Doctorate of Education (Ed.D.)

Program Goals and Objectives

The Concordia University Doctoral Program is designed to prepare candidates to become transformational leaders, ready to make an immediate and long-term positive, educational impact in schools, government, academia, business, and not-for-profit organizations.

The Concordia Doctoral Program focuses on developing reflective practitioners and transformative leaders who:

  • Understand the theoretical bases of practice, are able to turn theory into action, and can utilize skills and strategies to improve practice.
  • Apply organizational skills and strategies, apply capacity-building program analyses, and have a willingness to recognize need and confront it with reason and grace.
  • Are grounded with a solid ethical, moral, and faith-based truth-telling, integrity, and a spirit of service.
  • Understand purposeful collaboration, democratic participation, and choice as a guiding style that produces strong and powerful results.
  • Have the capacity to meld reason and imagination, analysis and hunch, and accept a tolerance for ambiguity.
  • Have a willingness to think and act critically, unravel dense meaning, and probe complicated projects with sense and clarity.
  • See themselves as scholars who are committed to study as intentional, intriguing, and inspiring.

Admission Requirements 

  • Online Application
  • Official transcripts from a regionally accredited institution or institutions that awarded your master’s degree and any post-master’s credit with a GPA of 3.0 or better. You may submit the Transcript Release Form to authorize Concordia University to request official transcripts on your behalf. This is available only to US residents for US colleges and universities. 
    Note: If you are submitting transcripts from an institution outside of the United States you will need to have them evaluated by one of our transcript evaluation partners.
  • Letter of intent not more than 750 words explaining why you want to earn a doctorate degree, why you are choosing Concordia University-Portland, your commitment to complete the degree, and your plan to ensure you have the time and resources to be successful. Read additional letter of intent guidelines and details.
  • Example of original, scholarly writing from graduate-level work that demonstrates your best scholarly writing. Read additional scholarly writing sample guidelines and details.
  • Résumé, including references (explain your relationship with the references and include their contact information).
  • Interview (may be required upon request from the review committee).

International applicants | Note:  Currently, international students may only complete the docotrate program in the online format.

In addition to the above requirements, all international students must submit a passing score of an English proficiency test and other pertinent forms.

TOEFL | 600 Paper-Based | 100 Internet Based

Exception: International students whose undergraduate education took place in Australia, Canada (English-speaking provinces), United Kingdom, Ireland, New Zealand, or the U.S. are exempt from this requirement. Students born in one of these countries yet educated elsewhere are still required to satisfy the English proficiency requirement.

Submit your application materials

  1. Please make sure your first and last names appear on all of your application materials.
  2. Concordia must receive ALL items from the applicant before their application will be considered for review, including transcripts.
  3. You may submit your materials (preferably in one packet) in one of the following methods:

Curriculum

The Concordia Education Doctoral Program is designed as a 3-year cohort matriculation process.

Core Curriculum (Year One)

  • Orientation and Residency (Virtual or Campus)
  • Core Course Curriculum
  • Comprehensive Connection Paper

Concentration Curriculum (Year One & Two)

  • 12 hours of concentration credit is required in Years One and Two of the program.

Research Curriculum (Year Two)

  • Human research protections ethics training must be passed (https:// www.citiprogram.org/)
  • Initial literature reviewing begins in the research writing courses, which are followed by development of a research prospectus while the candidate matriculates through research methods and prospectus writing courses.
  • Approval of a research prospectus by the program.
  • Approval of the research by the Concordia University Institutional Review Board (CU IRB) is secured.
  • Successful defense of the dissertation proposal.
  • The candidate conducts research, keeping the Dissertation Committee apprised. Upon completion of research and writing up of the results, the candidate arranges for an oral defense of his or her project with the Dissertation Committee.
  • A successful defense, required coursework, and completion of all university requirements will result in graduation from the Concordia Doctorate of Education Program, with an earned Doctor of Education degree.

Dissertation Curriculum (Year Two & Three)

  • The candidate conducts research, keeping the Dissertation Committee apprised. Upon completion of research and writing up of the results, the candidate arranges for an oral defense of their project with the Dissertation Committee.
  • A successful defense, required coursework, and completion of all university requirements will result in graduation from the Concordia Doctorate of Education Program, with an earned Doctor of Education degree.

Human Research Protections

All Concordia doctoral candidates must become well versed in research ethics and all human subjects research must be approved by the Concordia University Institutional Review Board (CU IRB) before it can begin. Human subjects research educational modules provided by the Collaborative Institutional Training Initiative (CITI) online must be passed during Year Two of the doctoral program.

The CU IRB governs human subject research and grants permission to conduct research. Detailed information on the steps involved in submitting an IRB Application is available at www.cu-portland.edu/IRB (http://www.cu- portland.edu/academics/office-research/ institutional-review-board). Your IRB Application must be submitted prior to defense of your research proposal during Year Two of the doctoral program.

Graduation Requirements

In order to graduate from the Doctorate of Education program at Concordia University-Portland, the following requirements must be met:

  • Completion of an Application for Graduation per the instructions listed at http://www.cu-portland.edu/academics/registrar/commencement/applying-graduation.
    • To participate in a commencement ceremony, the Application for Graduation must be received by:
      • April 1 for Fall commencement
      • November 1 for Spring commencement
    • Ed.D. candidates participating in commencement must have successfully defended their dissertation at least 14 days prior to the scheduled date of commencement.
  • Successful completion of a minimum of 59 semester hours
  • Successful completion of all required courses
  • At least 50% of the credits required for the program have been completed at Concordia University-Portland
  • At least a 3.0 cumulative GPA has been earned
  • All required courses have been completed with a grade of "B-" or better
    • No grade below a “B-” will be accepted in a course that counts toward completion of the program. Students who receive a “C”or lower in a required course must retake the course and earn a “B-” or higher for the course to count toward completion of the degree.

Additional degree requirements are required following the dissertation defense, and are described in the Ed.D. Program Handbook. The Doctorate of Education degree is conferred only when all degree requirements have been completed. Candidates must maintain continuous enrollment while completing all degree requirements.

Doctorate of Education (59 credits)

Year One Core Courses (15 credits)

EDDC 712THE ETHICAL EDUCATOR3
EDDC 714TRANSFORMATIONAL LEARNING3
EDDC 716CREATIVITY, INQUIRY, AND INNOVATION3
EDDC 718LEADING ORGANIZATIONAL CHANGE3
EDDC 700SCHOLARLY WRITING - IDENTITY0.5
EDDC 701SCHOLARLY WRITING - STYLE0.5
EDDC 702SCHOLARLY WRITING - ANALYSIS0.5
EDDC 703SCHOLARLY WRITING - SYNTHESIS0.5
EDDC 704SCHOLARLY WRITING - ISSUE EXPLORATION0.5
EDDC 705SCHOLARLY WRITING - CONNECTIONS0.5
Total Credits15

Year One & Two Concentration Courses - Select one (12 credits)

Administrative Leadership Concentration

The curriculum in the Administrative Leadership concentration encompasses visionary leadership, policy development, leading a “learning” organization, instructional improvement, effective management, inclusive practice, ethical leadership, and political, legal and socio-economic contexts of leadership and administration. This concentration is designed for people interested in public or private sector professional and institutional management such as chief executives, superintendents, high-level non-school managers, supervisors, owners of NGOs, leaders of organizations formed to administer school functions, program administrators, organizational officers, department heads, law enforcement administrators, health care administrators, and certainly experienced and certificated principals, with at least 3 years administrative experience and current licensure.

