Doctor of Education (EDD)
How to Read Course Descriptions
The bolded first line begins with a capitalized abbreviation that designates the subject area followed by the course number and title. The credit hour value is also displayed.
Components: Indicates that the course has multiple components, such as lecture (LEC) and laboratory (LAB). The corresponding component hours are included in parentheses. For example, LEC (2), LAB (3).
The course description outlines what topics are covered in the course.
Prerequisites: Coursework to be completed and/or requirements required before taking the course.
Corequisites: Course(s) that must be taken in the same term.
"Recommended courses": Prerequisites or corequisites that are not required for enrollment in a particular course but would aid the student in successful completion of that course.
General Education Key: Indicates the General Education area for which the course may fulfill a requirement.
- SD - Science Distributive Requirement
- BSD - Behavioral and Social Science Distributive Requirement
- HD - Humanities Distributive Requirement
- AD - Arts Distributive Requirement
- EC - English Composition Requirement
- I - Interdisciplinary Requirement
- J - Diverse Communities Requirement
- W - Writing Emphasis Requirement
- SE - Speaking Emphasis Requirement
- ET - Ethics Requirement
- F - Foreign Languages Culture Cluster
- AR - Arabic Culture Cluster
- ASL - American Sign Language Culture Cluster
- CC - Classical Civilizations Culture Cluster
- FA - French & Francophone Area Culture Cluster
- GER - German Culture Cluster
- IT - Italian Culture Cluster
- REE - Russian & Eastern European Culture Cluster
- SP - Spanish Culture Cluster
Distance Education: Indicates if a course is approved to be offered via distance education. See the class schedule for details.
Consent: Department must give permission for a student to enroll in a course. Generally done through an electronic code that is created in myWCU, allowing the student to then enroll themselves into the course.
Typically Offered: Indicates what semester the course is typically offered.
Repeatable for Credit: Indicates if a student can take the course more than once and obtain credit. Verify the maximum allowable number of credits with the department.
Cross Listed: Indicates if there are any other course offerings that are considered equivalent to the course listing.
EDD 700. Doctoral Seminar in Educational Studies. 3 Credits.
The doctoral seminar explores the elements and purpose of the doctorate in Education Policy, Planning and Administration and provides students with an introductory survey of philosophical and historical foundations of education. The seminar serves as an introduction to applied doctoral studies and doctoral-level scholarship in Education, with a specific emphasis on each student's development as a critically reflective scholar.
EDD 701. Social and Ethical Foundations of Education Policy Research. 3 Credits.
This course is intended to help students think critically about debates, research, and frameworks in contemporary education policy in the United States, with an emphasis on the interplay between local, state and federal policy contexts. Throughout the semester, we will explore the tensions between key policy goals such as access and equality, accountability, the purposes of public vs. private education, and funding of public education, as well as the consequences (intended and unintended) of those tensions.
EDD 702. Innovation in Curriculum Development and Evaluation. 3 Credits.
An investigation of curriculum development, implementation and evaluation through historical, theoretical, political and cultural lenses, with examination of contemporary curriculum frameworks, the use of large and small scale data for evaluation and an examination of curriculum planning, processes and management of resources toward improved teaching and learning.
EDD 703. Educating All Students in a Diverse Society. 3 Credits.
This course examines the unique role Education leaders play in the formation and implementation of school policy, planning and administration relating to educating students from a variety of backgrounds and environments. The course supports candidates as they advance their knowledge and skills as decision-makers who understand and embrace the complexities of social and cultural diversity, and can help maximize positive outcomes for all students.
EDD 704. Political and Legal Trends in Educational Policy. 3 Credits.
Schools are impacted by diverse factors, not the least of which is law and political interests. This course provides an introduction to school law and the complex and often contested field of politics and education. The purpose of the course is to provide students with an understanding of the forces that have shaped, and continue to shape, educational policy, with an emphasis on governance structures, stakeholders, public engagement, and current policy issues and political contexts. Within this context, this course seeks to examine the legal and governmental aspects, which increasingly influence public school policy, planning and administration.
EDD 705. Critical Issues in Special Education. 3 Credits.
