improve student learning by enhancing educators' knowledge and skills. This course is designed to enhance skills in developing, implementing, and evaluating professional staff development models and programs. This course prepares candidates to learn how to utilize and apply data to make informed decisions regarding professional development.

To be announced

This course focuses on effective, ethical communication in today's diverse PK-12 organizations. This course topics will include: relevant foundational and current organizational communication theories, technologies, leadership roles, and teamwork strategies. In addition to learning about issues embedded in organization communication systems, students will evaluate and assess current internal and external communication practices in the PK-12 setting.

This course will focus on all available data needed to effectively make decisions for both classrooms and grade levels. Information discussed in this course will also cover assessment types, assessment data (informal, formal, and personal), and utilization of data for decision making at both the class and individual student level. Students will also learn how data informs decision-making in Response to Intervention (RtI) when developing classroom support systems and programs to help students who are experiencing challenges in both behavioral and instructional areas.

This course is designed to present an overview of the Response to Intervention 3-Tier Model for the general education classroom teacher. Students will learn how the RtI model effectively addresses the needs of all students through a continuum of services. These include: (1) high-quality instruction and scientific, evidence-based, tiered intervention strategies aligned with individual student need;  (2) frequent monitoring of student progress to make results-based academic or behavioral decisions; (3) data-based school improvement; and  (4) the application of student response data to important educational decisions.

This course helps students to apply appropriate assessment methods at critical points in the learning environment. Student work can generate multiple assessments that measure academic or non-academic objectives. Strategies for organizing timely data collection and use are examined.

Understanding what the data reveals is key to enhancing teaching and learning in the classroom. Communicating these results to parents, administrators, teachers and the community is required as these can be used to guide curricular revisions and improvement, and support classroom practices. This course will develop students' skills to synthesize and communicate the appropriate assessment results to various constituencies.