Doctoral candidates who successfully complete Concordia’s Ed.D. program with a concentration in administrative leadership “may qualify for waiver of the advanced institutional program or the assessment of advanced competencies” in Oregon, which is otherwise fulfilled by completing a separate Professional Administrative Licensure program, by providing an official doctoral transcript to TSPC for review after graduation (OAR 584-080-022 (4)(A)). Please note: Concordia’s Ed.D. program is not an administrative licensure preparation program.

Administrative Leadership Concentration
EDDA 720GLOBAL ISSUES IN POLICY, PLANNING, AND LEADERSHIP3
EDDA 721NAVIGATING PERMANENT WHITEWATER3
EDDA 722LEADING ACROSS CULTURES AND COMMUNITIES3
EDDA 723MENTORING, SUSTAINING, AND LEAVING A LEGACY3
Total Credits12

Higher Education Concentration 

The Higher Education concentration includes an emphasis on both Higher Education Administration and Higher Education Teaching and is designed to prepare servant-leaders for leadership, teaching, and service positions in colleges, universities, community colleges, governmental agencies, educational associations, and other public and private post-secondary educational settings. It is anticipated that graduates of this terminal degree will pursue careers in teaching, admissions, student services, student records, intercollegiate athletics administration, campus facilities, university business offices, institutional advancement, institutional research, and other administrative and support services in higher education.

Higher Education Concentration
EDDH 730HIGHER EDUCATION: CURRICULUM AND LEADERSHIP3
EDDH 731HIGHER EDUCATION: FINANCE AND FACILITIES MANAGEMENT3
EDDH 732HIGHER EDUCATION: HUMAN ISSUES, ACCOUNTABILITY, AND ADMINISTRATIVE BEHAVIOR3
EDDH 733HIGHER EDUCATION LAW3
Total Credits12

Instructional Leadership Concentration

The Instructional Leadership concentration develops the knowledge, skills, and capacity to positively impact practice, programs, and policy, no matter the organization or position. Through professional development, systemic innovation, or program facilitation, candidates who plan on leadership roles as team leaders, department heads, instructional coaches, staff developers, mentors, teachers on special assignment, data teams, and so on, will want to enroll in the Instructional Leadership concentration.

Instructional Leadership Concentration
EDDL 740LEADING WITHOUT AUTHORITY3
EDDL 741LEADING WITHOUT AUTHORITY3
EDDL 742GOOD TEACHING IS NOT ENOUGH3
EDDL 743ASSESSING LEARNING FOR STUDENT ACHIEVEMENT3
Total Credits12

Professional Leadership, Inquiry, and Transformation Concentration 

The Professional Leadership, Inquiry, and Transformation (Pro LIT) concentration enables candidates to design and implement a program of study from existing concentration coursework except Administrative Leadership. This choice, flexibility, and electivity is intended to better match or fit candidates’ purposes, goals, and needs than one concentration alone could. To that end, candidates will apply for the Pro LIT concentration by submitting to the Director of Doctoral Studies a rationale that includes the purpose, goals, and course titles of the 12 credits to be taken. Upon approval candidates can commence Pro LIT coursework at the next available course start. Courses in the Administrative Leadership concentration cannot be selected and no licenses, certification, or endorsements are part of the Pro LIT concentration.

Professional Leadership, Inquiry, and Transformation Concentration
This concentration can only be completed by taking any combination of the concentration courses offered in the Higher Education, Instructional Leadership, or Transformational Leadership concentrations or a combination of these courses and approved transfer credit. To declare this concentration, a student must meet with their advisor who will submit an approved Degree Completion Plan (DCP).

Transformational Leadership Concentration​ 

Transformational Leadership is a leadership and administrative concentration. It was designed for diverse fields of leadership and administration outside of K–12 that may not fit into Instructional Leadership or Administrative Leadership. For example, people wanting to advance in business, organization, and church leadership and management will want this concentration. Leaders in community organizations, non-profits, professional development, consulting, and seminar and conference leaders would choose this concentration.

Transformational Leadership Concentration
EDDT 750VOICES OF LEADERSHIP3
EDDT 751HOW PROGRAMS REALLY WORK3
EDDT 752MOVING ORGANIZATIONAL KNOWLEDGE3
EDDT 753COMMUNICATION, COLLABORATION, AND CULTURE3
Total Credits12

Year Two Research Courses (8 credits)

EDDR 706RESEARCH WRITING LITERATURE SEARCH0.5
EDDR 707RESEARCH WRITING LITERATURE REVIEW0.5
EDDR 708PROSPECTUS WRITING QUANTITATIVE RESEARCH0.5
EDDR 709PROSPECTUS WRITING QUALITATIVE RESEARCH0.5
EDDR 790QUANTITATIVE RESEARCH METHODS3
EDDR 791QUALITATIVE RESEARCH METHODS3
Total Credits8

Year Two & Three Research Courses (at least 24 credits)

EDDR 798DISSERTATION (Must take a minimum of eight times)3
May be repeated for additional credit within the seven-year time limit to earn the degree. Please meet with the Department and Financial Aid for details.
Total Credits24

EDDA 615      GLOBAL ISSUES IN POLICY, PLANNING, AND LEADERSHIP      Credits: 3

This course focuses on learning and its connections to the organizations, institutions, and policy settings in which it occurs. It focuses on the role that leaders play in constructing, guiding, and improving learning in educational organizations through planning and policy decisions. The intent is to develop researchers and practitioners whose main interest is the development of knowledge useful to the improvement of learning in educational organizations through the systematic application of research and theory to practice.

EDDA 619      NAVIGATING PERMANENT WHITEWATER      Credits: 3

Permanent white water consists of organizational events that are surprising, novel, messy, costly, and often unpreventable. Educational leaders are concerned with the subjective feel of these events as much as their objective existence. Experienced executives and others in organizations perceive that what they are trying to do is becoming more complex, problematic, and contingent. In permanent whitewater, leadership is usually exploration and discovery. Organizational members are constantly on process frontiers, where they must find ways of doing something they have never done before yet where there is little precedent to guide them. The feeling of 'playing a whole new ball game' thoroughly pervades organizational life. This means that beyond all of the other new skills and attitudes that permanent white water requires, people have to be extremely effective learners.

EDDA 628      LEADING ACROSS CULTURES AND COMMUNITIES      Credits: 3

Leading across cultures and communities involves a range of increasingly complex issues--the shifts in cultural practices and racial, ethnic, and linguistic diversity and the implications of these shifts for fostering learning in educational learning communities. Consideration of the factors that put children at a disadvantage, as well as investigating specific family, community, and cultural assets that support high levels of academic, social, and moral development in effective schools are examined. The course prepares candidates to investigate these issues from the individual, school, neighborhood, and community levels in which schools live and operate, as well as the national and international levels where cross-cultural concerns, globalization, immigration, multiculturalism, and citizenship play an increasingly important role.

EDDA 629      PURSUING TEACHER QUALITY: POLICY AND PRACTICE      Credits: 3

Pursuing Teacher Quality explores the political and social calls for accountability in public schools that have led policymakers at all levels to seek ways to improve the quality of teaching. Teacher effectiveness has become a prominent component of many school reform efforts from the highly qualified teacher requirement of NCLB to the Common Core Standards and the renewed interest in merit pay. This course will examine the research base and seminal authors and reports, defining policy, evidence of implementation, and evaluative practices of current efforts meant to improve teacher quality.

