2010-2011 Curriculum Maps

CURRICULUM MAPS AND SUPPORTING

MATERIAL

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MISSION STATEMENT Pioneer University seeks to have a transformational impact on all who teach, learn, discover and work here so they are prepared for both local and global service. We seek to accomplish this by these four things: • We are dedicated to student learning and achievement.

• We learn to both better and serve our community and world.

• We combine experiential learning with rigorous scholarship in all of

our programs to produce educated learners who are awake to new possibilities.

• We are guided by our values at every level to promote a diverse, challenging, supportive, and entrepreneurial environment of openness, respect, accountability, and academic freedom.

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UNIVERSITY LEARNING REQUIREMENTS (ULR’s) The pursuit of Pioneer University’s overall Mission is embodied in its commitment to prepare students for a life of learning and service in an expanding global community. To succeed in its Mission, the University provides an environment sustained by its Mission. By fostering such an environment, the University aims to encourage its students to achieve the following University Learning Requirements: As a university dedicated to student learning and achievement, graduates of Pioneer University will fulfill the following University Learning Requirements (ULR):

A. Evaluate problems using the disciplinary knowledge gained in their course of

study.

B. Nurture a passion for lifetime learning and intellectual achievement.

As a university producing learners who will both better and serve our community and world, graduates of Pioneer University will fulfill the following University Learning Requirements (ULR): C. Analyze issues, develop and convey solutions to both local and global

problems using the methodologies, tools, and techniques of an academic discipline.

D. Engage actively in the local community with an eye to their community’s place in the global web of life.

As a university that combines experiential learning with rigorous scholarship in all of its programs to produce educated learners who are awake to new possibilities, graduates of Pioneer University will fulfill the following University Learning Requirements (ULR): E. Display creativity in developing imaginative self expression and independent

thinking.

F. Translate knowledge into judgment and action.

As a university guided by our values at every level to promote a diverse, challenging, supportive, and entrepreneurial environment of openness, respect, accountability and academic freedom, graduates of Pioneer University will fulfill the following University Learning Requirements (ULR): G. Maintain the principles of intellectual honesty and democracy in a diverse

world.

H. Participate in human society as socially responsible individual citizens.

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MASTER OF EDUCATION PROGRAM

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Figure 1

Preeminence and Infusion of Pioneer University’s Mission in the Master of Education Degree Program

University Mission

University Learning

Requirements

Student Learning Outcomes

Derive Content Course Design

Evaluation (Assignments)

Evidence Criteria

Standards

Program Learning Outcomes for the

Master of Education Program

Summative Formative

Processes Products

Blue = Mission Permeates Institution

Red = Evaluation of How Well Mission is Accomplished

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Connection of UNIVERSITY LEARNING REQUIREMENTS (Page 3)

With MASTER OF EDUCATION PROGRAM LEARNING OUTCOMES

(Page 6-7)

UNIVERSITY LEARNING REQUIREMENTS (ULR’s) Learning and

Achievement Community

& World Awake to

New Possibilities

Values: Diverse, Open, &

Challenging A B C D E F G H

1.1 X X X X 1.2 X X X X

Academic Leadership

1.3 X X X X X 2.1 X X X X 2.2 X X X X X 2.3 X X X X X 2.4 X X X X X

School Leadership

2.5 X X X X X 3.1 X X X X X X 3.2 X X X X 3.3 X X X X X X X

PROGRAM LEARNING OUTCOMES

(PLO’s)

Professional Inquiry

3.4 X X X X X X

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MASTERS OF EDUCATION DEGREE

PROGRAM LEARNING OUTCOMES (M.ED.-PLO’s) Graduates of the Masters of Education Program shall accomplish the following Program Learning Outcomes (M.ED.-PLO’s): To demonstrate Academic Leadership, prior to graduation Master of Education students will: 1.1. Express a critical, questioning perspective (i.e. identify, describe, and

discuss) vis-à-vis the theories of instruction and learning and apply said theories to the classroom and school.

1.2. Use expertise in student learning and pedagogy within the frame of Project-

Based Learning principles and other “Learning by Doing” models. 1.3. Effectively communicate and use critical thinking skills to analyze different

perspectives on a given educational topic and evaluate the merits of each. To demonstrate School Leadership, prior to graduation Master of Education students will: 2.1. Develop a basic understanding of school level finance, law and business. 2.2. Understand and practice the principles of establishing and maintaining a

school community, including mentoring, collaboration, and leadership. 2.3. Demonstrate a knowledge of, and ability to use, the most effective

educational practices within diverse classrooms and schools 2.4. Communicate in a manner that is clear and commands professional

attention. 2.5. Actively work to strengthen his/her professional educational practice and

the practice of others through reflection and continuing professional and personal development

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To demonstrate Professional Inquiry, prior to graduation Master of Education students will: 3.1. Conduct research at a basic level (action research) to inform instruction.

3.2. Search, navigate, and critically consume (read, analyze, and use) both

quantitative and qualitative educational research.

3.3. Identify a focused problem related to education, and formally propose a reasonable research process for investigating and acting on that issue.

3.4. Design and carry out a research project at a basic level that includes all of

the components of a formalized academic project and/or document.

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Curriculum Map of MASTER OF EDUCATION PROGRAM LEARNING OUTCOMES (PLOs) &

MASTER OF EDUCATION COURSES PROGRAM LEARNING OUTCOMES (MED-PLO’s) Academic

Leadership School Leadership Professional Inquiry

1.1 1.2 1.3 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 3.4 EDU 400

Writing for Graduate Students X

EDU 500 The Professional Learning

Environment

X X X X

EDU 505 Project-Based Instruction I

X

EDU 510 Philosophy & History of

Education

X X

EDU 515 Using Data, Authentic Assessment

& Portfolios

X X X

EDU 520 Project-Based Instruction II

X

EDU 530 Research Methods and Beginning

Statistics

X

EDU 535 Literacy in the 21st Century

X X

EDU 540 Research I – Application of

Design & Methods

X

EDU 550 Curriculum Foundations

X

EDU 555 Instructional Design &

Technology

X X X

EDU 560 Introduction to Law & Policy

X

EDU 565 Equity & Diversity in Educational

Instruction

X

EDU 570 Finance & Business

X

EDU 575 Seminar in Educational

Technology

X X X

EDU 600 Mentoring, Coaching & Evaluating Instruction

X X X

EDU 605 Professional Productivity

X X X

EDU 650 Research II – Application

X X X

EDU 660 Thesis

X X X X

REQUIRED COURSES

FOR MASTERS DEGREE

The Master’s Thesis serves as the Program Capstone and as the major evidence for the achievement of both ULRs and PLOs.

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COURSE DESCRIPTIONS for the MASTER IN EDUCATION (M.Ed.) PROGRAM

with STUDENT LEARNING OUTCOMES (SLOS)

Shown for each Course Students are rated on their achievement of the Student Learning Outcomes as Follows:

(M) Student demonstrated Mastery of the Student Learning Outcome. (P) Student demonstrated a Proficient knowledge of the Student Learning Outcome. (D) Student demonstrated a Developing knowledge of the Student Learning Outcome. (E) Student demonstrated an Emerging knowledge of the learning outcome. (NU) Student demonstrated No Understanding of the Student Learning Outcome.

EDU 400 Writing for Graduate Students (2) This course introduces basic academic writing related to education including documented research reports, evaluations, and analytical papers utilizing the American Psychological Association (APA) style/method of writing/citation. Revision and rewriting will be required.


EDU 400-1 The student will acquire an understanding the basics of academic writing related to the field of education.

EDU 400-2 The student will produce written responses to research reports, evaluations,

and analytical papers utilizing the American Psychological Association (APA) style/method of writing/citation.

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EDU 500 The Professional Learning Environment (4) This yearlong course prepares students for the role of mentor by participating in the mentor/mentee relationship from the prospective of the mentee. Students will complete cycles of inquiry focusing on the following elements: core academic content and subject specific pedagogy, creating a healthy learning environment, using technology in the classroom, and supporting equity and diversity. Student Learning Outcomes:

EDU 500-1 The student will develop an understanding of several coaching models that will allow the student to interact with their assigned coach. (2.2) [Minimum of “P” required for this SLO]

EDU 500-2 The student will develop an understanding of core academic content, subject

matter pedagogy, creating a healthy learning environment, using technology in the classroom and how to support equity and diversity in the classroom. (2.2, 2.3) [Minimum of “P” required for this SLO]

EDU 500-3 The student will develop questioning and language skills that will result in

greater autonomy, efficacy, and self-awareness in their work with their mentee. (2.4, 2.5) [Minimum of “P” required for this SLO]

EDU 505 Project Based Instruction I (2) This course will focus on project design: brainstorming ideas for projects, mapping content to standards, strategies for grouping students, integrating content, developing timelines and due dates, incorporating rubrics and other assessment tools into project work.

Student Learning Outcomes: EDU 505-1 The student will demonstrate an understanding of project-based learning as a

methodology that uses projects as a process to actively engage students in mastering a predetermined set of learning objectives. (1.2) [Minimum of “P” required for this SLO]

EDU 505-2 The student will connect research on project-based learning with the

application of developing a project, including how to group students, integrating content, developing timelines and due dates, incorporating rubrics and other assessment tools into project work. (1.2) [Minimum of “P” required for this SLO]

EDU 505-3 The student will understand the process of project development that brings

together research and practice. (1.2) [Minimum of “P” required for this SLO]

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EDU 510 Philosophy and History of Education (2) This course is designed to provide a foundational understanding of the field of education in two broad but interconnected areas: the intertwined history and philosophy of education and how these interact within their sociological and cultural contexts.