Special Education is the intersection of policy and evidenced-based practice. This course provides students the opportunity for in-depth analysis of current problems and issues in the field of Special Education. Topics to be included (but not limited to): over- and under-representation; response to intervention; high-stakes testing; teacher shortages; adult outcomes/transitions; trends in recreation and leisure; gifted education; co-morbidity; teaming; funding; policy and law; positive behavior supports; and addressing fads/fallacies. Each issue will be addressed from several perspectives including historical, legal, and theoretical.
EDD 706. Critical University Studies. 3 Credits.
LEC (1), DIS (2)
This course seeks to address the current crisis of American higher education through the lens of Critical University Studies (CUS). Consisting of three interrelated themes, it will provide doctoral students with the knowledge and skills needed to critically analyze universities and colleges as well as make transformative interventions in higher education. The first theme of the course, What is Critical University Studies (CUS)?, introduces students to the relatively new field of study. Building on the first theme, the second theme of the course, Higher Education through the Lens of Neoliberalism and Intersectionality, grants students the opportunity to study how CUS emerged as a response to neoliberalism and how it incorporates intersectionality in its analysis. Rounding out the course, students will learn how to connect CUS and Action Research. In this final section, students will be asked to address a specific issue of concern in higher education that they wish to examine through a CUS-Action Research framework.
Typically offered in Spring.
EDD 707. U.S. College Students Today: From Enrollment to Completion. 3 Credits.
This course examines the research, theories, and models concerning college students in the United States today. The course will familiarize learners with the many challenges and experiences college students engage in during their formalized course of study in higher education institutions. This course will take a broad look at the many ways students are engaged in learning and development from the college choice process to completion. Special focus will be directed toward understanding the implication of these processes, the current issues college students are facing (e.g., debt, the high cost of college, mental health issues, etc.), how structural inequalities contribute to challenges for students, and how higher education leaders and professionals can begin to develop and influence policy, programs, and administration to enhance and ensure student success.
Consent: Permission of the Department required to add.
Typically offered in Fall.
EDD 708. Higher Education Governance, Law & Finance in the Neoliberal Era. 3 Credits.
LEC (1), DIS (2)
The rise of neoliberalism as a socio-political and economic force has produced a fundamental shift in the way that institutions of higher education have defined and justified their institutional existence. This shift has had a profound and varied impact on a whole host of ways that post-secondary institutions function; how they are governed, financed, regulated, and evaluated. The purpose of this course is three-fold: 1) To provide an overview of the various models of organization and systems of governance that have existed within institutions of higher education and how these models have been altered during the neoliberal era, as well as an analysis of the philosophical and theoretical bases of these systems and practices. 2) To examine legal issues relevant to American colleges and universities in order to provide students with the fundamental knowledge of higher education laws and how these laws impact and shape post-secondary education within the neoliberal era. And, 3) to investigate the economic circumstances of higher education within the neoliberal era: the defunding of public higher education, the corporatization of management and de-centralizing of the faculty, the rise of for-profit post-secondary education, vocationalization of curriculum, the rising cost of tuition, and the resulting rise of student indebtedness. A culminating goal of this course will be to not only understand these three aspects of higher education as separate and distinct, but to consider how they interweave to influence and shape the culture and socio-political purposes of higher education.
Typically offered in Fall.
EDD 709. Higher Education Administration, Organization, and Leadership. 3 Credits.
This class is intended to help students develop ways of thinking about organizational principles and apply them to policy-making and administrative issues in colleges and universities. The course readings are written with two audiences in mind: education administrative and faculty leaders, and students studying to become mid- to upper-level administrators, leaders, and policy makers. During this course, students and instructors will employ an issue-oriented approach to examine issues of leadership, governance, and administration in higher education. Through case studies provided by leaders of various colleges and universities, students will address "real world" problems facing campus administrators in various institutional contexts (research universities, liberal arts colleges, for-profit institutions, regional comprehensive universities, and community colleges). In addressing these problems, students will examine theories and strategies of higher education planning, change, decision-making, organizational culture, and leadership.