EDDA 638      TAKING ON THE SYSTEM: PEOPLE, POWER AND POLITICS      Credits: 3

Education is inherently political. The experience of schooling is aimed at educational achievement as a key to the economic success of individuals and groups. This course examines the politics of education. It considers how institutions such as school boards, legislators, and political leaders interact and react to constituents such as parents, advocates, the media, and the general public, shaping schooling and the consequences for students. Past conflicts over education governance, ongoing policy debates, and the forces shaping current reform efforts will be topics of the course, examined through the twin lens of political science and educational policy.

EDDA 644      MENTORING, SUSTAINING, AND LEAVING A LEGACY      Credits: 3

Great leaders -- whether they lead entire organizations or groups within them -- leave a legacy that transcends them and cements their contribution to the growth and transformation of their organization. As leaders, whether we realize it or not, we are leaving a legacy with the decisions we make and the actions we take. Our legacy is revealed in how others who work with us, for us, and beside us feel and think about us as a result of having been in our presence. A culture has been created where visible and accountability systems drive clarity, connectivity, and consistency throughout the organization. There are expectations of engagement, production, and satisfaction. Others are inspired to grow, to develop, and to excel. Cultivate qualities that live on in sustainable performance systems because legacy matters.

EDDA 720      GLOBAL ISSUES IN POLICY, PLANNING, AND LEADERSHIP      Credits: 3

This course focuses on learning and its connections to the organizations, institutions, and policy settings in which it occurs. It focuses on the role that leaders play in constructing, guiding, and improving learning in educational organizations through planning and policy decisions. The intent is to develop researchers and practitioners whose main interest is the development of knowledge useful to the improvement of learning in educational organizations through the systematic application of research and theory to practice.

EDDA 721      NAVIGATING PERMANENT WHITEWATER      Credits: 3

Permanent white water consists of organizational events that are surprising, novel, messy, costly, and often unpreventable. Educational leaders are concerned with the subjective feel of these events as much as their objective existence. Experienced executives and others in organizations perceive that what they are trying to do is becoming more complex, problematic, and contingent. In permanent whitewater, leadership is usually exploration and discovery. Organizational members are constantly on process frontiers, where they must find ways of doing something they have never done before yet where there is little precedent to guide them. The feeling of 'playing a whole new ball game' thoroughly pervades organizational life. This means that beyond all of the other new skills and attitudes that permanent white water requires, people have to be extremely effective learners.

EDDA 722      LEADING ACROSS CULTURES AND COMMUNITIES      Credits: 3

Leading across cultures and communities involves a range of increasingly complex issues--the shifts in cultural practices and racial, ethnic, and linguistic diversity and the implications of these shifts for fostering learning in educational learning communities. Consideration of the factors that put children at a disadvantage, as well as investigating specific family, community, and cultural assets that support high levels of academic, social, and moral development in effective schools are examined. The course prepares candidates to investigate these issues from the individual, school, neighborhood, and community levels in which schools live and operate, as well as the national and international levels where cross-cultural concerns, globalization, immigration, multiculturalism, and citizenship play an increasingly important role.

EDDA 723      MENTORING, SUSTAINING, AND LEAVING A LEGACY      Credits: 3

Great leaders -- whether they lead entire organizations or groups within them -- leave a legacy that transcends them and cements their contribution to the growth and transformation of their organization. As leaders, whether we realize it or not, we are leaving a legacy with the decisions we make and the actions we take. Our legacy is revealed in how others who work with us, for us, and beside us feel and think about us as a result of having been in our presence. A culture has been created where visible and accountability systems drive clarity, connectivity, and consistency throughout the organization. There are expectations of engagement, production, and satisfaction. Others are inspired to grow, to develop, and to excel. Cultivate qualities that live on in sustainable performance systems because legacy matters.

EDDC 600A      NINE LIVES OF SCHOLARLY WRITING I      Credits: 0.5

These are core courses that also meet residency requirements because they meet monthly throughout Phase I. They provide opportunities for doctoral students to develop and refine their scholarly writing during the first year of the education doctorate in order to become successful writers in both during and beyond their academic career. Writing craft development occurs through peer writing groups, close study of published texts, and interaction with faculty writers. Course topics include writing article abstracts and analyses, critiques, and literature surveys. Strategies for reading critically, organizing and developing thoughts, choosing appropriate vocabulary, and revising their own writing are also covered. Students write and revise various genre of scholarly writing throughout the year-long workshop, culminating in a revised draft of the Comprehensive Connection paper.
Corequisites: EDDC 615.

EDDC 600B      NINE LIVES OF SCHOLARLY WRITING I      Credits: 0.5

These are core courses that also meet residency requirements because they meet monthly throughout Phase I. They provide opportunities for doctoral students to develop and refine their scholarly writing during the first year of the education doctorate in order to become successful writers in both during and beyond their academic career. Writing craft development occurs through peer writing groups, close study of published texts, and interaction with faculty writers. Course topics include writing article abstracts and analyses, critiques, and literature surveys. Strategies for reading critically, organizing and developing thoughts, choosing appropriate vocabulary, and revising their own writing are also covered. Students write and revise various genre of scholarly writing throughout the year-long workshop, culminating in a revised draft of the Comprehensive Connection paper.
Prerequisites: EDDC 600A with a B- or higher
Corequisites: EDDC 605.

EDDC 602A      NINE LIVES OF SCHOLARLY WRITING II      Credits: 0.5

These are core courses that also meet residency requirements because they meet monthly throughout Phase I. They provide opportunities for doctoral students to develop and refine their scholarly writing during the first year of the education doctorate in order to become successful writers in both during and beyond their academic career. Writing craft development occurs through peer writing groups, close study of published texts, and interaction with faculty writers. Course topics include writing article abstracts and analyses, critiques, and literature surveys. Strategies for reading critically, organizing and developing thoughts, choosing appropriate vocabulary, and revising their own writing are also covered. Students write and revise various genre of scholarly writing throughout the year-long workshop, culminating in a revised draft of the Comprehensive Connection paper.
Prerequisites: EDDC 600B with a B- or higher
Corequisites: EDDC 620.

EDDC 602B      NINE LIVES OF SCHOLARLY WRITING II      Credits: 0.5

These are core courses that also meet residency requirements because they meet monthly throughout Phase I. They provide opportunities for doctoral students to develop and refine their scholarly writing during the first year of the education doctorate in order to become successful writers in both during and beyond their academic career. Writing craft development occurs through peer writing groups, close study of published texts, and interaction with faculty writers. Course topics include writing article abstracts and analyses, critiques, and literature surveys. Strategies for reading critically, organizing and developing thoughts, choosing appropriate vocabulary, and revising their own writing are also covered. Students write and revise various genre of scholarly writing throughout the year-long workshop, culminating in a revised draft of the Comprehensive Connection paper.
Prerequisites: EDDC 602A with a B- or higher
Corequisites: EDDC 608.