Student Learning Outcomes: EDU 510-1 The student will understand and be conversant in the seminal research related

to multiple theories of education, including the work of Dewey, Plato, Rousseau, and others. (1.3, 2.3) [Minimum of “P” required for this SLO]

EDU 510-2 The student will make both theoretical and practical connections between the history of education and the instructional applications based on theories of education. (1.3, 2.3) [Minimum of “P” required for this SLO]

EDU 510-3 The student will understand and be conversant in the history and philosophy of schooling in the United States and how these interact within sociological and cultural contexts. (1.3, 2.3) [Minimum of “P” required for this SLO]

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EDU 515 Using Data, and Authentic Assessment, and Portfolios (2) This course will focus on the power of using effective data collection and analysis in the decision-making process. Students will examine a variety of teacher-collected data as well as methods and purposes for school-wide data collection. Students will collect and analyze data from classrooms and schools to provide curriculum and program recommendations based on their findings.

Student Learning Outcomes: EDU 515-1 The student will understand and be conversant in the use of a variety of

authentic assessments to inform and improve teaching and learning within the frame of Project-Based Learning principles and other “Learning by Doing” models. (1.2) [Minimum of “P” required for this SLO]

EDU 515-2 The student will make both theoretical and practical connections between

data analysis and the instructional applications based on interpretation of data (e.g. use of formal and informal formative assessment data, analysis of summative assessments, etc.). (3.1) [Minimum of “P” required for this SLO]

EDU 515-3 The student will understand and be conversant in the use of portfolio based

assessment (paper and electronic) to assess learning and guide instruction within the frame of Project-Based Learning principles and other “Learning by Doing” models. (1.2) [Minimum of “P” required for this SLO]

EDU 515-4 The student will understand how and when to make curriculum and program

recommendation based on the collection and analysis of real data from classrooms and schools. (2.3) [Minimum of “P” required for this SLO]

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EDU 520 Project Based Instruction II (2) Students will deepen their understanding and knowledge of project-based work by exploring issues of content, rigor, design, and student ownership. Using a consultancy model, teachers will have the opportunity to reflect on past projects to plan and improve future ones.

Student Learning Outcomes: EDU 520-1 The student will understand how to evaluate the processes involved in

project-based instruction from the perspective of both the (k-12) student and the (K-12) teacher. (1.2) [Minimum of “M” required for this SLO]

EDU 520-2 The student will analyze the importance of the “Presentation of Learning” (POL) that is produced by a well-conceived project and will understand the importance of the POL to the internalization of knowledge by the K-12 student. (1.2) [Minimum of “P” required for this SLO]

EDU 520-3 The student will analyze and synthesize projects past and future to develop

an understanding of cooperative grouping, cohort management, memory acquisition, and appropriate scaffolding. (1.2) [Minimum of “P” required for this SLO]

EDU 530 Research Design and Methods (2) This course is designed to provide students with the basic information needed to understand the processes involved in conducting the student’s own research project(s). Students are exposed to applications of statistical techniques, including descriptive, correlation, and inferential techniques as they apply to educational research. This course will encourage contagious intellectual enthusiasm and creativity, an orientation that requires a seriousness of purpose and reverence for learning.

Student Learning Outcomes:

EDU 530-1 The student will acquire the design and statistical skills needed to conduct his/her own research. (3.2) [Minimum of “D” required for this SLO]

EDU 530-2 The student will gain a general knowledge of applications of statistical

techniques, including descriptive, correlation, and inferential techniques as they apply to educational research. (3.2) [Minimum of “D” required for this SLO]

EDU 530-3 The student will evaluate the appropriateness of different research methods

for the particular question being asked and research design being used. (3.2) [Minimum of “P” required for this SLO]

EDU 535 Literacy in the 21st Century (2) This course offers intensive instruction in reading and language arts methods that are grounded in methodologically sound research and includes exposure to instructional

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programs adopted for use in schools.

Student Learning Outcomes: EDU 535-1 Students will understand the theory and methodology behind reading and

language arts instruction through the study of available research. (1.1, 2.3) [Minimum of “P” required for this SLO]

EDU 535-2 Students will discuss and apply reading and language arts methodologies in

a classroom setting. (1.1) [Minimum of “P” required for this SLO]

EDU 535-3 Students will look at reading and language arts instruction with a critical eye towards the diverse nature of native languages spoken by the students in both classroom and school. (2.3) [Minimum of “P” required for this SLO]

EDU 540 Research I – Design and Methods (2) Participants design a research project. In the process, they learn to value their own voices and the questions they generate about their professional practice. Learning about the research process lays the foundation for using structured inquiry as a strategy for enhancing learning environments.


EDU 540-1 The student will understand the design elements of a research project. (3.2) [Minimum of “P” required for this SLO]

EDU 540-2 The students will describe how different research designs broaden or narrow

both the questions and the findings. (3.2) [Minimum of “P” required for this SLO]

EDU 540-3 The student will understand that the research process lays the foundation for

using structured inquiry as a strategy for enhancing learning environments. (3.2) [Minimum of “P” required for this SLO]

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EDU 550 Curriculum Foundations (2) This course is designed to prepare students with both practical and theoretical understanding of curriculum in schooling. The course offers a study of the various approaches of curriculum construction, design, and organization in the schools by examining the principles of curriculum improvement, change, and evaluation. The focus is on the theories, research and, best practices related to planning and developing curriculum and its implementation in schools and classrooms in order to address the needs of students in diverse communities.

Student Learning Outcomes: EDU 550-1 The student will identify multiple theories of curriculum construction,

design, and organization in the K-12 school setting. (1.1) [Minimum of “P” required for this SLO]

EDU 550-2 Each student will apply curricular design theory to both the classroom and

school settings. (1.1) [Minimum of “P” required for this SLO] EDU 550-3 The student will understand how to apply the curricular designs and theories

to classrooms and schools with diverse learners. (1.1) [Minimum of “P” required for this SLO]

EDU 555 Local School Leadership (2) This course examines the roles and functions of the principalship and educational leadership. Research, theory, and systemic change are studied and integrated to develop principals who are collaborative instructional leaders for schools of the 21st century.


EDU 555-1 The student will examine the roles and functions of the principalship. (2.1,2.2) [Minimum of “P” required for this SLO]

EDU 555-2 The student will analyze the research and the theory that is integrated to develop principals who are collaborative instructional leaders for schools of the 21st century. (2.1, 2.2) [Minimum of “P” required for this SLO]

EDU 555-3 The student will understand and be conversant in the roles and functions of the principalship/educational leadership. (2.2, 2.3) [Minimum of “P” required for this SLO]

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EDU 560 Introduction to Law and Policy (2) Students become familiar with landmark court cases, legal opinions and legal principles relating to education law. In addition, students explore the political processes involved in policy and legislative formation at the local, state, and federal levels.

Student Learning Outcomes: EDU 560-1 The student will develop knowledge of the major court decisions that affect

the operation of educational programs such as student rights, finance, and religious freedoms. (2.1) [Minimum of “P” required for this SLO]

EDU 560-2 The student will demonstrate an awareness of the basic political forces, both

internal and external, that affect the operation of a school site. (2.1) [Minimum of “P” required for this SLO]

EDU 560-3 The student will learn how to work with a governing board and district and

local leaders to influence policies that benefit students and support the improvement of teaching and learning. (2.1) [Minimum of “P” required for this SLO]

EDU 560-4 The student will demonstrate an understanding of how federal, state, and

local laws, policies, regulations, and statutory requirements affect the operation of a local school. (2.1) [Minimum of “P” required for this SLO]

EDU 565 Equity and Diversity in Educational Instruction (2) This course explores the implications of culture – particularly the relationship between “home culture” and “school culture” – for teaching and learning. Participants consider the background experiences, skills, languages and abilities of diverse student groups, and discuss pedagogical approaches that provide both access and challenge for diverse learners. In particular, the course will focus on how teacher and student expectations affect student achievement.

Student Learning Outcomes: EDU 565-1 The student will understand the relationship between home culture and

school culture and apply that knowledge to his/her classroom or school. (2.3) [Minimum of “P” required for this SLO]

EDU 565-2 The student will understand the varied pedagogical approaches to teaching a

diverse population. (2.3) [Minimum of “P” required for this SLO] EDU 565-3 The student will understand that teacher expectations of student achievement

will, and does, have an impact on student learning. (2.3) [Minimum of “P” required for this SLO]

EDU 570 Finance and Business (2)

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This course examines school and district finance and budgeting. The course will also explore fiscal relationships to county, state and federal agencies, as well as budget control, school revenues and expenditures and budgetary procedures and processes.

Student Learning Outcomes: EDU 570-1 The student will develop a basic knowledge and understanding of school

finance at the school/site level. (2.1) [Minimum of “D” required for this SLO]

EDU 570-2 The student will develop a school/site-level budget. (2.1) [Minimum of “P”

required for this SLO] EDU 570-3 The student will understand how to align fiscal, human, and material

resources to support the learning of all students and all groups of students. (2.1) [Minimum of “D” required for this SLO]

EDU 575 Seminar in Educational Technology (2) This course examines the design of applied technology-based learning systems, informed by current views of learning, technology, and cognition. Students will synthesize their knowledge of technology, learning and research in collaborative settings.


EDU 575-1 The student will assess the value of a technology in relation to the needs of students, the values that the technologies communicate, and the relevance to student learning. (1.3) [Minimum of “P” required for this SLO]

EDU 575-2 The student will gain sufficient knowledge to make informed decisions about

technologies based on ways in which those technologies aid, limit, or hinder the learning process. (2.2) [Minimum of “P” required for this SLO]

EDU 575-3 The student will understand the role of collaboration when synthesizing his/her

knowledge of technology, learning and research. (2.3) [Minimum of “P” required for this SLO]

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EDU 600 Applied Mentoring, Coaching and Evaluating Instruction (4) This year-long course provides students with training and experience in mentoring colleagues through complete cycles of inquiry focusing on the following elements: Core Academic Content and Subject-Specific Pedagogy, Creating a Healthy Learning Environment, Using Technology in the Classroom, Supporting Equity and Diversity, Supporting English Learners, and Supporting Students with Special Needs. Students will explore the best practices in mentoring across content areas.


