The Doctor of Education degree prepares education scholars and leaders for the 21st century. The main components of online Ed. D programs are the Core Courses, Research Courses, and the Applied Dissertation. The Ed. D is focused on developing educational environments and aims to train doctoral students with a broad and solid multidisciplinary foundation, in understanding the problem of creation and implementation of new learning systems combining a different kind of learning deliveries. Students conduct studies that address the most pressing problems in education. Upon completion of the program, graduates assume roles as university faculty, senior-level educational leaders, and policymakers.
| Course Number | Course Name | Semester Credits |
|---|---|---|
| Core Courses (12 credits) | ||
DOE 8000
Issues and Trends in EducationThe course describes analyses and presents the most relevant aspects related to megatrends, new learning models, the impact of technologies, and the application of new quality frameworks in education. |
Issues and Trends in Education | 3.0 |
DOE 8002
Theoretical Foundations of Educational EnvironmentThis course is an overview of classic and contemporary theories of learning and their applications in educational technology and emerging orientations; implications for practice. Explores foundations, history, perspectives, and literature in the field. Enables students to think more critically about their efforts and career goals. |
Theoretical Foundations of Educational Environment | 3.0 |
DOE 8003
Technology and Leadership in Educational InstitutionsThis course examines how companies, governments and other groups should change with the changing economic and technological conditions, as do educational institutions. We live in a time of transition from education at a time when businessmen, politicians, academics and the wider community are defining what should be the education of the future. This course analyzed the main trends influencing education, and approaches, how teaching and learning institutions change with the development of information technologies. |
Technology and Leadership in Educational Institutions | 3.0 |
DOE 8010
Psychological and Social Theories of EducationThis course is designed to provide an extensive study of psychological and social theories in the field of education. It will examine the historical/social environment that gave rise to the theories. In addition, the major tenets of the theories and their implications for educational policy, research, and critical practice. In addition, the strengths and weaknesses of the theories will be questioned. |
Psychological and Social Theories of Education | 3.0 |
| Research Courses (24 credits) | ||
DBR 9008
Information Search for ResearchThis course introduces participants to the concepts and techniques of information search for scientific researchers. It also contributes to creating skills for conducting information searches in a proper way as well as to report correctly the results, based on literature search. The course puts the main focus on abilities for locating information sources, and on the evaluation and selection of those information sources appropriate in specific science fields. Attention is given as well to bibliographic formats and reference management systems to allow researchers create their own bibliographies. |
Information Search for Research | 6.0 |
| DBR 9009 | Design and Research Methodologies | 6.0 |
| DBR 9010 | Applied Statistics in Research | 6.0 |
DBR 9011
Collection and Analysis of Research DataThis course offers commonly used statistical analysis for evaluating research data, selection of appropriate analysis procedures, evaluation and reporting of information, and application to problems. The phrase "field data collection & analysis" reflects the course's broad concern with the principles and problems related to designing (including proposal writing), planning, and implementing surveys; data analysis; and reporting research results. |
Collection and Analysis of Research Data | 6.0 |
| Dissertation Courses (15 credits) | ||
DBD 9012
Dissertation ProjectThis course focuses on formulating the research problem, it proposes and develops a preliminary literature review, and formulates research questions for the dissertation project. The dissertation project paper represents the first stage in the dissertation process that ultimately will allow the student to demonstrate mastery of a chosen field of study and make an original contribution to that field. |
Dissertation Project | 3.0 |
DBD 9013
Dissertation ProposalDissertation Proposal emphasizes the formulation and writing of the dissertation proposal and the process for IRB approval. Methodology and content for each of the proposal chapters are defined, including a thorough discussion of the role of the literature review to support or refute the dissertation topic. |
Disserrtation Proposal | 6.0 |
DBD 9014
Dissertation Applied ResearchThis stage presents, in sufficient detail, the research findings and data analyses, and describes the systematic and careful application of the research methods. Additionally this stage discusses the findings and expounds on their importance, meaning, and significance. Dissertation Applied Research involves the dissertation final report approval. |
Dissertation Applied Research | 6.0 |
| CONCENTRATIONS Educational Systems & Environment Courses (9 Credits) |
||
DOE 8004
Knowledge Management Process in Education
In contrast to conventional education, an alternative education system would be based on
knowledge management and rationalized by a practical learning theory based in a natural
learning process. This practical learning theory can be used to build an alternative
education system that transcends diversity and creates equal opportunity of learning for
everyone. |
Knowledge Management Process in Education | 3.0 |
DOE 8005
Policy Analisis in EducationThis course examines the ways in which educational policies influence the organization, form, and content of teaching and learning. It relates social and educational thought about the goals, purposes, and methods of schooling to federal, state, and local policy initiatives, and it explores how politics, social conditions, educational philosophies, and research frame these initiatives. Students will analyze policies and their implementation, as well as the theories about education, teaching, learning, and human behavior that underlie different policy paradigms. |
Policy Analysis in Education | 3.0 |
DOE 8006
Cross-National and Cross-Cultural Perspective in EducationThe main goal of this course is to help students understand the effect of such variation on the way that people think -- and feel. A secondary goal is to alert students to the ways in which those effects can be measured and to underline the contribution that different methods -- experiments, large scale surveys, and participant observation -- can make to our understanding of such effects. The final goal is to underline how educational provision and its impact vary dramatically across the globe. The course will teach students to describe and analyze cultural phenomena in our practices seem natural to us. Using sources from anthropologists, historians, and their own lives. Through a study of samples from a variety of cultures, students will examine the fluidity and multiplicity of cultural identities and borders. Ways in which cultures change, how cultures shape and are shaped by individuals, how misunderstandings and tensions arise between cultures, and how those differences evolve are central issues in the course. Understanding some of the dynamics of cultural identity and difference is essential for becoming a global citizen. |
Cross-National and Cross-Cultural Perspective in Education | 3.0 |
| Instructional Leadership (9 credits) | ||
| DOE 8007 | Foundations of Instructional Leadership | 3.0 |
| DOE 8008 | Curriculum and Instruction | 3.0 |
| DOE 8009 | Leadership Assessment and Development | 3.0 |
60
CREDITS
Credential Awarded
Doctor of Education