EDDC 603A      NINE LIVES OF SCHOLARLY WRITING III      Credits: 0.5

These are core courses that also meet residency requirements because they meet monthly throughout Phase I. They provide opportunities for doctoral students to develop and refine their scholarly writing during the first year of the education doctorate in order to become successful writers in both during and beyond their academic career. Writing craft development occurs through peer writing groups, close study of published texts, and interaction with faculty writers. Course topics include writing article abstracts and analyses, critiques, and literature surveys. Strategies for reading critically, organizing and developing thoughts, choosing appropriate vocabulary, and revising their own writing are also covered. Students write and revise various genre of scholarly writing throughout the year-long workshop, culminating in a revised draft of the Comprehensive Connection paper.
Prerequisites: EDDC 602B with a B- or higher
Corequisites: EDDC 618.

EDDC 603B      NINE LIVES OF SCHOLARLY WRITING III      Credits: 0.5

These are core courses that also meet residency requirements because they meet monthly throughout Phase I. They provide opportunities for doctoral students to develop and refine their scholarly writing during the first year of the education doctorate in order to become successful writers in both during and beyond their academic career. Writing craft development occurs through peer writing groups, close study of published texts, and interaction with faculty writers. Course topics include writing article abstracts and analyses, critiques, and literature surveys. Strategies for reading critically, organizing and developing thoughts, choosing appropriate vocabulary, and revising their own writing are also covered. Students write and revise various genre of scholarly writing throughout the year-long workshop, culminating in a revised draft of the Comprehensive Connection paper.
Prerequisites: EDDC 603A with a B- or higher
Corequisites: EDDC 611.

EDDC 605      TRANSFORMATIONAL LEARNING      Credits: 3

Based on the view that an individual’s beliefs influence his or her actions in powerful ways, this course encourages candidates to reframe their world-view to move away from knowledge transmission towards transformational learning. Candidates will deconstruct conformity to social and cultural canons which have permeated U.S. public schools to a negative effect. They will examine theories that are meant to catalyze social transformation and individual change, and develop their own theory and practice of transformative learning for social change.
Corequisites: EDDC 600B.

EDDC 608      QUANTITATIVE RESEARCH METHODS      Credits: 3

This course helps beginning educational researchers balance the competing demands of formal experimental and survey design principles with the ever-present practical constraints of the real world so that they can conduct sound quantitative research. Emphasis will be placed on formulating research questions, identifying relevant target populations, selecting respondents for study, refining definitions of the effects of interest, identifying relevant comparisons, selecting appropriate measures, including descriptive, inferential, and probability statistics, determining how many subjects to study, taking advantage of the results of previous research and pilot studies, and anticipating the unanticipated. The quantitative research designs of survey, correlation, causal-comparative, and comparative will be examined.
Corequisites: EDDC 602B.

EDDC 611      QUALITATIVE RESEARCH METHODS      Credits: 3

The goal of this course is to examine inquiry from a relativistic, but systematic, way of knowing. Candidates will apply qualitative research principles through coherent study of the established methodological designs of narrative, phenomenology, grounded theory, ethnography, and case study. The issues of alternative knowledge claims, validity or trustworthiness, in-depth field work, and data collection and analysis will be examined through these six strategies of inquiry.
Corequisites: EDDC 603B.

EDDC 615      THE ETHICAL EDUCATOR      Credits: 3

This course is grounded in the belief that it is the responsibility of educators to employ ethical practice in the daily activities of their personal and professional lives. Educators must also ensure that the institutional policies and practices of their school or organization adhere to the application of ethical practice throughout the workplace. The course will emphasize human subjects research issues of harm and deception. This study of the use of ethical principles in an educational context will include an examination of the underlying assumptions and implicit or explicit policies that can support or erode ethical practice. As a result of the activities and discussions completed in this course, students will have the opportunity to transform their personal and professional ethical lives and priorities.
Corequisites: EDDC 600A.

EDDC 618      LEADING ORGANIZATIONAL CHANGE      Credits: 3

This course focuses on helping learners internalize the knowledge, attitudes, skills, and values necessary for facilitating organizational improvement in schools and colleges. In particular, it zeros in on the theory and technology of Organizational Development (OD), and the what, why, and how of planned change in diverse educational settings from pre-school to graduate school. Additionally, the course content is undergirded by person-centered values, democratic leadership skills, as well as the ideology of service-management, and is aimed at facilitating excellent in student-centered teaching and learning.

EDDC 620      CREATIVITY, INQUIRY, AND INNOVATION      Credits: 3

This course emphasizes the need for organizations to foster an environment where creativity, inventiveness and entrepreneurship are expectations in the culture. Topics are investigated through popular literature and case studies of individuals who have made significant break-through contributions in the areas of science, music, art, and business. The course will address such questions as What is the essence of creative work? Can creativity be learned? How critical is it for organizations and leaders to innovate? What conditions are necessary in the workplace to foster an environment where creativity, experimentation and innovation are welcomed? Who determines what is creative and what is not? Why is innovation more likely found in the commercial and nonprofit sector rather than schools? Lastly, the course hopes to tap the creative potential within all of us and illustrate its value for our own growth as well as the health of the organization.

EDDC 700      SCHOLARLY WRITING - IDENTITY      Credits: 0.5

The first-year writing journey begins with a focus on the scholar as a writer: the writer’s identity. Students will explore their current and past writing practices and processes, and then articulate who they currently are as writers. The course also focuses on issues such as writer’s block, writing anxieties, and APA style citation practices.
Corequisites: EDDC 712.

EDDC 701      SCHOLARLY WRITING - STYLE      Credits: 0.5

This course moves the student journey from an examination of their identity as a writer to examining the elements of style in their current writing practices. Students will improve their own writing through a detailed examination of style. Students will become more proficient in making stylistic choices for their academic writing, including choosing appropriate words, constructing and punctuating sentences, and weaving paragraphs into elegant compositions.
Prerequisites: EDDC 700 with a B- or higher
Corequisites: EDDC 714.

EDDC 702      SCHOLARLY WRITING - ANALYSIS      Credits: 0.5

This course emphasizes the key role that the research literature plays in knowledge use and creation at the doctoral level. Students will strengthen their skills in locating literatures relevant to their research areas and in reading the literatures critically and efficiently. Through analyzing articles to identify the techniques scholarly writers use, students will pinpoint the choices writers make to effectively communicate ideas as well as to create and support knowledge claims.
Prerequisites: EDDC 701 with a B- or higher
Corequisites: EDDC 716.

EDDC 703      SCHOLARLY WRITING - SYNTHESIS      Credits: 0.5

This course moves beyond the analysis of literature to the practice of developing synthesized arguments that are grounded in the literature. Students will explore ways of engaging with other scholars’ voices to develop their own argument about a research topic.
Prerequisites: EDDC 702 with a B- or higher
Corequisites: EDDC 718.

EDDC 704      SCHOLARLY WRITING - ISSUE EXPLORATION      Credits: 0.5

In this course, students will explore several possible dissertation topics to identify the potential viability of them. The student will then select one topic to explore in more depth in preparation for the initial literature review in EDDC 706. Students will leave this course with an essay that explores the topic along with a list of possible questions to ask about the topic.
Prerequisites: EDDC 703 with a B- or higher.

EDDC 705      SCHOLARLY WRITING - CONNECTIONS      Credits: 0.5

In this course, candidates will develop a Comprehensive Connection Paper that applies the core curriculum and literature to a dissertation topic that was explored in EDDC 704. Candidates will demonstrate the ability to analyze and synthesize core learning, and apply theoretical and practical knowledge to a viable research topic. Candidates will write and submit a first year critical assessment for review by the program in order to demonstrate readiness for advanced dissertation research and writing.
Prerequisites: EDDC 704 with a B- or higher.

