Graduate Courses

Provides early-career teachers opportunities to examine accomplishments and share concerns regarding their teaching performance in the classrooms through participation in various assignments, such as group discussion, video projects, and paper reflections. Teachers will acquire information about professional transitions, portfolio creation and professional development plans.

This course focuses on how positive social and emotional development (SEL) can be cultivated through promoting positive school and classroom climates and help students develop skills in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Presents students with the current theory underlying universal, school-based social and emotional learning (SEL) programs and considers the intersectionality between SEL and equity.

Historical context and current practice standards explain the law, policy, and IEP procedures with emphasis placed on neurodiverse learning and best practice to address strengths and needs in inclusive educational settings.  Students will understand “diverse learners” as encompassing but not limited to: neurodivergence, English language learning, gender identity, sexual orientation, and socioeconomic status.  Field experience required.

Focuses on the acquisition of language and the developmental products. Candidates will be provided with numerous effective language strategies that mediate and support learning of academic content as well as literacy. Candidates will practice using assessments and language intervention strategies designed for inclusive practice. 

Emphasizes developing knowledge, understanding, and communication skills to discover and apply the resources of communities and families to meet the students' educational needs. Special attention is given to understanding the concept of "family" as a social structure and to appreciating the historical, cultural, and social forces which shape families, school, and community.

Analyzes and plans toward productive behavior in academic and social settings. Candidates will participate in developing support systems for behavior in the classroom (PreK-transition) by learning alternative forms of intervention as well as collaborative and consultative techniques.

Candidates learn to compose an IEP for students with mild disabilities, use relevant assessment methods to identify students' instructional needs, use the assessment data to inform planning and teaching, apply their assessment data to field cases or to case studies, and learn to monitor students' progress.

Candidates develop knowledge, skills, and dispositions for effectively teaching all learners participating in dual language (DL) programs. The course focuses on DL research, advantages and challenges of DL programs, planning, implementing and improving DL programs, DL instruction and assessment, advocating for multilingualism, and collaborating with communities.

Candidates learn to develop functional prevention and intervention assessment of students with moderate to severe disabilities, observe, sample, and analyze students behavior according to developmental cognitive, social, language, and motor domains in assessing and evaluating progress toward academic and curricular IEP, and understand specialized supports and technology.

Candidates become familiar with a variety of teaching techniques based on second language acquisition research. Candidates apply knowledge about assessment principles to make informed instructional decisions that promote multilingual learners’ achievement across content areas. Candidates design materials built on learners’ backgrounds, interests, and abilities. For Education majors only.

Examines and applies the major concepts, theories, and research related to the nature and acquisition of language as a system. This includes a focus on the components of language, including phonology, morphology, syntax, semantics, pragmatics, semiotics, discourse varieties, aspects of social and academic language, rhetorical registers, and writing conventions.

This course focuses on social and emotional learning (SEL) in K-12 schools. Students will learn about a variety of programs and practices as well as state and national policy strategies around SEL. Topics include implementation science and assessment strategies as the foundation for continuous improvement in SEL. Students will learn about primary research on SEL through speakers and do field experience focused on SEL implementation.

Students will gain foundational understanding of research on educator stress and burnout as well as well-being and flourishing. They will explore their own resilience through social, emotional, and cultural skill development as a foundation to be leaders in education. They will develop approaches to engaging with a diversity of stake holders – parents, teachers, administrators, district leaders – about social, emotional and cultural development.

Candidates plan instruction based on standards and create lessons that foster bilingualism, biliteracy, and biculturalism within a dual language bilingual education program. Candidates administer and interpret assessments in the language other than English and English. Simultaneously, candidates in a field (undergraduates) or clinical (graduates) placement in a dual language bilingual classroom. Required for Dual Language Specialization.

Examines various genres of literature, pre-primary through grade 8. Includes book selection appropriate to age and interest level. The course uses literature to enrich integrated school curriculum, and demonstrates techniques for increasing reading motivation and teaching through print and technological media.

ED 515 is a 60- hour supervised field experience that provides opportunities for candidates to engage in tasks that represent clinical competencies aligned with state and national dual language bilingual teacher preparation standards. Must provide evidence of supervised general education student teaching experience or the equivalent of initial general education licensure.

An exposure to the core Church documents concerning Catholic education beginning with Vatican II. In addition to reading in-depth research related to Catholic education, course includes reading logs and reflective journal assignments and for three or more credits a literature review is required. May be taken as a standard class or as an independent study.

