CCD - Doctoral Core

This course develops graduate students’ capacities to analyze, interpret, verbally summarize, and graphically present a variety of quantitative and qualitative data collected for their research studies. Students evaluate the reliability, internal and external validity, and generalizability of quantitative data, as well as the dependability, trustworthiness, and naturalistic generalizability of qualitative data in order to support appropriate conclusions that may be suggested by the data. Candidates engage in critical discussions focused on organizing data presentations in tables, figures, and graphs and interpreting the data effectively with defensible conclusions and recommendations supported by the data. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This is the first of two courses that are designed to strengthen students’ growth as scholars and to assist their goal setting for their doctoral work. This seminar offers students opportunities to develop scholarly habits of mind and facilitates interactions with organizations of their scholarly community(s). In addition, students explore the purposes of research, the components of research design, and what constitutes data in the research process. Students develop a framework for evaluating the quality of research. Through selected readings, discussions, and writings, support emergent scholars and nurture scholarship, develop their unique scholarly voice. Pre-requisite(s): Admission to the EDD in Teaching and Learning or permission of the instructor. Co-requisite(s): None. 3 semester hours

This is the second of two courses that focus on scholarly thinking, engagement with research, speaking and writing aligned with the students’ academic level. The seminar is designed to strengthen students’ growth as scholars and continue to develop their own scholarly voice. The seminar is offered midway through doctoral study and builds on students’ prior learning and coursework while offering opportunities to deepen their scholarly habits of mind, cultivate skills for academic discourse, and facilitate interactions with organizations of their scholarly community(s). This course is designed to support emergent scholars, nurture scholarship, and prepare doctoral students in setting goals for different phases of their doctoral work, including the dissertation process. Pre-requisite(s): CCD 606. Co-requisite(s): None. 2 or 3 semester hours

This course engages students in a critical examination of how educational outcomes are influenced by individual experiences with social institutions such as public schools. Students explore a myriad of scholarly materials related to the intersections of race, disability, language, culture, social class, and gender to unpack how identity markers inform experience and thereby effect educational outcomes. Using an intersectional lens, students dissect the connections between identity markers, race/ethnicity inequality, and educational opportunity in relation to issues such as the school to prison pipeline, discipline, culturally sustaining pedagogy, funds of knowledge, grit and student success, assessments, curriculum development, and disproportionality in special education. Pre-requisite(s): Admission to the NCE doctoral program or consent of instructor. Co-requisite(s): None. 3 semester hours

In this course participants consider what constitutes knowledge related to learning, teaching, and inquiry. They explore how knowledge is conceptualized, defined, legitimized (or not), codified, and enacted within broad educational contexts. Using exemplary texts that represent a multiplicity of epistemological stances and important contributions and debates within particular fields of study, participants engage in a process of examining whether/how social knowledge is constructed, warranted, represented, publicized, and often reified. Historical, contextual, normative, disruptive, and embodied aspects of knowledge will be explored through inquiry, representation, and discussion. A reflexive consideration of participant epistemological leanings and development is integrated throughout the course. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course is designed to provide the participant with a basic understanding of policy, policy discourses, and critical policy analysis, particularly the analysis of policy ideology, politics, and policy consequences. Students will be given opportunities to analyze and critique policy from their chosen field (e.g., curriculum, special education, teacher education, literacy, leadership); critique policy making in action; develop a scholarly stance toward policy analysis; recognize the connections between justice, social action, policy, and practice; and formulate ideas and strategies for being policy change-agents in their chosen field of education. Pre-requisite(s): Admission to the NCE Doctoral Program or the consent of the instructor. Co-requisite(s): None. 3 semester hours

This course offers a comparative view of education in select countries from various regions of the world: Africa, Asia, Australia/Oceania, Central America and the Caribbean, Europe, North America, and South America. This course examines the educational foundations within specific countries and regions outside of the United States. As such it examines the political-economy, the history, philosophies, and sociology of education with respect to national and regional contexts. This course will also explore indigenous knowledge and education, and their roles with respect to contemporary educational policies and practices. Pre-requisite(s): Admission to the EDD Teaching and Learning or permission of the instructor. Co-requisite(s): None. 3 semester hours

A doctoral seminar dealing with current issues in education. Students can take the seminar for up to 6 sh. If taken more than one time, students must register for seminar on different topics. Prerequisite(s): Doctoral standing or consent of instructor. 1-3 Semester Hours

This culminating course in the Ed.S. in Teaching and Learning provides students with the opportunity to synthesize the subject matter knowledge of their major, and of diverse and multiple methods of inquiry in educational research. With the guidance of an advisor, students choose a topic of interest, consider ways it can contribute to existing research and practice, and develop a related project. The course culminates in the presentation of this project, which may take a variety of formats and delivery models. Students will demonstrate scholarly rigor, creative acumen, and the relevance of the project to their professional lives and communities.