EDDC 712      THE ETHICAL EDUCATOR      Credits: 3

This course is grounded in the belief that it is the responsibility of educators to employ ethical practice in the daily activities of their personal and professional lives. Educators must also ensure that the institutional policies and practices of their school or organization adhere to the application of ethical practice throughout the workplace. The course will emphasize human subjects research issues of harm and deception. This study of the use of ethical principles in an educational context will include an examination of the underlying assumptions and implicit or explicit policies that can support or erode ethical practice. As a result of the activities and discussions completed in this course, students will have the opportunity to transform their personal and professional ethical lives and priorities.
Corequisites: EDDC 700.

EDDC 714      TRANSFORMATIONAL LEARNING      Credits: 3

Based on the view that an individual’s beliefs influence his or her actions in powerful ways, this course encourages candidates to reframe their world-view to move away from knowledge transmission towards transformational learning. Candidates will deconstruct conformity to social and cultural canons which have permeated U.S. public schools to a negative effect. They will examine theories that are meant to catalyze social transformation and individual change, and develop their own theory and practice of transformative learning for social change.
Corequisites: EDDC 701.

EDDC 716      CREATIVITY, INQUIRY, AND INNOVATION      Credits: 3

This course emphasizes the need for organizations to foster an environment where creativity, inventiveness and entrepreneurship are expectations in the culture. Topics are investigated through popular literature and case studies of individuals who have made significant break-through contributions in the areas of science, music, art, and business. The course will address such questions as What is the essence of creative work? Can creativity be learned? How critical is it for organizations and leaders to innovate? What conditions are necessary in the workplace to foster an environment where creativity, experimentation and innovation are welcomed? Who determines what is creative and what is not? Why is innovation more likely found in the commercial and nonprofit sector rather than schools? Lastly, the course hopes to tap the creative potential within all of us and illustrate its value for our own growth as well as the health of the organization.
Corequisites: EDDC 702.

EDDC 718      LEADING ORGANIZATIONAL CHANGE      Credits: 3

This course focuses on helping learners internalize the knowledge, attitudes, skills, and values necessary for facilitating organizational improvement in schools and colleges. In particular, it zeros in on the theory and technology of Organizational Development (OD), and the what, why, and how of planned change in diverse educational settings from pre-school to graduate school. Additionally, the course content is undergirded by person-centered values, democratic leadership skills, as well as the ideology of service-management, and is aimed at facilitating excellent in student-centered teaching and learning.
Corequisites: EDDC 703.

EDDH 621      CRITICAL ISSUES IN HIGHER EDUCATION      Credits: 3

This course will explore the challenges and opportunities that exist in America’s system of higher education. Students will develop leadership skills in analyzing higher education issues and making informed decisions, based on this analysis, relative to higher education practice. Included in this course will be a study of the impact that state and federal policies have on higher education and the significant role that higher education leadership has in examining and influencing these policies. A particular emphasis will be placed on utilizing appropriate resources to be well-informed on issues facing higher education and developing skills essential to presenting one’s perspective through debate and advocacy in order to be an effective leader in higher education.

EDDH 623      HIGHER EDUCATION: CURRICULUM AND LEADERSHIP      Credits: 3

This course addresses the need for administrators and teacher leaders to both understand innovative curriculum, instruction, and assessment for college and university education and to develop the leadership skills to implement them effectively. Students will explore a wide variety of curricula and instructional and assessment applications, including curriculum theory, instructional theory and practice, curriculum designed for the gifted and talented, curriculum designed for special needs populations, and educational technology. The aim of the course is to prepare higher education leaders to effect transformational change as well as to meet the curriculum, instruction, and assessment challenges that face higher education today and in the future.

EDDH 630      HIGHER EDUCATION: FINANCE AND FACILITIES MANAGEMENT      Credits: 3

This course will provide a contextual framework for students to understand factors affecting the financial wellbeing of higher education institutions and how these factors affect an institution’s long term viability, sustainability and ability to deliver on their mission.

EDDH 633      HIGHER EDUCATION: HUMAN ISSUES, ACCOUNTABILITY, AND ADMINISTRATIVE BEHAVIOR      Credits: 3

This course examines the character and structure of the American Postsecondary Education system. Students will explore the history, major participants, and forces that have shaped the American postsecondary enterprise through a study of six components: history of American higher education, diversity of institutions within higher education, benefits of higher education, diversity of students within American higher education, issues of autonomy, accreditation, accountability, academic freedom and federal and state coordination of higher education institutions, and future trends in American higher education.

EDDH 638      HIGHER EDUCATION LAW      Credits: 3

Leadership in American higher education demands an understanding of the legal context of that service, and its policy implications. This course will provide students with an overview of the laws and legal precedent most relevant to higher education and will introduce students to methods of legal analysis and decision-making so that they can anticipate, recognize and appropriately address legal issues as higher education leaders. Additionally, students will learn how to incorporate legal advice from attorneys into decision-making. Students will also learn to access court cases, regulations, statutes, and understand the legal relationships among these various sources of law. The primary format for this course will be reflection and discussion, based on articulating deep analytical thinking, both orally and in writing.

EDDH 640      TECHNOLOGY AND REVOLUTIONS IN HIGHER EDUCATION      Credits: 3

Higher education is in the midst of a revolution. Technology has already changed the way we organize and live our lives, and higher education is scurrying to adapt to the rapidity of the digital age. This course investigates the current forces accelerating change in traditional higher education, conducts research to determine what a transformed learning environment could be, and promotes the need for higher education to take the lead in realizing a new vision for teaching and learning.

EDDH 730      HIGHER EDUCATION: CURRICULUM AND LEADERSHIP      Credits: 3

This course addresses the need for administrators and teacher leaders to both understand innovative curriculum, instruction, and assessment for college and university education and to develop the leadership skills to implement them effectively. Students will explore a wide variety of curricula and instructional and assessment applications, including curriculum theory, instructional theory and practice, curriculum designed for the gifted and talented, curriculum designed for special needs populations, and educational technology. The aim of the course is to prepare higher education leaders to effect transformational change as well as to meet the curriculum, instruction, and assessment challenges that face higher education today and in the future.

EDDH 731      HIGHER EDUCATION: FINANCE AND FACILITIES MANAGEMENT      Credits: 3

This course will provide a contextual framework for students to understand factors affecting the financial wellbeing of higher education institutions and how these factors affect an institution’s long term viability, sustainability and ability to deliver on their mission.

EDDH 732      HIGHER EDUCATION: HUMAN ISSUES, ACCOUNTABILITY, AND ADMINISTRATIVE BEHAVIOR      Credits: 3

This course examines the character and structure of the American Postsecondary Education system. Students will explore the history, major participants, and forces that have shaped the American postsecondary enterprise through a study of six components: history of American higher education, diversity of institutions within higher education, benefits of higher education, diversity of students within American higher education, issues of autonomy, accreditation, accountability, academic freedom and federal and state coordination of higher education institutions, and future trends in American higher education.

EDDH 733      HIGHER EDUCATION LAW      Credits: 3

Leadership in American higher education demands an understanding of the legal context of that service, and its policy implications. This course will provide students with an overview of the laws and legal precedent most relevant to higher education and will introduce students to methods of legal analysis and decision-making so that they can anticipate, recognize and appropriately address legal issues as higher education leaders. Additionally, students will learn how to incorporate legal advice from attorneys into decision-making. Students will also learn to access court cases, regulations, statutes, and understand the legal relationships among these various sources of law. The primary format for this course will be reflection and discussion, based on articulating deep analytical thinking, both orally and in writing.