EDU 600-1 The student will develop and build a trusting and supportive rapport with their assigned mentee. (2.2, 2.4) [Minimum of “P” required for this SLO]

EDU 600-2 The student will apply their knowledge of/about various coaching models in

order to allow the student/mentor to interact and collaborate with their assigned mentee in a professional manner. (2.2, 2.5) [Minimum of “P” required for this SLO]

EDU 600-3 The student will apply question and language skills that will result in greater

autonomy, efficacy, and self-awareness of the cycles of inquiry. (2.2) [Minimum of “P” required for this SLO]

EDU 605 Professional Productivity (2) This course explores the issue of productivity in education including professional responsibilities in publishing and presenting scholarly work. The use of journals, conferences, and other professional discourse opportunities will be examined.


EDU 605-1 The student will explore an aspect of productivity in education through scholarly work worthy of consideration for publication. (2.4, 3.4) [Minimum of “D” required for this SLO]

EDU 605-2 The student will explore an aspect of productivity in education by exploring

use of journals, conferences, and other professional discourse opportunities available to professional educators. (2.5, 3.4) [Minimum of “P” required for this SLO]

EDU 605-3 The student will explore strengthening the school through the establishment

of community, business, institutional, and civic partnerships. (2.4, 3.4) [Minimum of “D” required for this SLO]

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EDU 650 Research II – In Depth Research on a Single Subject (2) This course provides an opportunity for the master’s student to thoroughly explore a single research area by examining both historic and current literature on his/her subject of choice.


EDU 650-1 The student will explore in depth a single research area in preparation for compiling chapter two (2) of his/her thesis. (2.4, 3.2, 3.3) [Minimum of “P” required for this SLO]

EDU 650-2 The student will thoroughly analyze and evaluate the research literature from

both the historic and current perspectives for his/her thesis. (2.4, 3.2, 3.3) [Minimum of “D” required for this SLO]

EDU 650-3 The student will understand and be conversant in both the historic and

current literature regarding their thesis. (2.4, 3.2, 3.3) [Minimum of “P” required for this SLO]

EDU 660 Master’s Thesis Project (6) In this course, students will complete a research-based thesis.

Student Learning Outcomes: EDU 660-1 The student will construct a thesis that communicates in a manner that is

clear and commands professional attention. (2.4, 3.4) [Minimum of “P” required for this SLO]

EDU 660-2 The student will actively work to strengthen their professional educational

practice and personal development through the completion of an academic document such as a thesis. (3.4) [Minimum of “P” required for this SLO]

EDU 660-3 The student will search, navigate, and critically consume (read, analyze,

and use) both quantitative and qualitative educational research in construction of a thesis. (3.2, 3.4) [Minimum of “P” required for this SLO]

EDU 660-4 The student will identify a focused problem related to education, and

formally propose a reasonable research process for investigating and acting on that issue that culminates in a thesis document. (3.3, 3.4) [Minimum of “P” required for this SLO]

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CURRICULUM DETAIL OF PROGRAM LEARNING OUTCOMES (PLOS) IN RELATION TO STUDENT LEARNING OUTCOMES (SLOS) BY COURSE

To demonstrate Academic Leadership, prior to graduation each Master of Education student will: 1.1 Express a critical, questioning perspective (i.e. identify, describe, and discuss) vis-

à-vis the theories of instruction and learning and apply said theories to the classroom and school.

Courses Addressing Program Learning

Outcome 1.1

Student Learning Outcomes (SLOs) addressing Program Learning Outcome (PLO) 1.1

EDU 535 Literacy in the 21st

Century

EDU 535-1 The student will develop an understanding of the theory and methodology surrounding reading and language arts instruction through the study of available research.

EDU 535-2 Each student will discuss and apply reading and language arts methodologies in a classroom

setting

EDU 550 Curriculum Foundations

EDU 550-1 The student will identify multiple theories of curriculum construction, design, and organization in the K-12 school setting.

EDU 550-2 Each student will apply curricular design theory to both the classroom and school settings. EDU 550-3 The student will understand how to apply the curricular designs and theories to classrooms and

schools with diverse learners.

* Student Learning Outcomes are determined for courses by agreement of the faculty of the Graduate School of Education. They are reviewed periodically and may be changed by the faculty to meet the changing needs of students.

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To demonstrate Academic Leadership, prior to graduation each Master of Education student will: 1.2 Use expertise in student learning and pedagogy within the frame of Project-Based

Learning principles and other “Learning by Doing” models.


Outcome 1.2


EDU 505 Project Based Instruction I

EDU 505-1 The student will demonstrate an understanding of project-based learning as a methodology that uses projects as a process to actively engage students in mastering a predetermined set of learning objectives.

EDU 505-2 The student will connect research on project-based learning and apply said research to the

development of a project. EDU 505-3 The student will demonstrate an understanding of the process of project development,

including a knowledge of grouping students, integrating content, developing timelines and due dates, incorporating rubrics and developing assessment tools into project work.

EDU 515

Using Data Authentic

Assessment & Portfolios

EDU 515-1 The student will understand, and be conversant in, the use of a variety of authentic assessments to inform and improve teaching and learning within the frame of Project-Based Learning principles and other “Learning by Doing” models.

EDU 515-3 The student will understand and be conversant in the use of portfolio based assessment (paper

and electronic) to assess learning and guide instruction within the frame of Project-Based Learning principles and other “Learning by Doing” models.

EDU 520

Project Based Learning II

EDU 520-1 The student will understand how to evaluate the processes involved in project-based instruction from the perspective of both the (k-12) student and the (K-12) teacher.

EDU 520-2 The student will analyze the importance of the “Presentation of Learning” (POL) that is produced by a well-conceived project and will understand the importance of the POL to the internalization of knowledge by the K-12 student.

EDU 520-3 The student will analyze and synthesize projects past and future to develop an understanding of cooperative grouping, cohort management, memory acquisition, and appropriate scaffolding.

* Student Learning Outcomes are determined for courses by agreement of the faculty of the Graduate School of Education. They are reviewed periodically and may be changed by the faculty to meet the changing needs of students

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To demonstrate Academic Leadership, prior to graduation each Master of Education student will: 1.3 Effectively communicate and use critical thinking skills to analyze different

perspectives on a given educational topic and evaluate the merits of each.


Outcome 1.3


EDU 510 Philosophy and

History of Education

EDU 510-1 The student will understand and be conversant in the seminal research related to multiple theories of education, including the work of Dewey, Plato, Rousseau, and others

EDU 510-2 The student will make both theoretical and practical connections between the history of education and the instructional applications based on theories of education

EDU 510-3 The student will understand and be conversant in the history and philosophy of schooling in

the United States and how these interact within sociological and cultural contexts.

EDU 575 Seminar in Educational Technology

EDU 575-1 The student will assess the value of a technology in relation to the needs of students, the

values that the technologies communicate, and the relevance to student learning. (1.3)


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To demonstrate School Leadership, prior to graduation each Master of Education student will: 2.1 Develop a basic understanding of school level finance, law and business.


Outcome 2.1


EDU 555 Local School Leadership

EDU 555-1 The student will examine the roles and functions of the principalship.

EDU 555-2 The student will analyze the research and the theory that is integrated to develop principals who are collaborative instructional leaders for schools of the 21st century.

EDU 560

Introduction to Law and Policy

EDU 560-1 The student will develop knowledge of the major court decisions that affect the operation of educational programs such as student rights, finance, and religious freedoms.

EDU 560-2 The student will demonstrate an awareness of the basic political forces, both internal and

external, that affect the operation of a school site.

EDU 560-3 The student will learn how to work with a governing board and district and local leaders to influence policies that benefit students and support the improvement of teaching and learning.

EDU 560-4 The student will demonstrate an understanding of how federal, state, and local laws, policies,

regulations, and statutory requirements affect the operation of a local school.

EDU 570 Finance and

Business

EDU 570-1 The student will develop a basic knowledge and understanding of school finance at the school/site level.

EDU 570-2 The student will develop a school/site-level budget. EDU 570-3 The student will understand how to align fiscal, human, and material resources to support the

learning of all students and all groups of students.


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To demonstrate School Leadership, prior to graduation each Master of Education student will: 2.2 Understand and practice the principles of establishing and maintaining a school

community, including mentoring, collaboration, and leadership.


Outcome 2.2


EDU 500 The Professional

Learning Environment

EDU 500-1 The student will develop an understanding of several coaching models that will allow the student to interact with their assigned coach.

EDU 500-2 The student will develop an understanding of core academic content, subject matter pedagogy,

creating a healthy learning environment, using technology in the classroom and how to support equity and diversity in the classroom.

EDU 555

Local School Leadership

EDU 555-1 The student will examine the roles and functions of the principalship.

EDU 555-2 The student will analyze the research and the theory that is integrated to develop principals who are collaborative instructional leaders for schools of the 21st century.

EDU 555-3 The student will understand and be conversant in the political and social functions of school

leadership.


EDU 575-2 The student will gain sufficient knowledge to make informed decisions about technologies based on ways in which those technologies aid, limit, or hinder the learning process. (2.2)

EDU 600 Applied Mentoring,

Coaching and Evaluating Instruction

EDU 600-1 The student will develop and build a trusting and supportive rapport with their assigned mentee.

EDU 600-2 The student will apply their knowledge of/about various coaching models in order to allow the

student/mentor to interact and collaborate with their assigned mentee in a professional manner. EDU 600-3 The student will apply question and language skills that will result in greater autonomy,

efficacy, and self-awareness of the cycles of inquiry.


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To demonstrate School Leadership, prior to graduation each Master of Education student will: 2.3 Demonstrate a knowledge of, and ability to use, the most effective educational

practices within diverse classrooms and schools.


Outcome 2.3




EDU 500-2 The student will develop an understanding of core academic content, subject matter pedagogy, creating a healthy learning environment, using technology in the classroom and how to support equity and diversity in the classroom.

EDU 510 Philosophy and

History of Education

EDU 510-1 The student will be conversant in the seminal research related to multiple theories of education, including the work of Dewey, Plato, Rousseau, and others

EDU 510-2 The student will make both theoretical and practical connections between the history of education and the instructional applications based on those theories.

EDU 510-3 The student will be conversant in the history and philosophy of schooling in the United States

within sociological and cultural contexts.