Pre / Co requisites: EDD 709 requires students to be admitted into the Ed.D. program.
Typically offered in Spring.
EDD 720. Educational Research Design and Measurement. 3 Credits.
This course provides individuals the opportunity to master basic competencies in understanding and evaluating educational research as well as planning and conducting original research. The course provides a framework for evaluating existing research including quantitative and qualitative research methods, research designs, sample selection, data collection, experimental research, and data analysis.
Typically offered in Spring.
EDD 721. Educational Statistics. 3 Credits.
This course introduces statistical theories and techniques commonly used by Education professionals in data analysis and program evaluation. Topics include major statistical techniques and the fundamentals of quantitative analysis. Included will be an introduction to frequently used Nonparametrics.
EDD 722. Qualitative Methods for Educational Researchers. 3 Credits.
This course examines important theories and practices in planning and designing qualitative research in educational environments. Students will develop proper qualitative techniques for implementing educational leadership practices, school policies, administrative actions and evaluation within diverse settings. Topics include action research, narrative, case studies, interviewing, focus groups, participant observations, ethnography, and evaluation of qualitative research.
EDD 723. Quantitative Methods for Educational Researchers. 3 Credits.
This course focuses on advanced quantitative methods commonly used by Education professionals in data analysis and program evaluation. Topics include the Scientific Method, variations on Experimental Design, variations on Correlational Design, and the use of statistical inference, advanced statistical techniques such as multivariate regression, regression with limited dependent variables, time-series analysis, and nonparametric statistics. The practice and use of these statistical tools will be applied to the development of authentic research problems.
EDD 724. Mixed Methods for Educational Researchers. 3 Credits.
LEC (1), DIS (2)
This course is a doctoral-level introduction to mixed methods research methodology. As a methods course, its focus is on the design and implementation of research that combines qualitative and quantitative data collection and analysis. The course will include discussions about the most effective ways to integrate qualitative and quantitative data and critiques of published mixed methods research. Additionally, students will review the philosophical foundations of qualitative and quantitative paradigms so as to better understand the appropriate use of each, as well as to effectively avoid pitfalls common to mixed methods designs. Analysis of specific conceptual frameworks will provide basic practice in designing and executing mixed methods research in the field of education.
Typically offered in Spring.
EDD 800. Pre-Dissertation Seminar. 3 Credits.
LEC (1), DIS (2)
This course provides individuals the opportunity to master basic writing and research competencies needed to be prepared to successfully participate in the dissertation writing process. In particular, this course focuses on ethical and legal responsibilities in social science research, the genre of dissertation writing, human subjects review, preparing for comprehensive exams, and strategies for balancing work and life during the dissertation process.
Pre / Co requisites: EDD 800 requires a prerequisite of successful completion of all Ed.D. core and research coursework.
Distance education offering may be available.
Typically offered in Summer.
EDD 801. Education Research Experience I: Research Questions/ Literature Review. 3 Credits.
The EdD Capstone Experience is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project. Education Research Seminar I is designed to guide and support students in the identification of a research topic, the development of the research question(s), and the investigation of relevant professional literature to be used to inform their work as education researchers.
EDD 802. Education Research Experience II: Instrumentation and Data Collection. 3 Credits.
The EdD Capstone Experience is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project. Education Research Seminar II is designed to guide and support students in the development of an appropriate research design (selection of participants, data collection planning, instrumentation), following from the development of the students' research and the investigation of relevant professional literature and in the collection of data period.
EDD 803. Education Research Experience III: Quantitative and Qualitative Analysis. 3 Credits.
The EdD Capstone Experience is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project. Education Research Seminar III is designed to guide and support students in the identification of and use of appropriate qualitative and/or quantitative data analysis methodologies following data collection.
EDD 804. Education Research Experience IV: Findings and Conclusions. 3 Credits.
The EdD Capstone Experience is a series of four courses whereby students demonstrate mastery of required competencies through the completion of a final culminating independent applied research project. Education Research Seminar IV is designed to guide and support students in formulating findings and conclusions and identifying implications/recommendations/action planning for their setting or other educational settings.