EDDL 613      LEADING WITHOUT AUTHORITY      Credits: 3

This course examines and provides resources to apply the powerful approach of servant-leadership. This approach emphasizes leading by serving, leading by example, and recognizing that the more organizational power and influence one has, the more he or she is responsible for the growth and well-being of others. Leaders in all organizations, schools, and businesses influence change and re-shape working culture most effectively when empowering others, that is, when leaders tap into the talents of colleagues, and lead by example. Those who understand the art of leading without authority will inspire commitment and leadership development in others.

EDDL 614      CREATING A GREATER COMMUNITY      Credits: 3

This course focuses on the structure and impact of successful and effective family, school, and community partnerships. Candidates examine the knowledge, dispositions, and skills required by leaders to understand and respond to diverse community systems, interests, and needs. Candidates explore techniques to collaborate effectively with families, stakeholders, and community members and to mobilize community resources. Additionally, this course facilitates and guides the analysis and development of instructional approaches and programs that foster relationship building and communication.

EDDL 625      GOOD TEACHING IS NOT ENOUGH      Credits: 3

This course introduces and examines multiple perspectives on the concept of college readiness, with focused attention given to cognitive strategies, content knowledge, learning skills, and transition knowledge. The course establishes a foundation for understanding the purposes, theories, and methods for achieving college readiness in schools across the country. Candidates develop skills to analyze and improve the college readiness of students. Candidates participate in a forum to explore issues of equity, access, and achievement that lead to disparities in the levels of college readiness among subgroups of students. The relationships between Common Core State Standards, college readiness, implementation efforts, and the opportunity gap that remains are examined.

EDDL 626      REIMAGINING THE EDUCATIONAL ENTERPRISE      Credits: 3

This course focuses on skills and teamwork to devise alternatives to traditional schools and organizations. Participants will use a comprehensive process to collaboratively create a description of a new and innovative school using research-based conceptual frameworks encompassing school standards, elements of effective schools, educational leadership, and program evaluation. These frameworks involve strategies and innovative thinking that will prove to be productive in all leadership endeavors. Candidates participating in this course will develop leadership skills for the improvement of organizations and cultures.

EDDL 636      ASSESSING LEARNING FOR STUDENT ACHIEVEMENT      Credits: 3

This course presents a rationale for learning-centered assessment and an overview of the tools, techniques, and issues that educators should consider as they design and use assessments focused on learner needs. The emphasis in the course is implementation, data collection, analysis, and reporting of results on assessment projects. Understandings and skills include: developing and using assessments, basic psychometric statistics, grading, communicating assessment information, testing ethics, locating and evaluating measures, and assessments used for educational policy decisions.

EDDL 637      THE INTERNATIONAL CHALLENGE      Credits: 3

The content of this course focuses on looking outside of the American schooling paradigm to discover what we can learn from educational systems worldwide. The course includes a review of the complex issues surrounding the concepts of schooling and education. Rapid, constant, and interdependent global changes present new challenges and opportunities to critically examine current models of education. Candidates will grapple with broader societal issues through the lens of a global environment. As the international community seeks to strengthen its collective efforts, it is crucial to look ahead and chart new paradigms to help guide education forward.

EDDL 740      LEADING WITHOUT AUTHORITY      Credits: 3

This course examines and provides resources to apply the powerful approach of servant-leadership. This approach emphasizes leading by serving, leading by example, and recognizing that the more organizational power and influence one has, the more he or she is responsible for the growth and well-being of others. Leaders in all organizations, schools, and businesses influence change and re-shape working culture most effectively when empowering others, that is, when leaders tap into the talents of colleagues, and lead by example. Those who understand the art of leading without authority will inspire commitment and leadership development in others.

EDDL 741      LEADING WITHOUT AUTHORITY      Credits: 3

This course focuses on the structure and impact of successful and effective family, school, and community partnerships. Candidates examine the knowledge, dispositions, and skills required by leaders to understand and respond to diverse community systems, interests, and needs. Candidates explore techniques to collaborate effectively with families, stakeholders, and community members and to mobilize community resources. Additionally, this course facilitates and guides the analysis and development of instructional approaches and programs that foster relationship building and communication.

EDDL 742      GOOD TEACHING IS NOT ENOUGH      Credits: 3

This course introduces and examines multiple perspectives on the concept of college readiness, with focused attention given to cognitive strategies, content knowledge, learning skills, and transition knowledge. The course establishes a foundation for understanding the purposes, theories, and methods for achieving college readiness in schools across the country. Candidates develop skills to analyze and improve the college readiness of students. Candidates participate in a forum to explore issues of equity, access, and achievement that lead to disparities in the levels of college readiness among subgroups of students. The relationships between Common Core State Standards, college readiness, implementation efforts, and the opportunity gap that remains are examined.

EDDL 743      ASSESSING LEARNING FOR STUDENT ACHIEVEMENT      Credits: 3

This course presents a rationale for learning-centered assessment and an overview of the tools, techniques, and issues that educators should consider as they design and use assessments focused on learner needs. The emphasis in the course is implementation, data collection, analysis, and reporting of results on assessment projects. Understandings and skills include: developing and using assessments, basic psychometric statistics, grading, communicating assessment information, testing ethics, locating and evaluating measures, and assessments used for educational policy decisions.

EDDR 610      SCHOLARS BEFORE RESEARCHERS I      Credits: 2

Scholars Before Researchers I and II are courses taken back-to-back in Phase III. The classes are devoted to researching and drafting Chapters One and Two of the dissertation proposal. Course topics include an overview of the literature review process, advanced library research techniques, and methods of organizing and managing the literature. Students will leave the course with a completed draft of their dissertation literature review. The course is taught by the Faculty Chair who is involved in the process from topic formulation to proposal defense.
Prerequisites: EDDC 603B, and EDDT 652 or EDDT 653 or EDDT 654 with a B- or higher, and a CITI test score of 80% or higher.

EDDR 619      SCHOLARS BEFORE RESEARCHERS II      Credits: 2

Scholars Before Researchers I and II are courses taken back-to-back in the first semester of Phase III. The classes are devoted to researching and drafting Chapters One and Two of the dissertation proposal. Course topics include an overview of the literature review process, advanced library research techniques, and methods of organizing and managing the literature. Students will leave the course with a completed draft of their dissertation literature review. The course is taught by the Faculty Chair who is involved in the process from topic formulation to proposal defense.
Prerequisites: EDDR 610.

EDDR 620      INTENSE RESEARCH MODULE I      Credits: 2

The Intense Research Module (IRM) I and II courses assist the candidate in developing the research design and the methods that are employed in the Phase IV research field experience. One intense research module content area is completed in each course to support the development of the dissertation's research design.
Pre-requisites: EDDR 619.

EDDR 621      INTENSE RESEARCH MODULE II      Credits: 2

The Intense Research Module (IRM) I and II courses assist the candidate in developing the research design and the methods that are employed in the Phase IV research field experience. One intense research module content area is completed in each course to support the development of the dissertation's research design.
Pre-requisites: EDDR 619.