This culminating course in the Ed.S. in Teaching and Learning provides students with the opportunity to synthesize the subject matter knowledge of their major and of diverse and multiple methods of inquiry in educational research. With the guidance of an advisor, students choose a topic of interest, consider ways it can contribute to existing research and practice, and develop a related project. The course culminates in the presentation of this project, which may take a variety of formats and delivery models. Students will demonstrate scholarly rigor, creative acumen, and the relevance of the project to their professional lives and communities.

This culminating course in the Ed.S. in Teaching and Learning provides students with the opportunity to synthesize the subject matter knowledge of their major and of diverse and multiple methods of inquiry in educational research. With the guidance of an advisor, students choose a topic of interest, consider ways it can contribute to existing research and practice, and develop a related project. The course culminates in the presentation of this project, which may take a variety of formats and delivery models. Students will demonstrate scholarly rigor, creative acumen, and the relevance of the project to their professional lives and communities.

This culminating course in the Ed.S. in Teaching and Learning provides students with the opportunity to synthesize the subject matter knowledge of their major and of diverse and multiple methods of inquiry in educational research. With the guidance of an advisor, students choose a topic of interest, consider ways it can contribute to existing research and practice, and develop a related project. The course culminates in the presentation of this project, which may take a variety of formats and delivery models. Students will demonstrate scholarly rigor, creative acumen, and the relevance of the project to their professional lives and communities.

An independent study in one's area of interest. The independent study must be supervised by or done in collaboration with a faculty member and can be taken for no more than a total of 6 semester hours. Prerequisite(s): Doctoral standing or consent of instructor. Consent of advisor and program director. 1-6 semester hours

In their qualifying paper, students will work with a faculty advisor to (1) construct a question or questions to reflect upon, investigate, and respond to, or (2) write a conceptual paper that constructs his or her theoretical framework or in some way intellectually prepares them for their dissertation. Students write their qualifying paper when they have completed their coursework or in conjunction with their last required program course. Students may also register for CCD 699A Dissertation while completing their qualifying paper. Students who do not pass CCD 696A will receive an "I" and cannot register for any courses until the course is successfully passed. Pre-requisite(s): Have completed all Ed. D. coursework (except CCD 698) or in conjunction with last required Ed. D. program course. May also register for CCD 699A while completing their CCD 696A Qualifying Paper. Co-requisite(s): None. 1 semester hour

In their qualifying paper, students will work with a faculty advisor to (1) construct a question or questions to reflect upon, investigate, and respond to, or (2) write a conceptual paper that constructs his or her theoretical framework or in some way intellectually prepares them for their dissertation. Students write their qualifying paper when they have completed their coursework or in conjunction with their last required program course. Students may also register for CCD 699C Dissertation while completing their qualifying paper. Students who do not pass CCD 696C will receive an "I" and cannot register for any courses until the course is successfully passed. Co-requisite(s): Have completed all Ed. D. coursework (except CCD 698) or in conjunction with last required Ed. D. program course. May also register for CCD 699C Dissertation while completing their CCD 696C Qualifying Paper. Co-requisite(s): None. 1 semester hour

In their qualifying paper, students will work with a faculty advisor to (1) construct a question or questions to reflect upon, investigate, and respond to, or (2) write a conceptual paper that constructs his or her theoretical framework or in some way intellectually prepares them for their dissertation. Students write their qualifying paper when they have completed their coursework or in conjunction with their last required program course. Students may also register for CCD 699E Dissertation while completing their qualifying paper. Students who do not pass CCD 696E will receive an "I" and cannot register for any courses until the course is successfully passed. Pre-requisite(s): Have completed all Ed. D. coursework (except CCD 698) or in conjunction with last required Ed. D. program course. May also register for CCD 699E Dissertation while completing their CCD 696E Qualifying Paper. Co-requisite(s): None. 1 semester hour

This seminar is designed to support students in the process of developing their dissertation proposal and conducting research on their topic. Students will set goals for their writing and research, and provide feedback to one another on their work. Students’ learning needs will be continuously assessed and supported as particular aspects of the research process will be revisited and reinforced. Pre-requisite(s): Must have passed CCD699A or CCD699C or CCD699E. Co-requisite(s): CCD 699. 1-3 semester hours