Explores topics of teaching in learning through the lens of the Catholic faith tradition and the responsibilities of Catholic school teachers.

Provides early career Catholic School Teachers opportunities to reflect on what it means to be a Catholic Educator and how to model and teach the values of the faith. Teachers receive support while they explore personal strengths, share teaching experiences, and learn and reflect on teaching practices while developing a philosophy of education that integrates Catholic values.

Candidates will demonstrate knowledge and development of Educational Leadership Skills as outlined in the National Educational Leadership Proficiencies (NELP)—Building Level in a seminar format. Topics include quantitative and qualitative school improvement analysis;  Case study review; Research in critical knowledge and skill areas for beginning building-level educational leadership; and discussions with practicing administrators.

A survey of contemporary and historical perspectives of the higher education and student affairs profession, how it fits into the larger structure of higher education, public and private, how institutions themselves have developed over time, including the Holy Cross tradition, and job responsibilities within this context.

A survey of theories, practices, and trends in formal and informal student support involving career development. Emphasis is on developing skills for assisting individuals and groups in career development and planning, as well as an examination of issues critical to one’s professional growth and life-long learning as professionals working in higher education and student affairs.

An examination of the legal foundations and professional ethics that govern higher education institutions, particularly with respect to student-institution relationships, human resources, state and constitutional rights and responsibilities, differences between public and private institutions, church and state issues, due process, academic conduct, and freedom of expression.

A survey of student development theory (including socio-emotional, spiritual, physical, and cognitive aspect/principles), the diverse profile of the contemporary college student, multicultural student populations, student identity formation and expression, and competencies related to student affairs practice.

Designed to help students become more proficient and effective when teaching with technology. Students will examine theory, issues, and concerns important when implementing technology and enhancing media and technology literacy; explore the impact of technology on today’s schools; develop skills for integrating technology to enhance learning; and experiment with hardware and software for increased teacher productivity.

Includes the content of comparative education and global education. Emphasis on multicultural education, civil rights, student and teacher rights in the context of school law and discrimination awareness with emphasis on school applications.

Candidates will develop National Educational Leadership Proficiencies (NELP) through participation in a 300 hour+ leadership practicum at designated school sites with an approved mentor and University Supervisor. Clinical experiences must reflect both the depth and breadth of a candidate’s content knowledge and educational leadership skills. Observations conducted by the Mentor and University Supervisor will be completed during this semester.

An individualized, applied experience providing focuses exploration of a specific area or practice in higher education and student affairs. Arranged with the program director, the applied studies experience may be a practicum, site-based project, or inquiry-based project that integrates program theories, skills, and practices. May be taken once for either 3 or 6 credits, or twice for 3 credits.

Provides a working knowledge of counseling issues and techniques to address the needs of the student within the realm of higher education. Introduction of mental health disorders and exposure to preventative and communication strategies to assist college-aged students.

Provides candidates with opportunities to apply professional and pedagogical knowledge in a tutoring setting. Candidates design lessons and assessments used with individual students or small groups of students. The course includes seminars on current topics in education that will assist candidates as they move into P-12 classroom experiences.

Examines the relationship between schools and the larger society and analyzes the historical traditions, philosophical perspectives, and social practices interacting in American education. Emphasis on a variety of topics including culture, ethnicity, race, nationality, gender, sexual orientation, and socioeconomic status. Provides students a heightened awareness or legal, curricular, and social factors necessary to help all students learn equitably.

Examines perspectives on human learning and development (behavioral, sociocultural, cognitive, biological) with a focus on application of research and theory. Focuses on inclusive pedagogical principles and demonstrates how theories of learning and development inform effective, equitable, and differentiated approaches to instruction. Field experience required.

Candidates explore current assessment and evaluation methods used in diverse P-12 classrooms. Using criteria from multiple perspectives, candidates will study and create traditional and performance-based strategies for analyzing and reporting individual and group performances.

Candidates learn content-specific instructional and assessment methods and plan, teach, and assess lessons that facilitate learning of important knowledge, skills, and dispositions. Coursework will primarily address teaching children ages 3 through grade 8.

Promotes the development of theoretical frameworks for educational practices encouraging intellectual, personal, and moral development of students from diverse backgrounds. Provides practical and cognitive strategies for constructing social order, building self-esteem, encouraging positive social interaction, engaging actively in learning, resolving conflict, and establishing effective and equitable classroom procedures and routines. Strategies address complex needs of students in inclusive learning communities.