EDDR 697      PROPOSAL DEVELOPMENT      Credits: 2

This course is designed to assist doctoral candidates in completing their dissertation proposals and prepares candidates to defend a dissertation proposal before their dissertation committee. The course continues the Phase III emphasis on developing Scholars Before Researchers by guiding candidates to develop professional writing, research, and presentation skills. Candidates’ Faculty Chairs will instruct, mentor, and advise candidates as they: revise Chapters 2 and 3 of the proposal, write the Chapter 1: Introduction, and then synthesize the full proposal in order to ensure it is defense-worthy. The full dissertation committee will provide input, critique, and support during the development and defense process.
Pre-requisites: EDDR 620 and EDDR 621.

EDDR 698      DISSERTATION      Credit: 1.5

Under the guidance of the Faculty Chair and dissertation committee, research field experience is completed during EDDR 698, followed by: the writing of Chapter Four (Data Analysis and Results) and Chapter Five (Conclusions and Discussion); completion of any revisions or updates to the proposal; and completion of the full dissertation, which is then defended before the dissertation committee. The dissertation is a scholarly document or presentation intended to demonstrate the research competence of the author and to produce greater understanding resulting from comprehensive, logical, and ethical investigation. The dissertation is an expression of a high level of critical thought and is expected to be a substantive contribution to the theory or practice of its discipline or field of study.
Pre-Requisites: EDDR 697 or concurrent enrollment.

EDDR 706      RESEARCH WRITING LITERATURE SEARCH      Credits: 0.5

This course focuses on library research in support of a literature review along with continuing development of students’ academic writing. The course builds upon the critical thinking practices developed in EDDC 702 and 703, and it emphasizes the interrelatedness of critical reading, writing, and thinking in the pursuit of identifying and understanding the research literature on a topic. Students will locate and closely examine peer-reviewed, published research articles on their chosen dissertation topic. Students will leave this course with a substantial annotated bibliography of literatures on their topic and a completed literature matrix.
Prerequisites: EDDC 705 with a B- or higher.

EDDR 707      RESEARCH WRITING LITERATURE REVIEW      Credits: 0.5

This course builds upon the work completed in EDDR 706. Students will use the annotated bibliography and matrix to write an initial Literature Review that presents an argument about the state of research on their topics. Substantial time will be devoted to critiquing previously written Literature Reviews as a way of helping the student understand the differences between a well-written and a poorly-written literature review. The completed literature review will provide the foundation for developing a quantitative research question and prospectus about the topic in EDDR 708 and a qualitative research question and prospectus for the topic in EDDR 709.
Prerequisites: EDDR 706 with a B- or higher.

EDDR 708      PROSPECTUS WRITING QUANTITATIVE RESEARCH      Credits: 0.5

This course focuses on developing scholarship and understanding in behavioral and social science quantitative research. Doctoral candidates will craft an initial quantitative research prospectus based on the quantitative research question developed previously in EDDR 707. Candidates will identify their research niche (i.e., find a gap, or weak connection, or alternate connection in literature); establish their research niche (i.e., situate their research question in context, purpose, and conceptual framework); and occupy their research niche (i.e., state the proposed study’s significance and the nature of the study, operationalize variables, and determine assumptions, delimitations and limitations).
Prerequisites: EDDR 706 and EDDR 707 with a B- or higher
Corequisites: EDDR 790.

EDDR 709      PROSPECTUS WRITING QUALITATIVE RESEARCH      Credits: 0.5

The prospectus is a preliminary description of the proposed research study. The prospectus provides doctoral candidates the opportunity to develop a draft of a qualitative research prospectus, under the guidance of their Faculty Chair. The prospectus demonstrates the doctoral candidate’s ability to present his or her view of an investigative passion or situation, as a research idea, that he or she is making a case for using relevant, rigorous, and feasible methods.
Prerequisites: EDDR 706 and EDDR 707 with a B- or higher
Corequisites: EDDR 791.

EDDR 790      QUANTITATIVE RESEARCH METHODS      Credits: 3

This course helps beginning educational researchers balance the competing demands of formal experimental and survey design principles with the ever-present practical constraints of the real world so that they can conduct sound quantitative research. Emphasis will be placed on formulating research questions, identifying relevant target populations, selecting respondents for study, refining definitions of the effects of interest, identifying relevant comparisons, selecting appropriate measures, including descriptive, inferential, and probability statistics, determining how many subjects to study, taking advantage of the results of previous research and pilot studies, and anticipating the unanticipated. The quantitative research designs of survey, correlation, causal-comparative, and comparative will be examined.
Corequisites: EDDR 708.

EDDR 791      QUALITATIVE RESEARCH METHODS      Credits: 3

The goal of this course is to examine inquiry from a relativistic, but systematic, way of knowing. Candidates will apply qualitative research principles through coherent study of the established methodological designs of narrative, phenomenology, grounded theory, ethnography, and case study. The issues of alternative knowledge claims, validity or trustworthiness, in-depth field work, and data collection and analysis will be examined through these six strategies of inquiry.
Corequisites: EDDR 709.

EDDR 798      DISSERTATION      Credits: 3

Under the guidance of the Faculty Chair and dissertation committee, candidates will develop and execute a feasible, ethical, and scientifically valid dissertation research study and write a dissertation to report the development, execution, and completion of the study. The dissertation will include: a logical, organized Introduction; a synthesized Literature Review; a well-articulated and sound Methodology; a scientifically accurate and precise presentation of Data Analysis and Results; and, a well-developed Discussion and Conclusion. The dissertation is a scholarly document or presentation intended to demonstrate the research competence of the author and to produce greater understanding resulting from a comprehensive, logical, and ethical investigation. The dissertation is an expression of a high level of critical thought and is expected to be a substantive contribution to the theory or practice of its discipline or field of study.
Prerequisites: EDDR 790 and EDDR 791 with a B- or higher; EDDR 708 and EDDR 709.

EDDT 620      VOICES OF LEADERSHIP      Credits: 3

This course provides a review of leadership styles and attributes through the lens of historic and current examples of leadership. Students will engage in applying leadership concepts and lessons learned from selected leaders to their own leadership style and practice. Selected leaders represent diverse aspects of society, including politics, sports, entertainment, business, and religion; potential selections include presidents of the United States, Phil Jackson, Nelson Mandela, Harriet Tubman, Margaret Thatcher, Oprah Winfrey, Adolf Hitler, and Steve Jobs. The course emphasizes a close examination of how and what made these leaders successful by studying their leadership techniques and their careers. The course challenges students to evaluate how these individuals developed as leaders and how they develop others around them. Students will engage in developing their own leadership voice through analysis, assessment, and reflection as well as increasing the potential and capabilities of those they lead.

EDDT 622      RELIGION AND DENSE MEANING: PARABLES      Credits: 3

This course explores the nature of sacred texts for practitioners of religion. Because most sacred texts were developed prior to widespread literacy and printing technologies, they require specific reading skills, particularly in extracting practical meaning from densely written texts. Focusing on the Parables of Christ, this course both explores the content of these parables and appropriate reading/interpretation of these foundational texts.

EDDT 624      HOW PROGRAMS REALLY WORK      Credits: 3

The goal of this course is to help candidates develop understandings and skills needed to make decisions that lead to improved program performance. Program evaluation is derived from the idea that social programs should have demonstrable effects and those effects should in some way outweigh the costs of the programing. This course is an examination of evaluation theory and approaches and is designed to provide students an introduction to program evaluation practice including theoretical perspectives on the purpose of program evaluation, phases of program evaluation, ethics and standard elements, and practical experience in evaluation proposal development. Application assignments will be focused on the most important and perhaps most difficult question: How to measure the impact of a program?.