EDU 515 Using Data, Authentic

Assessment and Portfolios

EDU 515-4 The student will understand how and when to make curriculum and program recommendations based on the collection and analysis of real data from classrooms and schools.

EDU 535 Literacy in the 21st

Century

EDU 535-1 Students will understand reading and language arts instructional theory through a review of the reading and language arts literature.

EDU 535-3 Students will examine reading and language arts instruction through the lens of the second

language learner.

EDU 555 Local School Leadership

EDU 555-3 The student will understand and be conversant in the political and social functions of school leadership.

EDU 565 Equity and Diversity

in Educational Instruction

EDU 565-1 The student will understand the relationship between home culture and school culture and apply that knowledge to his/her classroom or school.

EDU 565-2 The student will understand the varied pedagogical approaches to teaching a diverse

population. EDU 565-3 The student will understand that teacher expectations of student achievement will, and does,

have an impact on student learning.


EDU 575-3 The student will understand the role of collaboration when synthesizing his/her knowledge of technology, learning and research. (2.3)


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To demonstrate School Leadership, prior to graduation each Master of Education student will: 2.4 Communicate in a manner that is clear and commands professional attention.


Outcome 2.4




EDU 500-3 The student will develop questioning and language skills that will result in greater autonomy, efficacy, and self-awareness in their work with their mentee.


Coaching and Evaluating Instruction

EDU 600-1 The student will develop and build a trusting and supportive rapport with their assigned mentee.


EDU 605-1 The student will explore an aspect of productivity in education through scholarly work worthy of consideration for publication.

EDU 605-3 The student will explore strengthening the school through the establishment of community,

business, institutional, and civic partnerships.

EDU 650 Research II – In

Depth Research on a Single Subject

EDU 650-1 The student will explore in depth a single research area in preparation for compiling chapter two (2) of his/her thesis.

EDU 650-2 The student will thoroughly analyze and evaluate the research literature from both the historic

and current perspectives for his/her thesis. EDU 650-3 The student will thoroughly understand and be conversant in both the historic and current

literature regarding their thesis.

EDU 660 Thesis

EDU 660-1 The student will construct a thesis that communicates in a manner that is clear and commands professional attention.


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To demonstrate School Leadership, prior to graduation each Master of Education student will: 2.5 Actively work to strengthen his/her professional educational practice and the practice

of others through reflection and continuing professional and personal development


Outcome 2.5




EDU 500-3 The student will develop questioning and language skills that will result in greater autonomy, efficacy, and self-awareness in their work with their mentee.


Coaching, and Evaluating Instruction

EDU 600-2 The student will apply his/her training and experience from EDU 500 to the mentoring of colleagues through complete cycles of inquiry focusing on the following elements: Core Academic Content and Subject-Specific Pedagogy, Creating a Healthy Learning Environment, Using Technology in the Classroom, Supporting Equity and Diversity, Supporting English Learners, and Supporting Students with Special Needs.


EDU 605-2 The student will explore the issue of productivity in education by exploring use of journals, conferences, and other professional discourse opportunities available to professional educators.


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To demonstrate competence in Professional Inquiry, prior to graduation each Master of Education student will: 3.1 Conduct research at a basic level (action research) to inform instruction.


Outcome 3.1


EDU 515 Using Data, Authentic

Assessment and Portfolios

EDU 515-2 The student will make both theoretical and practical connections between data analysis and the instructional applications based on interpretation of data (e.g. use of formal and informal formative assessment data, analysis of summative assessments, etc.)

EDU 525 Writing for

Graduate Students

EDU 525-1 The student will acquire an understanding the basics of academic writing related to the field of education.

EDU 525-2 The student will produce written responses to research reports, evaluations, and analytical

papers utilizing the American Psychological Association (APA) style/method of writing/citation.


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To demonstrate competence in Professional Inquiry, prior to graduation each Master of Education student will:

3.2 Search, navigate, and critically consume (read, analyze, and use) both quantitative and qualitative educational research.


Outcome 3.2


EDU 530 Research Design

Methods

EDU 530-1 The student will acquire the design and statistical skills needed to conduct his/her own research.

EDU 530-2 The student will gain a general knowledge of applications of statistical techniques, including

descriptive, correlation, and inferential techniques as they apply to educational research. EDU 530-3 The student will evaluate the appropriateness of different research methods for the particular

question being asked and research design being used.

EDU 540 Research I –

Application of Design and Methods

EDU 540-1 The student will understand the design elements of a research project. EDU 540-2 The student will describe how different research designs broaden or narrow both the question

and/or the findings. EDU 540-3 The student will understand that the research process lays the foundation for using structured

inquiry as a strategy for enhancing learning environments



EDU 650-1 The student will explore in depth a single research area in preparation for compiling chapter two (2) of his/her thesis.

EDU 650-2 The student will thoroughly analyze and evaluate the research literature from both the historic

and current perspectives for his/her thesis. EDU 650-3 The student will thoroughly understand and be conversant in both the historic and current

literature regarding their thesis.

EDU 660 Thesis

EDU 660-3 The student will search, navigate, and critically consume (read, analyze, and use) educational research in the construction of a thesis.


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To demonstrate competence in Professional Inquiry, prior to graduation each Master of Education student will: 3.3 Identify a focused problem related to education, and formally propose a

reasonable research process for investigating and acting on that issue.


Outcome 3.3




EDU 650-1 The student will understand various data analysis techniques and their applications within educational research.

EDU 650-2 The student will link his/her findings to his/her essential question(s) and the relevant research

literature. EDU 650-3 The student will reflect on his/her research and the possible changes to be made as a result of

said research.

EDU 660 Thesis

EDU 660-4 The student will identify a focused problem related to education, and formally propose a reasonable research process for investigating and acting on that issue that culminates in a thesis document


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To demonstrate competence in Professional Inquiry, prior to graduation each Master of Education student will:

3.4 Design and carry out a research project at a basic level that includes all of the components of a formalized academic project and/or document.


Outcome 3.4



EDU 605-1 The student will explore an aspect of productivity in education through scholarly work worthy of consideration for publication.

EDU 605-2 The student will explore an aspect of productivity in education by exploring use of journals,

conferences, and other professional discourse opportunities available to professional educators. EDU 605-3 The student will explore strengthening the school through the establishment of community,

business, institutional, and civic partnerships.

EDU 660 Thesis

EDU 660-1 The student will construct a thesis that communicates in a manner that is clear and commands professional attention.

EDU 660-2 The student will actively work to strengthen their professional educational practice and

personal development through the completion of an academic document such as a thesis. EDU 660-3 The student will search, navigate, and critically consume (read, analyze, and use) both

quantitative and qualitative educational research in construction of a thesis. EDU 660-4 The student will identify a focused problem related to education, and formally propose a

reasonable research process for investigating and acting on that issue that culminates in a thesis document


Page 33 of 63

DOCTOR OF EDUCATION PROGRAM

Page 34 of 63

Figure 2

Preeminence and Infusion of Pioneer University’s Mission in the Doctor of Education Degree Program

University Mission

University Learning

Requirements


Derive Content Course Design

Evaluation (Assignments)

Evidence Criteria

Standards

Program Learning Outcomes for the

Doctor of Education Program

Summative Formative

Processes Products

Blue = Mission Permeates Institution

Red = Evaluation of How Well Mission is Accomplished

Page 35 of 63

Connection of UNIVERSITY LEARNING REQUIREMENTS (ULR’s)

With DOCTOR OF EDUCATION PROGRAM LEARNING OUTCOMES (PLO’s)

UNIVERSITY LEARNING REQUIREMENTS (ULR’S) Learning and

Achievement Community

& World Awake to

New Possibilities

Values: Diverse, Open, &

Challenging A B C D E F G H

1.1 X X X X 1.2 X X X X 1.3 X X X X X X 1.4 X X

Instructional Leadership

1.5 X X X 2.1 X X X X X 2.2 X X X X X X 2.3 X X X X X X 2.4 X X X X X

Organizational Leadership

2.5 X X X X X X X 3.1 X X X X X X 3.2 X X X X X X

PROGRAM LEARNING OUTCOMES

(PLO’S)

Professional Inquiry 3.3 X X X X X X

Page 36 of 63

DOCTORATE OF EDUCATION DEGREE PROGRAM LEARNING OUTCOMES (EDD-PLO’s)

Graduates of the Doctorate of Education Program shall accomplish the following Program Learning Objectives (EDD-PLO’s):

Academic Leadership - By graduation students will: 1.1. Use the skills of analysis, synthesis and evaluation, based on research in

curriculum and instruction, to develop, design, and/or implement epistemologically sound ideas.

1.2. Develop a working knowledge of the major cognitive issues in education

(memory, language development, cognition of mathematics, stochastics, etc.) and how they apply to curriculum and instruction.

1.3. Develop expertise in the foundational theories in education and the effect

each has, or has had, on the local and global education communities. 1.4. Understand technology and informational research; and to effectively,

creatively, and ethically use technology tools for the discovery, acquisition, evaluation, manipulation, and presentation of information

1.5. Understand the differences between education in the United States of

America and abroad and what, if any, international educational practices have contributed and influenced American educational practices.

District/Organization Leadership – By graduation students will: 2.1. Understand the significance of a shared organizational vision so that the

entire educational community understands and acts on the mission of the district/organization as a standards-based experiential educational system.

2.2. Develop a deep understanding of district/organizational-level finance,

law and business to the extent that the graduate understands how to leverage and marshal sufficient resources (financial, human and physical) to take an organization from concept to reality.

2.3. Use a highly developed understanding of curriculum and instruction to

guide and support the long-term professional development of all staff consistent with the vision of the district/organization in an ongoing effort to improve the learning of all students.

Page 37 of 63

2.4. Promote equity, fairness, and respect among all members of the district/organizational community and influence and support public policies that ensure the equitable distribution of resources, and support for all students.

2.5 Understand how policy makers at the local, state and national levels,

(both historically and presently) influence education and the responsibility of the district/organizational leader to work with policymakers for the good of all students.