Emphasizes how children develop various types of literacy. Theory of development of literacies will be emphasized with application of skills in the classroom. The course includes an emphasis on reading readiness, emergent literacy, assessment methods, recent research and theoretically sound practice for improvement of reading and language arts.

Provides student teachers opportunities to examine accomplishments and share concerns regarding their teaching performance in the classrooms through participation in group discussion. Student teachers will acquire information about transition to profession, professional development plans, and information about licensure.

Examines educational research (both qualitative and quantitative) and statistical methods in light of current research on effective teaching, school practices, and data-driven decision making. Candidates locate, read, and critique research and develop a research proposal relative to important classroom and school issues which will be applied when completing their culminating research project in the research class following this course.

Candidates will develop a research project that applies and integrates research course content, professional knowledge, and the School of Education's shared values and is intended to translate theory and research into practice. The project is completed independently in consultation with a project advisor. Dissemination of research will include a written paper and an oral component.Grade of IP is permitted.

This course prepares students to engage with qualitative, quantitative, and mixed-methods research and to apply methods to inform their work in higher education and student affairs settings. Students will explore and demonstrate the ability to access, analyze, and apply information to problems associated with institutions of higher education and to improve higher education policy and practice by making data-driven decisions.

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a part time basis of the wide range of teaching duties under the direction of qualified personnel and will produce a Unit Plan portfolio demonstrating acquired professional knowledge, skills, and dispositions. Grade of IP is permitted. Fee: $320

Provides student teachers opportunities to apply professional and pedagogical principles in a classroom and school community. Student teachers assume major responsibilities on a full- time basis of the wide range of teaching duties under the direction of qualified personnel and will produce an edTPA portfolio demonstrating acquired professional knowledge, skills, and dispositions. Grade of IP is permitted.

Student teachers continue to apply professional and pedagogical principles in a classroom and school community. Student teachers assume full time teaching responsibilities for an extended period of time under the direction of qualified personnel. An edTPA portfolio is required. Grade of IP is permitted.

Candidates will explore beliefs, dispositions, and skills necessary to lead an equitable and culturally responsive school and community. Research on culturally responsive teaching and inclusive practice at the classroom, school, and community levels are studied. This course will also focus on strategies to engage all stakeholders in improving student learning in recognition of the needs of their school and the greater community.

Candidates will explore interpersonal dynamics and performance competencies relating to human resource management, supervision, and evaluation. Capacity building through recruitment and hiring will be explored. Theories of planning, analysis, and evaluation, in conjunction with supervision models, will be explored and practiced. Strategies to utilize data to support staff and faculty growth through professional learning will be provided.

Candidates will enhance their capacity to successfully lead a change process designed for continuous school improvement. Specifically, candidates will explore the collaborative development of a data-driven, school-based, vision and mission, and examine the knowledge and skills necessary to design, implement, and evaluate successful school improvement change efforts.

Candidates will reflect upon, communicate, cultivate, and enact professional norms and evaluate and advocate for ethical and legal decisions. Completers will model ethical behavior in their personal conduct and relationships and cultivate ethical behavior in others. 

Candidates will demonstrate skills of ethical leadership to manage and evaluate operational management, resource, and finance systems within an inclusive school equitably, effectively, and efficiently. Leaders learn skills of advocacy to gain equitable access for educational resources, finance, and technologies that support the educational success and well-being for every student—applying laws, policies, and regulations as required.

Candidates will learn skills and techniques in instructional leadership – aimed to develop, implement, and evaluate coherent elements of curriculum, instruction, assessment practices, and data systems. Cultivating and advocating for equitable, inclusive, and culturally responsive resources in these areas will also be a focus.

Candidates will focus on completion of the leadership practicum. Candidates will also complete a comprehensive building-level educational leadership portfolio that includes key assessments, artifacts that reflect the candidate’s knowledge and implementation of leadership skills; a detailed practicum log and summary; formative and summative observation and evaluation documents; and research-based essays on the building-level leadership experience. Grade of IP is permitted.

An examination of issues critical to educators' professional growth and life-long learning. Candidates make explicit their values and goals as they relate to pedagogical approaches, school and student assessment, technology use both in and out of the classroom, and other issues connected to educators' professional lives. This course provides a foundation for professional inquiry and research throughout the M.Ed. program.

Examines social, cultural, and legal forces that affect schools and the experiences of students and teachers.  This course encourages practitioners to value, embrace, and affirm the cultural, racial, class, and gender diversity of both their local and global communities and will help them to design and implement instructional practices that empower all students.