This course provides registration for doctoral candidates to complete 8 SH while proposing, researching and writing their dissertation. If the dissertation is not defended after students have completed a total of 8 SH, they are registered for Dissertation Continuation CCD 699AX until they have successfully defended their dissertation. Doctoral candidates work closely with their dissertation chair and periodically communicate with members of the dissertation committee who provide guidance in proposing and conducting research, and writing the dissertation. Pre-requisite(s): Must have passed CCD 696A or be concurrently enrolled with CCD 696A. Must have completed all coursework, except CCD 698 which can be taken concurrently. Co-requisite(s): None. 1- 8 semester hours

This course provides the means for doctoral candidates in the Teaching and Learning Ed.D. Program to continuously register for dissertation credit after 8 semester hours of dissertation have been completed and through the term in which candidates successfully defend their dissertation. Pre-requisite(s): 8 SH of CCD 699A. Co-requisite(s): None. 0 semester hours

This course provides continuous registration until doctoral candidates complete and defend their dissertation. Doctoral candidates work closely with their dissertation chair and periodically communicate with members of the dissertation committee who provide guidance in conducting research and writing up the dissertation. Pre-requisite(s): Completion of all required program course hours, passed qualifying exam, defended dissertation proposal. Co-requisite(s): None. 12 semester hours

This course provides continuous registration until Educational Leadership doctoral candidates complete and defend their dissertation within their original degree plans. Doctoral candidates work closely with their dissertation chair and periodically communicate with members of the dissertation committee who provide guidance in conducting research and writing up the dissertation. Pre-requisite(s): Completion of all required program course hours, passed qualifying exam, defended dissertation proposal Co-requisite(s): None. 0 semester hour

This course provides registration for doctoral candidates to complete 8 SH while proposing, researching and writing their dissertation. If the dissertation is not defended after students have completed a total of 8 SH, they are registered for Dissertation Continuation CCD 699CX until they have successfully defended their dissertation. Doctoral candidates work closely with their dissertation chair and periodically communicate with members of the dissertation committee who provide guidance in proposing and conducting research, and writing the dissertation. Pre-requisite(s): Must have passed CCD 696C or be concurrently enrolled with CCD 696C. Must have completed all coursework, except CCD 698 which can be taken concurrently. Co-requisite(s): None. 1-8 semester hours

Continuous registration required until dissertation is complete. Prerequisite(s): Doctoral standing, consent of instructor, and prior registration for the required number of hours in CCD 699C. 0 semester hours

This course provides registration for doctoral candidates to complete 8 SH while proposing, researching and writing their dissertation. If the dissertation is not defended after students have completed a total of 8 SH, they are registered for Dissertation Continuation CCD 699EX until they have successfully defended their dissertation. Doctoral candidates work closely with their dissertation chair and periodically communicate with members of the dissertation committee who provide guidance in proposing, and conducting research and writing the dissertation. Pre-requisite(s): Must have passed CCD 696E or be concurrently enrolled with CCD 696E Must have completed all coursework, except CCD 698 which can be taken concurrently. Co-requisite(s): None. 1-8 semester hours

This course provides the means for doctoral candidates in the Teaching and Learning Ed.D. Program to continuously register for dissertation credit after 8 semester hours of dissertation have been completed and through the term in which candidates successfully defend their dissertation. Pre-requisite(s): 8 SH of CCD 699EX. Co-requisite(s): None. 0 semester hours

This course provides continuous registration until doctoral candidates complete and defend their dissertation. Doctoral candidates work closely with their dissertation chair and periodically communicate with members of the dissertation committee who provide guidance in conducting research and writing up the dissertation. Pre-requisite(s): Completion of all required program course hours, passed qualifying exam, defended dissertation proposal. Co-requisite(s): None. 1-12 semester hours

This course provides the means for doctoral candidates in the Ed.D. in Teaching and Learning with a major in Postsecondary Teaching and Instructional Leadership to continuously register for dissertation credit after 12 semester hours of dissertation have been completed and through the term in which candidates successfully defend their dissertation. Pre-requisite(s): CCD 699G. Co-requisite(s): None. 0 semester hours

This course provides continuous registration until doctoral candidates complete and defend their dissertation. Doctoral candidates work closely with their dissertation chair and periodically communicate with members of the dissertation committee who provide guidance conducting research and writing up the dissertation. Pre-requisite(s): None. Co-requisite(s): None. 1-2 semester hours