Professional Inquiry – By graduation students will: 3.1. Develop the research skills necessary to conduct research including a

thorough understanding of research design, methodology, and analysis. 3.2. Connect the theory and practicum of educational inquiry to inform

educational practice at the school and organizational levels. 3.3. Conduct a work of original research that contributes to the body of

knowledge in the field of education.

Page 38 of 63

Curriculum Map of

DOCTOR OF EDUCATION PROGRAM LEARNING OUTCOMES (PLOs) to

DOCTOR OF EDUCATION COURSES PROGRAM LEARNING OUTCOMES (Ed.D-PLO’s)

Academic Leadership District/Organization Leadership

Professional Inquiry

1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 EDU 700 X X X EDU 710 X X X EDU 715 X X X EDU 720 X X X EDU 725 X X X EDU 730 X X X EDU 735 X EDU 740 X X X X EDU 745 X EDU 750 X X X EDU 800 X EDU 805 X X X EDU 810 X X X EDU 815 X X EDU 820 X EDU 825 X X EDU 830 X X EDU 835 X X EDU 840 X X EDU 845 X X EDU 900 X EDU 905 X X X EDU 910 X X EDU 915 X X X EDU 920 X

REQUIRED COURSES

FOR DOCTORS DEGREE

EDU 950 Dissertation is a Capstone and Addresses Many PLOs

Page 39 of 63

COURSE DESCRIPTIONS for the DOCTOR IN EDUCATION (Ed.D.) PROGRAM

with STUDENT LEARNING OUTCOMES (SLOS)

Shown for each Course

Students are rated on their achievement of the Student Learning Outcomes as Follows:

(M) Student demonstrated Mastery of the Student Learning Outcome. (P) Student demonstrated a Proficient knowledge of the Student Learning Outcome. (D) Student demonstrated a Developing knowledge of the Student Learning Outcome. (E) Student demonstrated an Emerging knowledge of the learning outcome. (NU) Student demonstrated No Understanding of the Student Learning Outcome.

EDU 700 Constructivism (4) This course is a collaborative exploration of representative literature in the constructivist tradition. Students will assess various approaches to constructivism, discuss their strengths and weaknesses, and examine areas of convergence and divergence.


EDU 700-1 The student will understand and be conversant in the seminal research related to the multiple theories of constructivism, including the seminal work of Dewey, Piaget, Vygotsky, von Glasserfield, Bandura, Bruner, Maturana, Papert, Rodgers, and others. (1.1, 1.3) [Minimum of “D” required for this SLO]


constructivism and the instructional applications based on constructivism (e.g., Project-based learning, Problem-based learning Expert-Apprentice models, etc.). (1.1, 1.3, 2.3) [Minimum of “P” required for this SLO]

EDU 700-3 The student will didactically discuss the foundational theories in

education, their strengths and weaknesses, as well as examine areas of convergence and divergence with constructivism. (1.1, 1.3) [Minimum of “P” required for this SLO]

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EDU 710 Applied Coaching in the Educational Setting (2) In this course students will learn multiple theories of coaching and will have a practicum in coaching K-12 faculty with the purpose of achieving gains in student achievement, efficacy, and motivation. Through this process the student will become a more reflective and proactive professional.


EDU 710-1 The student will learn and apply several supervisory coaching models that will allow both the coach and the coached to make informed decisions regarding the application of curriculum and instruction in the classroom. (2.1, 2.3, 2.4) [Minimum of “P” required for this SLO]

EDU 710-2 The student will develop questioning and language skills that result in

greater precision in coaching and that will assist the coach in developing autonomy and increasing a sense of efficacy and self-awareness. (2.4) [Minimum of “P” required for this SLO]

EDU 710-3 The student will understand and be conversant in the major theories related to the area of coaching and mentoring, including the characteristics and outcomes of Instructional Coaching, Literacy Coaching, Cognitive Coaching, Coaching Classroom Management, Content Coaching, and Leadership Coaching and how these approaches can influence student learning and achievement. (2.3, 2.4) [Minimum of “P” required for this SLO]

EDU 715 Cognitive Perspectives I - Seminar in Memory (2) This course will review basic research into the nature of memory. It will begin with an examination of historical milestones in the study of memory and then consider current research related to memory. Topics will include conditioning, automaticity, divided attention, memory systems, and the nature of mental representation.

Student Learning Outcomes: EDU 715-1 The student will examine the historical milestones in the study of memory.

(1.2) [Minimum of “D” required for this SLO] EDU 715-2 The student will analyze the current research related to memory. (1.1, 1.3)

[Minimum of “D” required for this SLO] EDU 715-3 The student will assess and be conversant in the major theories related to

the area of memory, including but not limited to conditioning, automaticity, divided attention, memory systems, and the nature of mental representation. (1.1, 1.2, 1.3) [Minimum of “D” required for this SLO]

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EDU 720 Elements of School Business (2) Students will examine the areas of transportation, school maintenance, school operations, food services, school attendance, student services, athletics, band, ASB, and other elements of the school financial picture and solve case studies from real-world experiences.

Student Learning Outcomes: EDU720-1 The student will synthesize the seminal issues and/or matters related to

education finance. (2.2) [Minimum of “P” required for this SLO]

EDU720-2 The student will understand and be conversant in the school finance system in California. (2.5) [Minimum of “P” required for this SLO]


how state school finance systems relate to the day-to-day business administration of school districts. (2.2, 2.4, 2.5) [Minimum of “P” required for this SLO]

EDU 725 Historical Perspectives on Curriculum and Instruction (2) Students will focus on pivotal moments in American history and their influence upon the development of educational thought and practice. Key course topics will include: Colonial period, Common school movement, Compulsory Education, Education and Democracy, and Control of the Curriculum.

Student Learning Outcomes: EDU 725-1 The student will understand the evolution of educational curriculum and

schooling in the Early Colonies of America from 1635 -1776. (1.3, 2.5) [Minimum of “P” required for this SLO]

EDU 725-2 The student will understand how curriculum progressed from the

founding of the United States of America in 1776 to 1928 including important Supreme Court cases. (1.3, 2.5) [Minimum of “P” required for this SLO]

EDU 725-3 The student will use a historical perspective to analyze the theory and

practical impact of curriculum on society now and the impact on the future. (1.3, 1.5) [Minimum of “P” required for this SLO]

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EDU 730 Organizational Leadership (2) This course examines organizational leadership in the context of managing continuous change, innovation, and adaptation. Topics will include models and theories of leadership and change management; behavior of individuals and teams in organizations; communicating strategic intent; institutionalizing a capacity for change; creating winning organizational cultures; negotiating the political landscape of organizations; and managing for contingencies.


EDU 730-1 The student will identify models or theories of leadership as well as change management. (2.1) [Minimum of “P” required for this SLO]

EDU 730-2 The student will develop the skills necessary for institutionalizing change

and creating a winning organizational culture. (2.1, 2.4) [Minimum of “P” required for this SLO]

EDU 740-3 The student will evaluate strategies for negotiating the political landscape of

organizations and managing for contingencies. (2.1, 2.4, 2.5) [Minimum of “P” required for this SLO]

EDU 735 Seminar in Technology Design in Education (2) This course examines the use of technology in designing useful tools for students and learners. Students will synthesize their knowledge of technology, learning and research to build portfolios and websites that display and share their work as an educator and researcher.


EDU 735-1 The student will demonstrate knowledge of portfolios in educational settings. (1.4) [Minimum of “P” required for this SLO]

EDU 735-2 The student will demonstrate knowledge of web sites in educational settings.

(1.4) [Minimum of “P” required for this SLO]

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EDU 740 Seminar in School Business – Designing the Strategic Plan (2) Students will learn to lead initiatives and projects on an individual, team, department, or organizational level. Topics will include obtaining support and resources; identifying and mitigating risks; establishing project plans and/or action plans (strategic, marketing, technology, facilities); managing implementation; measuring results and impact; and control models to assess and address project deviations to avoid derailment.


EDU 740-1 The student will understand the role that appropriate business decisions have on the educational program of the organization. (2.2, 2.4) [Minimum of “P” required for this SLO]

EDU 740-2 The student will understand the role of the school vision on all aspects of

school business including marketing, strategic planning, and technology planning, etc. (2.1) [Minimum of “P” required for this SLO]

EDU 740-3 The students will gain knowledge of budgets, state financing, grants,

technology, and categorical funding adequate to build the budget and finance a school in the 21st century. (2.2, 2.4, 2.5) [Minimum of “P” required for this SLO]

EDU 740-4 The student will understand the effects of the whims of the financial market,

the manipulations of the legislature, volatility of the economy on school management. (2.2, 2.5) [Minimum of “D” required for this SLO]

EDU 745 Grant Development in Education (2) This course addresses the process for writing and submitting grant proposals, including training grants, demonstration projects, research grants, and curriculum development projects.


EDU 745 -1 The student will understand the critical components of a successful grant proposal. (2.2) [Minimum of “D” required for this SLO]

EDU 745-2 The student will understand the process of writing and submitting grant

proposals, including training grants, demonstration projects, research grants, and curriculum development projects. (2.2) [Minimum of “D” required for this SLO]

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EDU 750 Seminar in Alternative Education (2) This course examines the learning and teaching in alternative education setting including independent study, continuation schools, juvenile detention schools, non-public schools, online schools, distance learning and other non-traditional pathways to education.


EDU 750-1 The student will understand the role alternative schools have in American education and how these American institutions compare with systems in other countries. (1.5) [Minimum of “P” required for this SLO]

EDU 750-2 The student will gain knowledge of the business organization and instructional

delivery systems of alternative schools including attendance accounting, accreditation, and program rigor. (2.4) [Minimum of “P” required for this SLO]

EDU 750-3 The student will understand the strengths and weaknesses of alternative

approaches to education. (2.5) [Minimum of “P” required for this SLO] EDU 800 Introductory Seminar in Project-Based instruction for the College and University Student (2) A faculty member selected by the student will lead a collaborative effort with the student to design and instruct a course at the postsecondary level.


