The Doctor of Education (EdD) in Teaching and Learning is designed to prepare educators as change agents and leaders in the P-12 setting who engage actively in their communities, using appropriate pedagogy and technology to foster the development of global citizens. This program does not lead to certification or credential endorsement.
Core Course Requirements (21 credit hours)
E7134 Comprehensive Planning and Implementation (3)
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.
E7331 Curriculum Theory and Design (3)
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.
E7410 Critical Analysis of Trends and Policy: Power and Privilege (3)
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.
E7412 Advanced Educational Psychology (3)
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.
E7803 Instructional Design (3)
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.
E7834 Writing for Research and Professional Publications (3)
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.
*W7000 Advanced Academic Study and Writing (3)
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.
Dissertation Requirements (12 credit hours)
D9001 Dissertation (3 credits)
Residency Requirements (2 Residencies)
Students attend a minimum of two residency programs designed to enhance student success, provide the opportunity to network, meet faculty, and acquire knowledge and skills that will assist throughout their program. The residency programs will be offered at various locations throughout the academic year.
Residency II must be completed during the last class.
Residency II focuses on the successful completion of the dissertation, including the following: the completion of the plan of studies, in-depth library research, dissertation formatting and style, mind maps, committee meetings, Institutional Review Board, and Dissertation Guides. Students will also have an opportunity to observe dissertation defenses and hear presentations from advanced doctoral students.
* Doctorate Writing Support (0 Credits)
Argosy University is committed to student success and offers a writing support course for our doctoral students. Depending on a student's academic writing skills, he or she may be required to take a non-credit, no charge writing support course.
W5099 Graduate Academic Writing
This writing intensive course is designed to help students develop their critical reading, thinking and academic writing skills and to prepare them to successfully write across a range of writing tasks, from short reports to scholarly research papers. Major topics include a review of the basic parts of speech, grammar, and punctuation, and progress to mastering the different components of a research paper. Credits earned in this course do not apply to the degree requirements.
Students are eligible for graduation from the EdD in Teaching and Learning degree program when the following requirements are met:
Students must complete 12 credit-hours of continuous enrollment in the dissertation courses. The dissertation consists of 8 modules or units. The modules are aligned to specific objectives and outcomes. Each semester the dissertation committee chair issues a grade of PR (Progressing), LP (Limited progress), or NC (No Credit). Only 3 NCs are allowed. Length to completion depends on progress made and number of extensions taken.
The Doctor of Education in Teaching and Learning program DOES NOT lead to teacher or administrator certification, licensure, or endorsement in any state in the United States. This program is designed to enhance the skills and knowledge of students who are already certified, licensed or endorsed and for students who are interested in pursuing this degree for reasons other than obtaining teacher or administrator certification, licensure, or endorsement. Additionally, the credits earned through participating in this program offered by Argosy University are unlikely to be transferable to any other similar program that is approved for teacher or administrator certification, licensure or endorsement in any State.