Candidates assess personal leadership values and attributes, examine organizational goals, and craft a personal vision statement for leading an achievement-oriented school/district. Participants integrate visions and missions of public and private schooling in a diverse and democratic society using researched best practices. Candidates gain skills in sustaining a vision through nurturing relationships, motivating stakeholders, and collaboration.

This course supports the development of district (system)-level educational leadership to promote current and future success and well-being of each student and adult within the district or system. Candidates will apply knowledge, skills, and the professional beliefs necessary to design, cultivate, implement, and evaluate coherent systems of curriculum, instruction, data systems, professional development, assessments and instructional leadership.

Explore district-level uses of data-informed research to develop, communicate, implement, and evaluate decision making for the purpose of governance, management, and resourcing systems. Discern meaningful uses of technology and data to advance learning and organizational development, including data-based management principles to support schools in realizing the district’s mission.

Introduces research as a means to improve instructional and school-based decision-making. Various qualitative research techniques will be applied to classroom or school observation. As an extension of reflective practice, candidates will be expected to produce a qualitative research-based proposal.

Explore strategic policy development, effective leadership, and management strategies to advance educational services for all students. Also, examine collaborative best practices with internal and external stakeholders including the boards of education, legislature, community, business, religious and service organization leaders, staff, students, and families to build broad-based support for educational work in a modern, diverse community.

Participants will develop the ethical dispositions required of educational leaders committed to creating equitable and professional school district cultures. The course will consider challenges leaders face in meeting diverse needs of ALL children. Students will be asked to develop and apply personal ethical principles to relevant case studies. Students will analyze theories and practices related to diversity and cultural competency.

Examines educational research and statistical methods in light of current research on effective teaching and schooling practices. The course is developed to enhance practicing educators' understanding and application of research findings in the classroom. Candidates will be expected to develop a proposal which applies course knowledge.

This district or system level practicum involves field work to provide opportunities for candidates to participate in district leadership, decision-making, policy design and implementation, uses of data and technology in communication, human resources, building positive community relations, and conflict management.  Through action research, participants will synthesize knowledge in these areas and enhance leadership skills and dispositions. Grade of IP is permitted.

Candidates learn content-specific instructional and assessment methods to plan, teach, and assess lessons that facilitate learning of important language arts related knowledge, skills, and dispositions. Coursework will primarily address grades 5-12. 

Candidates learn content-specific instructional and assessment methods to plan, teach, and assess lessons that facilitate learning of important math related knowledge, skills, and dispositions. Coursework will primarily address grades 5-12. 

Provides student teachers opportunities to examine accomplishments and share concerns regarding their teaching performance in the classrooms through participation in group discussion. Student teachers will acquire information about transition to profession, professional development plans, and information about licensure. Special project required.

Students design and conduct a classroom, school, or community-based research project written in formal academic style that integrates the professional knowledge and the School of Education's shared values in the non-thesis graduate program. The project is completed independently in consultation with a project advisor. Candidates must be eligible to graduate in the subsequent academic term. Grade of IP is permitted.

Registration for any MA candidate who has received the grade of IP in ED 563. May be repeated. Fee: $50.

Practicum is a supervised field experience that provides opportunities for students to meet professional competencies as recommended by the state and national organizations. Prior approval by Reading Faculty Advisor. Grade of IP is permitted. 

The course provides experiences with intern teaching in a P-12 school classroom under the direction of a mentor and a University supervisor. This course may be repeated. Grade of IP is permitted.

Opportunity to fuse theory and practice in a specialized area in a field placement. The practicum is under the direction of a university instructor. Candidates are expected to demonstrate acquired knowledge, skills and dispositions related to the specialized area of study. A professional portfolio is required. The course may be repeated up to 9 hours. Grade of IP is permitted.  

Opportunity to fuse theory and practice in a specialized area in a field placement. The practicum is under the direction of a university instructor. Candidates are expected to demonstrate acquired knowledge, skills, and dispositions related to the specialized area of study. Professional portfolio required. This course may be repeated up to 9 hours. Grade of IP is permitted.

Practicum is a supervised field experience that provides opportunities for students to meet professional competencies as recommended by the state and national organizations. Grade of IP is permitted.

Practicum is a supervised field experience that provides opportunities for students to meet professional competencies as recommended by the state and national organizations. Grade of IP is permitted.

Examines the spectrum of curriculum reform issues and tensions confronting today's schools and classroom. Candidates will develop a critical perspective that reflects the complexity of political, social, and pedagogical pressures and trends impacting teaching and learning.