EDU 800-1 The student will understand the theory of andragogy and how it applies to the instruction of college and/or university students. (2.3) [Minimum of “D” required for this SLO]

EDU 800-2 The student will synthesize the skills and knowledge sets appropriate to the

instruction of a college class. (2.3) [Minimum of “D” required for this SLO] EDU 800-3 The student will understand the elements of professional development in the

education profession. (2.3) [Minimum of “D” required for this SLO]

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EDU 805 Advanced Professional Productivity (2) Students will prepare papers and presentations for publication in scholarly publications (journals articles, books, chapters); make professional presentations at state, national, and international professional conferences and before school boards, and state and federal governing bodies.


EDU 805-1 The student will develop an understanding of productivity in education including professional responsibilities in publishing and presenting scholarly work. (3.1, 3.2, 3.3) [Minimum of “P” required for this SLO]

EDU 810 Shaping Learning through Curriculum, Instruction, and Schooling (2) This course explores elements of curriculum and instruction: the role of schooling in shaping students' opportunities to learn, content selection, and structuring instruction.


EDU 810-1 The student will be conversant in critical elements of curriculum and instruction. (1.1, 1.2) [Minimum of “P” required for this SLO]

EDU 810-2 The student will understand the role of the school in shaping students’

opportunities to learn. (2.4) [Minimum of “P” required for this SLO] EDU 815 Seminar in Human Resources (2) This course will examine the processes of personnel administration in the educational setting. Additionally, students will demonstrate a high level of understanding of staff evaluation, due process, and personnel selection practices.


EDU 815-1 The student will understand the processes of personnel administration in the educational setting. (2.2, 2.4) [Minimum of “P” required for this SLO]

EDU 815-2 The students will demonstrate a high level of understanding of staff evaluation,

due process, and personnel selection practices. (2.2, 2.4) [Minimum of “P” required for this SLO]

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EDU 820 International Comparative Education (2) This course examines the comparative study of social, political, and cultural factors that influence international education. Emphasis will focus on reform movements and curriculum and pedagogical characteristics of schools throughout the world.


EDU 820-1 The student will understand the comparative study of social, political, and cultural factors that influence international education. (1.5) [Minimum of “P” required for this SLO]

EDU 820- 2 The student will understand the reform movements and curriculum and

pedagogical characteristics of schools throughout the world. (1.5) [Minimum of “P” required for this SLO]

EDU 820-3 The student will compare and contrast the differences between education in the

United States of America and abroad and what, if any, international educational practices have contributed and influenced American educational practices. (1.5) [Minimum of “P” required for this SLO]

EDU 825 Seminar in Special Education (2) This course will provide opportunities for students to encounter and solve issues in special education. Students will examine the diverse needs of special education students as well as the legal issues surrounding the delivery of special education services.


EDU 825-1 The student will understand the diverse needs of special education students. (2.4) [Minimum of “P” required for this SLO]

EDU 825-2 The student will gain knowledge of the legal issues surrounding the delivery of

special education services. (2.4, 2.5) [Minimum of “P” required for this SLO] EDU 825-3 The student’s knowledge of special education will be sufficient to make

appropriate administrative decisions regarding students with special needs. (2.4) [Minimum of “P” required for this SLO]

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EDU 830 Qualitative Design (2) Students will learn the theory and practice of qualitative research including the use of longitudinal studies, narrative inquiry, ethnography, and case studies.


EDU 830-1 The student will demonstrate an understanding of the collection, analysis, and representation of data in qualitative research. (3.1, 3.2) [Minimum of “P” required for this SLO]

EDU 830-2 The student will understand qualitative design theory including the use of

longitudinal studies, narrative inquiry, ethnography, and case studies. (3.1, 3.2) [Minimum of “P” required for this SLO]

EDU 835 Quantitative Design (2) Students will gain a conceptual understanding of fundamental quantitative methods typically employed in educational and psychological research settings including foundations of educational measurement, types of educational measures, and both experimental and non-experimental designs.


EDU 835-1 The student will have a conceptual understanding of fundamental quantitative methods typically employed in educational and psychological research settings. (3.1, 3.2) [Minimum of “P” required for this SLO]

EDU 835-2 The student will understand the foundations of educational measurement. (3.1,

3.2) [Minimum of “P” required for this SLO] EDU 825-3 The student will have sufficient knowledge to conduct research using

experimental and non-experimental designs in educational setting. (3.1, 3.2) [Minimum of “P” required for this SLO]

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EDU 840 Dissertation Design (2) Students will learn the design principles of how to design and complete an original dissertation.


EDU 840-1 The student will understand dissertation design principles. (3.1) [Minimum of “P” required for this SLO]

EDU840-2 The student will understand the elements found in chapters one and two of a

dissertation. (3.1) [Minimum of “P” required for this SLO] EDU 840-3 The student will understand educational research methodologies and their use

in designing, conducting, and representing research. (3.1, 3.2) [Minimum of “P” required for this SLO]

EDU 845 Cognitive Perspectives II - Seminar in Intelligence and Language (2) The first portion of this course will provide an introduction to theories and models of intelligence. Historical and Contemporary views of intelligence will be examined. The second portion of this course will provide an introduction to the structure of natural language, and to the cognitive processes that underline its acquisition, comprehension, and production. This course covers findings from linguistics, computer science, psychology, and cognitive neuroscience to provide an integrated perspective on human language abilities and the acquisition of language.


EDU 845-1 The student will examine and be conversant in the historical and contemporary theories and models of intelligence. (1.2) [Minimum of “D” required for this SLO]

EDU 845-2 The student will analyze the structure of natural language and the cognitive

processes that underline its acquisition, comprehension, and production. (1.1, 1.2) [Minimum of “D” required for this SLO]

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EDU 900 Advanced Seminar in Project-Based instruction for the College and University Student (2) Each student will lead a collaborative effort with a faculty member of his/her choice to design and instruct a course at the postsecondary level.


EDU 900-1 The student will gain an advanced knowledge of applied pedagogy as it applies to the instruction of college and/or university students. (2.3) [Minimum of “P” required for this SLO]

EDU 900-2 The student will demonstrate an advanced skill level and knowledge set

appropriate to the instruction of a college class. (2.3) [Minimum of “P” required for this SLO]

EDU 905 Seminar Tests and Measures (2) Students will examine the principles of psychological and educational measurement and testing, including the technical interpretation of test scores using the classical test model. Content of the course will consider individual measures of aptitude, personality, intelligence, and achievement as well as the standards for educational and psychological measurement. Students will examine and deconstruct and techniques used in psychometric studies to establish levels of reliability and validity and will utilize statistical software to conduct analyses.


EDU 905-1 The student will articulate major categories of psychological and educational tests and measures and analyze properties of tests and measures with regard to levels of reliability and validity. (2.4, 3.1) [Minimum of “D” required for this SLO]

EDU905-2 The student will determine strategies for establishing test reliability and

validity using the standards for test and measurement. (3.1, 3.2) [Minimum of “P” required for this SLO]

EDU 905-3 The student will apply statistical procedures of correlation and factor

analysis in psychometric assessments. (3.1, 3.2) [Minimum of “D” required for this SLO]

Page 50 of 63

EDU 910 Applied Inferential Statistics (2) This course surveys inferential statistics with emphasis on practical applications of statistical analysis. The principles of collecting, analyzing, and interpreting data are covered in this course. It examines the role of statistical analysis, terminology, the appropriate use of techniques, and interpretation of statistical findings through the applications and functions of statistical methods.


EDU 910-1 The student will understand inferential statistics with emphasis on practical applications of statistical analysis. (3.1) [Minimum of “D” required for this SLO]

EDU 910-2 The student will understand the principles of collecting, analyzing, and

interpreting data. (3.1, 3.2) [Minimum of “P” required for this SLO]

EDU 910-3 The student will demonstrate the appropriate use of techniques and interpretation of statistical findings through the applications and functions of statistical methods. (3.2) [Minimum of “D” required for this SLO]

EDU 915 Cognitive Perspectives III - Math, Science and Uncertainty (2) This course provides an opportunity for the student to thoroughly explore the Cognition of Mathematics, Science, and Uncertainty by examining both historic and current literature regarding these areas of epistemology.


EDU 915-1 The student will explore the historic and current literature regarding the field of Cognition of Mathematics and will analyze both theoretical and practical connections between cognition and the basic tenets of the Mathematical epistemology. (1.1, 1.2, 1.3) [Minimum of “D” required for this SLO]

EDU 915-2 The student will explore the historic and current literature regarding the field

of Science and will analyze both theoretical and practical connections between cognition and the basic tenets of the Science epistemology. (1.1, 1.2, 1.3) [Minimum of “D” required for this SLO]

EDU 915-3 The student will explore the historic and current literature regarding the field

of Uncertainty and will analyze both theoretical and practical connections between cognition and the basic tenets of the Uncertainty epistemology. (1.1, 1.2, 1.3) [Minimum of “D” required for this SLO]

Page 51 of 63

EDU 920 Dissertation Seminar (2) The dissertation proposal will be completed during this course.


EDU 920-1 The student will formulate questions for research and understand the elements of a review of the literature for a specific topic. (3.3) [Minimum of “M” required for this SLO]

EDU 920-2 The student will understand appropriate research design elements for a major

research undertaking. (3.3) [Minimum of “M” required for this SLO] EDU 950 Dissertation (8) An original research project approved by the student’s dissertation committee will be conducted.


EDU950-1 The student will demonstrate his/her in-depth understanding of one or more of the program learning outcomes by completing a dissertation that demonstrates, at a doctoral level, competency in conducting original research. The dissertation will serve as the capstone for the doctoral program. (3.3) [Minimum of “M” required for this SLO]

EDU 975 Dissertation Continuation (2) This course will be for students who have not completed their dissertation during EDU 950.

Page 52 of 63

CURRICULUM DETAIL OF PROGRAM LEARNING OUTCOMES (PLOS) IN RELATION TO STUDENT LEARNING OUTCOMES (SLOS) BY COURSE

To demonstrate Academic Leadership, prior to graduation Doctor of Education students will: 1.1 Use the skills of analysis, synthesis and evaluation, based on research on

curriculum and instruction, to develop epistemologically sound ideas that make a significant contribution to the field of education.