EDDT 631      TRANSFORMING THE MISSION-DRIVEN ORGANIZATION      Credits: 3

Although the missions may vary—educational, environmental, spiritual, economic, health, children and youth—mission-driven organizations (MDOs) are distinct entities that focus more on achieving the organizational vision than making a profit margin. This course introduces and examines the concept of mission-driven organizations (typically called non-profit or social sector organizations) and how to lead them. The course establishes a foundation for understanding the rationales for these types of organizations and the methods of leadership employed in social sectors. The course conducts an analysis of the various aspects of MDO leadership including vision, strategy, governance, funding, and metrics as well as analyzes the current practices of MDO leaders and the critical issues and unique challenges faced by these leaders. The course employs case study analysis and strategic plan development to assist students in developing a capacity for change and to increase the effectiveness of their own organizations. Students will examine various types of MDOs while following one organization of their choosing throughout the course that will serve as the unit of analysis in the final comprehensive paper.

EDDT 634      MOVING ORGANIZATIONAL KNOWLEDGE      Credits: 3

A survey of principles and practices of sociological knowledge management applied to the movement of organizational knowledge. This course identifies organizational knowledge limitations and provides strategies aimed at increasing organizational knowledge/involvement strategies to better meet organizational objectives. The focus is how to identify and execute needs assessments by way of strategically involving stakeholders within the organization/school. Organizational communication methodologies will be studied within the process. This course examines practical strategies to disseminate and move knowledge, organizationally. The course will explore the theory and practice applied to a wide variety of entities, such as Education (higher and elementary/secondary education), churches, and profit/non-profit. Interdisciplinary fields of study will be incorporated, such, but not limited to strategic management, organizational behavior and communication.

EDDT 641      LEADING THE LEARNING ORGANIZATION      Credits: 3

In this course learners will be introduced to the importance of a learning organization as a system. Students will focus study on creating a sustained organizational learning environment that enhances the learning capability and intellectual capacity that will result in individuals and organizations with a strategic advantage. The appropriate use of knowledge will allow the scholar practitioner to explore practices and behaviors which promote individual and organizational learning and growth, as well as identify barriers which may prevent effective knowledge growth.

EDDT 645      COMMUNICATION, COLLABORATION, AND CULTURE      Credits: 3

Given the diverse nature of an organization of people, resources, and location, how can we design effective, transformative communication and collaboration to accomplish organizational goals? All professionals must share responsibility for problem solving because successful quality improvement is driven by effective multidisciplinary teamwork. The principal elements that support transformative change in developmental and group cultures are teamwork and collaboration—working together in a cooperative and coordinated way in the interest of a common cause. In order to produce effective change, a supportive organizational culture has to be present. That culture must support and value change and quality improvement. Research findings support that any outcome could be improved if people work well together as a team. This course will examine the development of better practices for creating and sustaining a culture of collaboration.

EDDT 651      RELIGION AND EXTREMISM      Credits: 3

Throughout history, religion has motivated self-sacrifice on behalf of a greater cause. In this course, candidates will study the scriptures, doctrines, and historical contexts that have inspired such movements and actions of extremism and gain an understanding of the power of religion. They will also develop skills in helping students recognize and deal with these influences in their lives and communities.

EDDT 652      RELIGION IN THE MODERN WORLD      Credits: 4

This seminar investigates the interface of religion and contemporary society through fundamental questions about the meaning of life, the reality of God, and truth and values to live by in a postmodern context. The student will examine critically his/her own beliefs and values in the light of popular assumptions and prevalent attitudes in our time, and the deeper questions of life that are addressed by various religious approaches.

EDDT 653      RELIGION AND DENSE MEANING: PARABLES      Credits: 4

This course explores the nature of sacred texts for practitioners of religion. Because most sacred texts were developed prior to widespread literacy and printing technologies, they require specific reading skills, particularly in extracting practical meaning from densely written texts. Focusing on the Parables of Christ, this course both explores the content of these parables and appropriate reading/interpretation of these foundational texts.

EDDT 654      RELIGION AND EXTREMISM      Credits: 4

Throughout history, religion has motivated self-sacrifice on behalf of a greater cause. In this course, candidates will study the scriptures, doctrines, and historical contexts that have inspired such movements and actions of extremism and gain an understanding of the power of religion. They will also develop skills in helping students recognize and deal with these influences in their lives and communities.

EDDT 750      VOICES OF LEADERSHIP      Credits: 3

This course provides a review of leadership styles and attributes through the lens of historic and current examples of leadership. Students will engage in applying leadership concepts and lessons learned from selected leaders to their own leadership style and practice. Selected leaders represent diverse aspects of society, including politics, sports, entertainment, business, and religion; potential selections include presidents of the United States, Phil Jackson, Nelson Mandela, Harriet Tubman, Margaret Thatcher, Oprah Winfrey, Adolf Hitler, and Steve Jobs. The course emphasizes a close examination of how and what made these leaders successful by studying their leadership techniques and their careers. The course challenges students to evaluate how these individuals developed as leaders and how they develop others around them. Students will engage in developing their own leadership voice through analysis, assessment, and reflection as well as increasing the potential and capabilities of those they lead.

EDDT 751      HOW PROGRAMS REALLY WORK      Credits: 3

The goal of this course is to help candidates develop understandings and skills needed to make decisions that lead to improved program performance. Program evaluation is derived from the idea that social programs should have demonstrable effects and those effects should in some way outweigh the costs of the programing. This course is an examination of evaluation theory and approaches and is designed to provide students an introduction to program evaluation practice including theoretical perspectives on the purpose of program evaluation, phases of program evaluation, ethics and standard elements, and practical experience in evaluation proposal development. Application assignments will be focused on the most important and perhaps most difficult question: How to measure the impact of a program?.

EDDT 752      MOVING ORGANIZATIONAL KNOWLEDGE      Credits: 3

A survey of principles and practices of sociological knowledge management applied to the movement of organizational knowledge. This course identifies organizational knowledge limitations and provides strategies aimed at increasing organizational knowledge/involvement strategies to better meet organizational objectives. The focus is how to identify and execute needs assessments by way of strategically involving stakeholders within the organization/school. Organizational communication methodologies will be studied within the process. This course examines practical strategies to disseminate and move knowledge, organizationally. The course will explore the theory and practice applied to a wide variety of entities, such as Education (higher and elementary/secondary education), churches, and profit/non-profit. Interdisciplinary fields of study will be incorporated, such, but not limited to strategic management, organizational behavior and communication.

EDDT 753      COMMUNICATION, COLLABORATION, AND CULTURE      Credits: 3

Given the diverse nature of an organization of people, resources, and location, how can we design effective, transformative communication and collaboration to accomplish organizational goals? All professionals must share responsibility for problem solving because successful quality improvement is driven by effective multidisciplinary teamwork. The principal elements that support transformative change in developmental and group cultures are teamwork and collaboration—working together in a cooperative and coordinated way in the interest of a common cause. In order to produce effective change, a supportive organizational culture has to be present. That culture must support and value change and quality improvement. Research findings support that any outcome could be improved if people work well together as a team. This course will examine the development of better practices for creating and sustaining a culture of collaboration.