Offers practical classroom-based strategies for ensuring active engagement in learning positive social interactions, and responsible contributions to the classroom as learning community. Candidates examine and apply new techniques in their classrooms and assess them as members of a peer critical learning group. Helps candidates formulate a theoretical or research-based foundation that will guide them in developing classroom relationships and management.

Candidates learn content-specific instructional and assessment methods to plan, teach, and assess lessons that facilitate learning of important world language knowledge, skills, and dispositions. Coursework will primarily address grades 5-12.

Introduces systematic and objective processes for identifying, analyzing, and refining effective instructional practices providing the practitioner with skills and experiences in observing peers as well as an understanding of his or her teaching actions.

This course explores how individuals across multiple roles in schools can collaboratively support instructional leadership. Models of leadership – from those rooted in positional authority to those that emerge from participatory decision-making – are examined. These models serve as frameworks that professionals can use to assess and improve their personal leadership within the structures and norms demonstrated within school settings.

Identifies and analyzes current educational reform initiatives and evaluates them based on theoretical and research-based (Best Practices) models of change. Candidates are required to engage in formal inquiry and dialogue about the challenges confronting their own schools as dynamic units of change. Key concepts include school growth and renewal, effective schooling, and professionalism.

Candidates learn content-specific instructional and assessment methods to plan, teach, and assess lessons that facilitate learning of important social studies knowledge, skills, and dispositions. Coursework will primarily address grades 5-12. 

Candidates learn content-specific instructional and assessment methods to plan, teach, and assess lessons that facilitate learning of important science knowledge, skills, and dispositions. Coursework will primarily address grades 5-12.

Provides insights into models of teaching and learning with focus on distinct learning activities, environment, evaluation, and assessment. Emphasis is placed on expanding personal repertoires to become competent in the selection and use of appropriate and effective teaching strategies.

Studies components of the reading process and the various operations performed while reading. Candidates develop empathy and respect for the learner of reading while exploring the stages of reading and the particular operations and strategies necessary in the ability to be a reader. Required for reading endorsement.

Introduces candidates to the broad areas of language and culture relevant to P-12 classrooms. Introduces theories, materials, and methods for reading/language instruction for diverse classrooms. Candidates develop empathy and respect for students with language and cultural differences. Required for reading and ESOL endorsement. Field experience required. 

Reviews current theory, knowledge, and practice of reading and written communication for students in grades 4-12. Integrates pedagogical knowledge of literacy development of theory into practice. Candidates learn methods for facilitating the use of reading and writing skills in the content area classroom. An emphasis is placed on teaching for diversity and developing empathy and respect for all learners.

Studies theories, strategies, assessment methods, case studies of assessment, diagnosis, and instruction for literacy achievement in P-12 classrooms. Focuses on appropriate literacy practices for growth in individual learners’ who excel in, and struggle with literacy.Required for reading endorsement. Field experience required.

Provides understanding of reading program management as it applies to the development, implementation, and improvement cycle for increased student reading achievement. Students learn to integrate into practice theoretical content knowledge of reading, knowledge of and rights of diverse learners, and pedagogical knowledge of reading. This is the culminating course of the Reading Endorsement. 

This course provides an historical as well as socio-political review of the neuroscience that includes a shift in the western paradigm bridging cognitive processes of the mind with neuroscience. Such a paradigm shift is applied to how educators might think differently about these types of cognitive processes.

Research on the brain and the mind covers several different disciplines, specifically those of sciences and psychology. This course focuses on the translation of the brain research to understanding the human mind in education. Emphasis is on the functional way meaning is acquired through the brain as an organ of complex systems.

This course defines neurobiological learning, applies the knowledge to assessment and treatment for individuals with learning differences, and utilizes knowledge about language for higher order thinking and improved literacy. Numerous case studies for practice with applying cognitive psychology, language, and neuroscience to diverse learners’ needs will be provided across disabilities.

Emphasis will be on how educators can improve learning for better literacy of all students. Participants will be given ample opportunities to practice strategies and to explore case studies.

Participants are expected to spend a minimum of 45 self-managed, but supervised, hours in an activity that promotes their development and learning as neuroeducators.

Credit arranged by student in cooperation with faculty. Grade of IP is permitted.

Students engage with faculty and peers in scholarly discussion, analysis, and research-based activities related to educational topics of interest.

Students engage with faculty and peers in scholarly discussion, analysis, and research-based activities related to educational topics of interest.

This course is team taught by neuroscientists with a particular expertise in a topic and educator who translates the topical content to applications. A particular topic and/or related issues to a topic are explored with students through readings, discussions, and reflections. Topics vary each semester. May be repeated for credit.