Outcome 1.1


EDU 700 Constructivism

EDU 700-1 The student will understand and be conversant in the seminal research related to the

multiple theories of constructivism, including the seminal work of Dewey, Piaget, Vygotsky, von Glasserfield, Bandura, Bruner, Maturana, Papert, Rodgers, and others. (1.1, 1.3)

EDU 700-2 The student will make both theoretical and practical connections between constructivism

and the instructional applications based on constructivism (e.g., Project-based learning, Problem-based learning Expert-Apprentice models, etc.). (1.1, 1.3, 2.3)

EDU 700-3 The student will didactically discuss the foundational theories in education, their strengths

and weaknesses, as well as examine areas of convergence and divergence with constructivism. (1.1, 1.3)

EDU 715 Cognitive Perspectives I Seminar in Memory

EDU 715-2 The student will analyze the current research related to memory. (1.1, 1.3) EDU 715-3 The student will assess and be conversant in the major theories related to the area of

memory, including but not limited to conditioning, automaticity, divided attention, memory systems, and the nature of mental representation. (1.1, 1.2, 1.3)

EDU 810 Shaping Learning Through Curriculum, Instruction, and Schooling

EDU 810-1 The student will be conversant in critical elements of curriculum and instruction. (1.1, 1.2)

EDU 845 Cognitive Perspectives II Seminar in Intelligence and Language

EDU 845-2 The student will analyze the structure of natural language and the cognitive processes that underline its acquisition, comprehension, and production. (1.1, 1.2)

EDU 915 Cognitive Perspectives III – Seminar in Math, Science and Uncertainty

EDU 915-1 The student will explore the historic and current literature regarding the field of Cognition of Mathematics and will analyze both theoretical and practical connections between cognition and the basic tenets of the Mathematical epistemology. (1.1, 1.2, 1.3)

EDU 915-2 The student will explore the historic and current literature regarding the field of Science

and will analyze both theoretical and practical connections between cognition and the basic tenets of the Science epistemology. (1.1, 1.2, 1.3)

EDU 915-3 The student will explore the historic and current literature regarding the field of

Uncertainty and will analyze both theoretical and practical connections between cognition and the basic tenets of the Uncertainty epistemology. (1.1, 1.2, 1.3)

Page 53 of 63

To demonstrate Academic Leadership prior to graduation Doctor of Education students will: 1.2 Develop a working knowledge of the major cognitive issues in education (memory,

language development, cognition of mathematics, stochastics, etc.) and how they apply to curriculum and instruction.


Outcome 1.2



EDU 715-1 The student will examine the historical milestones in the study of memory. (1.2) EDU 715-3 The student will assess and be conversant in the major theories related to the area of memory,

including but not limited to conditioning, automaticity, divided attention, memory systems, and the nature of mental representation. (1.1, 1.2, 1.3)

EDU 810 Shaping Learning Through Curriculum, Instruction, and Schooling

EDU 810-1 The student will be conversant in critical elements of curriculum and instruction. (1.1, 1.2)

EDU 845 Cognitive Perspectives II Seminar in Intelligence and Language

EDU 845-1 The student will examine and be conversant in the historical and contemporary theories and models of intelligence. (1.2)

EDU 845-2 The student will analyze the structure of natural language and the cognitive processes that

underline its acquisition, comprehension, and production. (1.1, 1.2)



EDU 915-2 The student will explore the historic and current literature regarding the field of Science and will

analyze both theoretical and practical connections between cognition and the basic tenets of the Science epistemology. (1.1, 1.2, 1.3)

EDU 915-3 The student will explore the historic and current literature regarding the field of Uncertainty and

will analyze both theoretical and practical connections between cognition and the basic tenets of the Uncertainty epistemology. (1.1, 1.2, 1.3)

Page 54 of 63

To demonstrate Academic Leadership, prior to graduation Doctor of Education students will: 1.3 Develop expertise in the foundational theories in education and the effect each has, or

has had, on the local and global education communities.


Outcome 1.3



EDU 700-1 The student will understand and be conversant in the seminal research related to the multiple theories of constructivism, including the seminal work of Dewey, Piaget, Vygotsky, von Glasserfield, Bandura, Bruner, Maturana, Papert, Rodgers, and others. (1.1, 1.3)

EDU 700-2 The student will make both theoretical and practical connections between constructivism and

the instructional applications based on constructivism (e.g., Project-based learning, Problem-based learning Expert-Apprentice models, etc.). (1.1, 1.3, 2.3)

EDU 700-3 The student will didactically discuss the foundational theories in education, their strengths and

weaknesses, as well as examine areas of convergence and divergence with constructivism. (1.1, 1.3)


EDU 715-2 The student will analyze the current research related to memory. (1.1, 1.3) EDU 715-3 The student will assess and be conversant in the major theories related to the area of memory,

including but not limited to conditioning, automaticity, divided attention, memory systems, and the nature of mental representation. (1.1, 1.2, 1.3)

EDU 725 Historical Perspectives on Curriculum and Instruction

EDU 725-1 The student will understand the evolution of educational curriculum and schooling in the Early Colonies of America from 1635 -1776. (1.3, 2.5)

EDU 725-2 The student will understand how curriculum progressed from the founding of the United States

of America in 1776 to 1928 including important Supreme Court cases. (1.3, 2.5) EDU 725-3 The student will use a historical perspective to analyze the theory and practical impact of

curriculum on society now and the impact on the future. (1.3, 1.5)



EDU 915-2 The student will explore the historic and current literature regarding the field of Science and will

analyze both theoretical and practical connections between cognition and the basic tenets of the Science epistemology. (1.1, 1.2, 1.3)

EDU 915-3 The student will explore the historic and current literature regarding the field of Uncertainty and

will analyze both theoretical and practical connections between cognition and the basic tenets of the Uncertainty epistemology. (1.1, 1.2, 1.3)

Page 55 of 63

To demonstrate Academic Leadership, prior to graduation Doctor of Education students will: 1.4 Understand technology and informational research; and to effectively, creatively, and

ethically use technology tools for the discovery, acquisition, evaluation, manipulation, and presentation of information


Outcome 1.4


EDU 735 Seminar in Technology Design in Education

EDU 735-1 The student will demonstrate knowledge of portfolios in educational settings. (1.4) EDU 735-2 The student will demonstrate knowledge of web sites in educational settings. (1.4)

To demonstrate Academic Leadership, prior to graduation Doctor of Education students will: 1.5. Understand the differences between education in the United States of America and

abroad and what, if any, international educational practices have contributed and influenced American educational practices.


Outcome 1.5



EDU 725-3 The student will use a historical perspective to analyze the theory and practical impact of curriculum on society now and the impact on the future. (1.3, 1.5)

EDU 750 Seminar in Alternative Education

EDU 750-1 The student will understand the role alternative schools have in American education and how these American institutions compare with systems in other countries. (1.5)

EDU 820 International Comparative Education

EDU 820-1 The student will understand the comparative study of social, political, and cultural factors that influence international education. (1.5)

EDU 820- 2 The student will understand the reform movements and curriculum and pedagogical

characteristics of schools throughout the world. (1.5) EDU 820-3 The student will compare and contrast the differences between education in the United States of

America and abroad and what, if any, international educational practices have contributed and influenced American educational practices. (1.5)

Page 56 of 63

To demonstrate District/Organizational Leadership, prior to graduation Doctor of Education students will: 2.1 Understand the significance of a shared organizational vision so that the entire

educational community understands and acts on the mission of the district/organization as a standards-based experiential educational system.


Outcome 2.1


EDU 710 Applied Coaching in the Educational Setting

EDU 710-1 The student will learn and apply several supervisory coaching models that will allow both the coach and the coached to make informed decisions regarding the application of curriculum and instruction in the classroom. (2.1, 2.3, 2.4)

EDU 730 Organizational Leadership

EDU 730-1 The student will identify models or theories of leadership as well as change management. (2.1) EDU 730-2 The student will develop the skills necessary for institutionalizing change and creating a

winning organizational culture. (2.1, 2.4) EDU 730-3 The student will evaluate strategies for negotiating the political landscape of organizations and

managing for contingencies. (2.1, 2.4, 2.5)

EDU 740 Seminar in School Business

EDU 740-2 The student will understand the role of the school vision on all aspects of school business including marketing, strategic planning, and technology planning, etc. (2.1)

Page 57 of 63

To demonstrate District/Organizational Leadership, prior to graduation Doctorate of Education students will: 2.2 Develop a deep understanding of district/organizational-level finance, law and

business to the extent that the graduate understands how to leverage and marshal sufficient resources (financial, human and physical) to take an organization from concept to reality.


Outcome 2.2


EDU 720 Elements of School Business

EDU720-1 The student will synthesize the seminal issues and/or matters related to education finance. (2.2) EDU 720-3 The student will make both theoretical and practical connections between how state school

finance systems relate to the day-to-day business administration of school districts. (2.2, 2.4, 2.5)


EDU 740-1 The student will understand the role that appropriate business decisions have on the educational program of the organization. (2.2, 2.4)

EDU 740-3 The students will gain knowledge of budgets, state financing, grants, technology, and

categorical funding adequate to build the budget and finance a school in the 21st century. (2.2, 2.4, 2.5)

EDU 740-4 The student will understand the effects of the whims of the financial market, the manipulations

of the legislature, volatility of the economy on school management. (2.2, 2.5)

EDU 745 Grant Development in Education

EDU 745 -1 The student will understand the critical components of a successful grant proposal. (2.2) EDU 745-2 The student will understand the process of writing and submitting grant proposals, including

training grants, demonstration projects, research grants, and curriculum development projects. (2.2)

EDU 815 Seminar in Human Resources

EDU 815-1 The student will understand the processes of personnel administration in the educational setting.

