Education (Ed.D.)

EDU 801  |  3 credit hours

The importance of building the dissertation throughout that journey is emphasized. One of the main outcomes of the course is a Literature Review Matrix based on the student’s area of research interest and working topic. The process of inquiry, research and academic writing skills are reinforced, as is the Dissertation Template and the alignment of topic with problem, purpose, research questions and research themes for the Literature Review Matrix.

EDU 802  |  3 credit hours

Students will be introduced to several different qualitative research methods from which to explore. Students will participate in activities which align with the building of a potential qualitative study for their approved working topic of choice.

EDU 803  |  3 credit hours

Students will be introduced to quantitative as well as mixed-methods research. Students will describe various research designs and evaluate them for appropriateness for their approved working topic of choice. Students will participate in activities that align with the building of a potential quantitative or mixed methods study.

EDU 804  |  3 credit hours

In today’s swiftly evolving educational tech landscape, leadership and strategic planning skills are crucial. This course empowers students to delve into technological innovation, equipping them to comprehend emerging technologies and craft effective implementation strategies. With a focus on leadership, students will excel at leveraging new technologies for organizational success.

EDU 805  |  3 credit hours

The ability to create the conditions to effect systematic and productive change is necessary in every profession and organization. Students will be introduced to theories, models, and practices to inform the management of change across various stakeholders internal and external to the organization.

EDU 806  |  3 credit hours

Students will be introduced to the importance of analyzing existing policies and revising or developing new ones where policies do not currently exist. Collaboration of multiple stakeholders will be reinforced, as will the implementation of the policy and how it will be put into practice using well-constructed procedures. The power of continuous review and analysis will also be explored.

EDU 807  |  3 credit hours

This writing-intensive dissertation development course will afford students the opportunity to expand the Literature Matrix developed in EDU 801 into a working literature review in Chapter 2. The importance of active engagement in the research process will be emphasized. Students will focus on building on their existing knowledge of their approved working topic through intensive research, analysis, synthesis, and continued alignment of topic with problem, purpose, research questions and specific research themes needed for the literature review.

EDU 810  |  3 credit hours

This course examines traditional philosophical and ethical frameworks as well as moral development in terms of how leaders can practically apply these concepts. Students explore approaches to moral and ethical reasoning and will use these approaches to discuss ethical dilemmas related to leading change in organizations.

EDU 811  |  3 credit hours

Organizational dynamics are complex and ever-changing, particularly as a result of a connected and global society. Each organization or organizational structure, whether it be a family, large company, or university can experience, and be required to manage, different and distinct dynamics. This course will also help students better understand the co-existing similarities that may exist across all organizational environments and structures.

EDU 812  |  3 credit hours

This capstone course is the first of two courses combined to bridge the student’s journey of development in order to prepare a final solid draft of the first three chapters based on the approved working topic. Students will receive final approval on the topic and methodology choice in this course. Alignment of topic with problem, purpose, research questions, title, and themes needed in the literature review is reinforced using the Alignment Tool, as is the Five Chapter Dissertation Outline. Chapters 1 and 2 will be submitted as will the Introduction of Chapter 3. IRB and CITI training will also be a priority.

EDU 813  |  3 credit hours

This is the second of two capstone courses designed to provide the opportunity for students to submit a full draft of the dissertation proposal. Students will also produce a draft PowerPoint Proposal Presentation, and a draft IRB application based on the approved topic and methodology. Intensive focus on a theoretically-grounded methodology in Chapter 3 will take place. Continued alignment of topic with problem, purpose, research questions, title, and themes will be reinforced. Students will select their affiliate and will be assigned their dissertation committee members.

EDU 814  |  3 credit hours

This is the first of four dissertation courses designed to support and provide the opportunity for students to continue their journey and complete their dissertations within the 51-credit program. The Dissertation Completion Timeline will help guide students, and their dissertation committee. The ideal outcome of this course is intended to be final approval of the three-chapter proposal, a PowerPoint Proposal Presentation, and submission of the IRB application. The Lead Advisor is responsible for approving and submitting the student’s application to the IRB. Should students not be able to meet these goals during this course, they will be afforded the opportunity to move forward into EDU 815 if they have demonstrated they are generally making satisfactory progress, communicating with their committee, and adhering to agreed-upon deadlines.

EDU 815  |  3 credit hours

This is the second of four dissertation courses designed to support and provide the opportunity for students to continue their journey and complete their dissertations within the 51-credit program. The Dissertation Completion Timeline will help guide students, and their dissertation committee. During this course, the ideal goal is for the students (once they have received IRB approval) to recruit their participants and begin their data collection. Should students not be able to meet these goals during this course, they will be afforded the opportunity to move forward into EDU 816 if they have demonstrated they are generally making satisfactory progress, communicating with their committee, and adhering to agreed-upon deadlines.

EDU 816  |  3 credit hours

This is the third of four dissertation courses designed to support and provide the opportunity for students to continue their journey and complete their dissertations within the 51-credit program. The Dissertation Completion Timeline will help guide students, and their dissertation committee. During this course, the ideal goal is for students to analyze their data, report their findings and begin development of Chapter 4 and 5. Should students not be able to meet these goals during this course, they will be afforded the opportunity to move forward into EDU 817 if they have demonstrated they are generally making satisfactory progress, communicating with their committee, and adhering to agreed-upon deadlines.

EDU 817  |  3 credit hours

This is the last of four dissertation courses in which students will finalize interpretation of their findings in Chapter 5, finalize the dissertation, and defend their research to include a PowerPoint Presentation. Students are required to revise the dissertation as needed so that it is of publishable quality and organized using the approved Dissertation Outline. Should students so choose it should also be DUNE-ready so that it can be “published” on the UNE DUNE site. Should students not be able to meet these goals during this course, they will be afforded the opportunity to move forward into the one-credit EDU 818 Dissertation Continuation course if they have demonstrated they are generally making satisfactory progress, communicating with their committee, and adhering to agreed-upon deadlines.

EDU 830  |  3 credit hours

This course examines educational theory, as well as current best practices in educational research. It is intended to prepare professionals and leaders across all disciplines to connect these theories and best practices in their own organizations and professional environments.

EDU 831  |  3 credit hours

This course is designed to provide students with the opportunity to build their conceptual and theoretical frameworks and establish a practical and theoretical positioning blueprint to serve as the foundation for their approved working topic, the literature review, and the dissertation as a whole. The benefits of visual representations and concept mapping, as well as their choice of a working methodology within the conceptual framework will be reinforced.