Students work interactively and collaboratively with faculty and peers to deepen professional knowledge, skills, and dispositions related to educational topics of interest.

Students work interactively and collaboratively with faculty and peers to deepen professional knowledge, skills, and dispositions related to educational topics of interest.

Candidates design and conduct a classroom, school, or community-based research project written in formal academic style that integrates professional knowledge and the School of Education's shared values in the non-thesis graduate program. The project is completed independently in consultation with a project advisor. Candidates must be eligible to graduate in the subsequent academic term. Grade of IP is permitted.

Registration for any MEd candidate who has received the grade of IP in ED 598. May be repeated. Fee: $50

Candidates develop a research thesis with a major professor and two other committee members for the master of arts degree. Grade of IP is permitted.

Registration for any candidate who has received the grade of IP in ED 599 is required while the thesis is in progress. Fee: $50

Candidates review basic issues in quantitative and qualitative research design. Basic computer skills are reviewed relative to research data collection and analysis. Five-chapter dissertation design is presented. Candidates apply library skills to complete a literature review.

This course examines the theory and practice of qualitative research design and analysis through in-depth study of descriptive and interpretive research methods.  Standards for rigorous and ethical qualitative research are applied across methodological approaches to critique research design and to evaluate the credibility of findings.  This course supports prospectus and dissertation work.

This course examines principles and application of advanced quantitative parametric and non-parametric statistical analysis as used with educational research. Course content includes examination of appropriate quantitative research designs, use of statistical software package(s) such as SPSS to analyze data, understanding hypothesis testing and assumptions supporting each test of significance, and instrument design. This course supports prospectus and dissertation work.

This course examines the theory and practice of evaluation and action research methodologies. Develops skills to critique program evaluation designs, instruments, analysis, and reports in applied settings.  Examine findings in relation to the data and to assess their influence on individual and organizational development.  Approaches to strengthen evaluation and research capacity within a collaborative group or organization are addressed.

Registration to facilitate library access for second-year EdD candidates preparing for the Qualifying Paper. This course is only for candidates who are not otherwise enrolled in Fall or Spring courses. Approval of program counselor required. May be repeated. Fee: $50

This course is grounded in the premise that understanding the complexity of culture and cultural identities broadens an individual’s ability to interpret and powerfully influence interaction in a diverse society. Developing an integrated perspective of how culture is expressed at the individual and organizational level supports an educator’s ability to further social justice in a complex environment.

This course engages students in integrating historical instances and educational philosophy within the context of change initiatives. The course will augment program graduates’ understandings of the meaning of past events and will serve as a powerful resource for interpreting current practices, assessing evolving trends, and imagining future directions.

This course draws on theories of group and organizational dynamics to strengthen an educator’s ability to evaluate and design structural dimensions of organizations that can enhance individual efficacy and interpersonal cooperation. Applying knowledge of group and organizational dynamics can enhance an educator’s ability to act ethically, resolve conflicts, and foster purposeful collaboration.

This course examines seminal work and newly emerging research and theory about how individuals neurobiologically learn and change across the life span. A focus on the identification of principles of adult learning and the differences between adults and youth as learners offers a foundation for applications and investigations within concentrations. Application to teaching and leading will be supported.

This course draws on research-based principles of adult learning, group, and organizational dynamics to strengthen an educator’s ability to evaluate and design structural dimensions of organizations that can enhance individual efficacy and interpersonal cooperation. Application of these principles can enhance an educator’s ability to act ethically, resolve conflicts, and foster purposeful collaboration.

The candidate will develop a dissertation prospectus under the guidance and direction of the faculty advisor.

This course is designed to support students in the dissertation process. Students work collaboratively with faculty and peers around a common area of concentration to develop further their dissertation. Students develop skills for publication and dissemination of research. Must be taken twice to meet degree requirements.

Students will engage in a dissertation defense per the School of Education’s Doctor of Education Handbook. Passing criteria is outlined in the Graduate School’s Dissertation and Thesis Guidelines booklet. Graded on a pass/no pass basis. Grade of “IP” is allowed.

Completion of dissertation research with the guidance of the chair of the candidate's dissertation committee. Students enroll in this course simultaneously with ED 622 Dissertation Seminar. Must be taken twice to meet degree requirements. Graded on a pass/no pass basis.

Registration for any EdD candidate who has received the grade of IP in ED 698: Dissertation Defense is required while the dissertation is in progress. May be repeated. Fee: $50