(2.6) EDU 815-2 The students will demonstrate a high level of understanding of staff evaluation, due process,

and personnel selection practices. (2.6)

Page 58 of 63

To demonstrate District/Organizational Leadership, prior to graduation Doctor of Education students will: 2.3 Use a highly developed understanding of curriculum and instruction to guide and

support the long-term professional development of all staff consistent with the vision of the district/organization in an ongoing effort to improve the learning of all students.


Outcome 2.3



EDU 700-2 The student will make both theoretical and practical connections between constructivism and the instructional applications based on constructivism (e.g., Project-based learning, Problem-based learning Expert-Apprentice models, etc.). (1.1, 1.3, 2.3)



EDU 710-3 The student will understand and be conversant in the major theories related to the area of coaching

and mentoring, including the characteristics and outcomes of Instructional Coaching, Literacy Coaching, Cognitive Coaching, Coaching Classroom Management, Content Coaching, and Leadership Coaching and how these approaches can influence student learning and achievement. (2.3, 2.4)

EDU 800 Introductory Seminar in Project-Based Instruction for the College and University Student

EDU 800-1 The student will understand the theory of andragogy and how it applies to the instruction of college and/or university students. (2.3)

EDU 800-2 The student will synthesize the skills and knowledge sets appropriate to the instruction of a college

class. (2.3) EDU 800-3 The student will understand the elements of professional development in the education profession.

(2.3)

EDU 900 Advanced Seminar in Project-Based Instruction for the College and University Student

EDU 900-1 The student will gain an advanced knowledge of applied pedagogy as it applies to the instruction of college and/or university students. (2.3)

EDU 900-2 The student will demonstrate an advanced skill level and knowledge set appropriate to the

instruction of a college class. (2.3)

Page 59 of 63

To demonstrate District/Organizational Leadership, prior to graduation Doctor of Education students will: 2.4 Promote equity, fairness, and respect among all members of the district/organizational

community and influence and support public policies that ensure the equitable distribution of resources, and support for all students.


Outcome 2.4




EDU 710-2 The student will develop questioning and language skills that result in greater precision in

coaching and that will assist the coach in developing autonomy and increasing a sense of efficacy and self-awareness. (2.4)

EDU 710-3 The student will understand and be conversant in the major theories related to the area of coaching

and mentoring, including the characteristics and outcomes of Instructional Coaching, Literacy Coaching, Cognitive Coaching, Coaching Classroom Management, Content Coaching, and Leadership Coaching and how these approaches can influence student learning and achievement. (2.3, 2.4)


EDU 720-3 The student will make both theoretical and practical connections between how state school finance systems relate to the day-to-day business administration of school districts. (2.2, 2.4, 2.5)


EDU 730-2 The student will develop the skills necessary for institutionalizing change and creating a winning organizational culture. (2.1, 2.4)

EDU 730-3 The student will evaluate strategies for negotiating the political landscape of organizations and

managing for contingencies. (2.1, 2.4, 2.5)


EDU 740-1 The student will understand the role that appropriate business decisions have on the educational program of the organization. (2.2, 2.4)

EDU 740-3 The students will gain knowledge of budgets, state financing, grants, technology, and categorical

funding adequate to build the budget and finance a school in the 21st century. (2.2, 2.4, 2.5)


EDU 750-2 The student will gain knowledge of the business organization and instructional delivery systems of alternative schools including attendance accounting, accreditation, and program rigor. (2.4)

EDU 810 Shaping Learning through Curriculum, Instruction, and Schooling

EDU 810-2 The student will understand the role of the school in shaping students’ opportunities to learn. (2.4)

EDU 815 Seminar in Human Resources

EDU 815-1 The student will understand the processes of personnel administration in the educational setting. (2.6)

EDU 815-2 The students will demonstrate a high level of understanding of staff evaluation, due process, and

personnel selection practices. (2.6)

Page 60 of 63

EDU 825 Seminar in Special Education

EDU 825-1 The student will understand the diverse needs of special education students. (2.4) EDU 825-2 The student will gain knowledge of the legal issues surrounding the delivery of special education

services. (2.4, 2.5) EDU 825-3 The student’s knowledge of special education will be sufficient to make appropriate administrative

decisions regarding students with special needs. (2.4)

EDU 905 Seminar in Tests and Measures

EDU 905-1 The student will articulate major categories of psychological and educational tests and measures and analyze properties of tests and measures with regard to levels of reliability and validity. (2.4, 3.1)

To demonstrate District/Organizational Leadership, prior to graduation Doctor of Education students will: 2.5 Understand how policy makers at the local, state and national levels, (both historically

and presently) influence education and the responsibility of the district/organizational leader to work with policymakers for the good of all students.


Outcome 2.5



EDU 720-2 The student will understand and be conversant in the school finance system in California. (2.5) EDU 720-3 The student will make both theoretical and practical connections between how state school finance

systems relate to the day-to-day business administration of school districts. (2.2, 2.4, 2.5)


EDU 725-1 The student will understand the evolution of educational curriculum and schooling in the Early Colonies of America from 1635 -1776. (1.3, 2.5)

EDU 725-2 The student will understand how curriculum progressed from the founding of the United States of

America in 1776 to 1928 including important Supreme Court cases. (1.3, 2.5)


EDU 730-3 The student will evaluate strategies for negotiating the political landscape of organizations and managing for contingencies. (2.1, 2.4, 2.5)


EDU 740-3 The students will gain knowledge of budgets, state financing, grants, technology, and categorical funding adequate to build the budget and finance a school in the 21st century. (2.2, 2.4, 2.5)

EDU 740-4 The student will understand the effects of the whims of the financial market, the manipulations of

the legislature, volatility of the economy on school management. (2.2, 2.5)


EDU 750-3 The student will understand the strengths and weaknesses of alternative approaches to education. (2.5)

EDU 825 Seminar in Special Education

EDU 825-2 The student will gain knowledge of the legal issues surrounding the delivery of special education services. (2.4, 2.5)

Page 61 of 63

To demonstrate competence in Professional Inquiry, prior to graduation Doctor of Education students will: 3.1 Develop the research skills necessary to conduct research including a thorough

understanding of research design, methodology, and analysis.


Outcome 3.1


EDU 805 Advanced Professional Productivity

EDU 805-1 The student will develop an understanding of productivity in education including professional responsibilities in publishing and presenting scholarly work. (3.1, 3.2, 3.3)

EDU 830 Qualitative Design

EDU 830-1 The student will demonstrate an understanding of the collection, analysis, and representation of data in qualitative research. (3.1, 3.2)

EDU 830-2 The student will understand qualitative design theory including the use of longitudinal studies,

narrative inquiry, ethnography, and case studies. (3.1, 3.2)

EDU 835 Quantitative Design

EDU 835-1 The student will have a conceptual understanding of fundamental quantitative methods typically employed in educational and psychological research settings. (3.1, 3.2)

EDU 835-2 The student will understand the foundations of educational measurement. (3.1, 3.2) EDU 825-3 The student will have sufficient knowledge to conduct research using experimental and non-

experimental designs in educational setting. (3.1, 3.2)

EDU 840 Dissertation Design

EDU 840-1 The student will understand dissertation design principles. (3.1) EDU840-2 The student will understand the elements found in chapters one and two of a dissertation. (3.1) EDU 840-3 The student will understand educational research methodologies and their use in designing,

conducting, and representing research. (3.1, 3.2)


EDU 905-1 The student will articulate major categories of psychological and educational tests and measures and analyze properties of tests and measures with regard to levels of reliability and validity. (2.4, 3.1)

EDU905-2 The student will determine strategies for establishing test reliability and validity using the

standards for test and measurement. (3.1, 3.2) EDU 905-3 The student will apply statistical procedures of correlation and factor analysis in psychometric

assessments. (3.1, 3.2)

EDU 910 Applied Inferential Statistics

EDU 910-1 The student will understand inferential statistics with emphasis on practical applications of statistical analysis. (3.1)

EDU 910-2 The student will understand the principles of collecting, analyzing, and interpreting data. (3.1, 3.2)

Page 62 of 63

To demonstrate competence in Professional Inquiry, prior to graduation Doctor of Education students will: 3.2 Connect the theory and practicum of educational inquiry to inform educational practice

at the school and organizational levels.


Outcome 3.2




EDU 830 Qualitative Design

EDU 830-1 The student will demonstrate an understanding of the collection, analysis, and representation of data in qualitative research. (3.1, 3.2)

EDU 830-2 The student will understand qualitative design theory including the use of longitudinal studies,

narrative inquiry, ethnography, and case studies. (3.1, 3.2)

EDU 835 Quantitative Design

EDU 835-1 The student will have a conceptual understanding of fundamental quantitative methods typically employed in educational and psychological research settings. (3.1, 3.2)

EDU 835-2 The student will understand the foundations of educational measurement. (3.1, 3.2) EDU 825-3 The student will have sufficient knowledge to conduct research using experimental and non-

experimental designs in educational setting. (3.1, 3.2)

EDU 840 Dissertation Design

EDU 840-3 The student will understand educational research methodologies and their use in designing, conducting, and representing research. (3.1, 3.2)


EDU905-2 The student will determine strategies for establishing test reliability and validity using the standards for test and measurement. (3.1, 3.2)

EDU 905-3 The student will apply statistical procedures of correlation and factor analysis in psychometric

assessments. (3.1, 3.2)

EDU 910 Applied Inferential Statistics

EDU 910-2 The student will understand the principles of collecting, analyzing, and interpreting data. (3.1, 3.2) EDU 910-3 The student will demonstrate the appropriate use of techniques and interpretation of statistical

findings through the applications and functions of statistical methods. (3.2)

Page 63 of 63

To demonstrate competence in Professional Inquiry, prior to graduation Doctor of Education students will: 3.3 Conduct a work of original research that contributes to the body of knowledge in the

field of education.


Outcome 3.3




EDU 920 Dissertation Seminar

EDU 920-1 The student will formulate questions for research and understand the elements of a review of the literature for a specific topic. (3.3)

EDU 920-2 The student will understand appropriate research design elements for a major research undertaking.

(3.3)

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