Course Descriptions

Doctor of Education online students will complete a total of 61 credit hours divided between learning foundations courses, organizational change courses, research methods courses, and immersion and capstone experiences.

Learn more about individual courses by reading the full course descriptions below. Please note, some courses are pending approval and may be subject to change:

Learning Foundations Courses (21 Credits)

Contemporary Curriculum Designing and Implementing (3 credits)

Contemporary philosophies and practice for designing and implementing the school’s instructional program for administrators, supervisors, and teachers. In addition to placing an emphasis on the changing philosophies and patterns for implementing the curriculum, the course will also stress current innovations and experimentation in curriculum.

Models of Teaching and Learning (3 credits)

An intensive exploration of teaching-learning situations. Emphasis will be placed on learning techniques, methods, and materials of instruction — functions of the different subject matter areas. Special projects will be assigned to each student.

Teaching for Understanding (3 credits)

Exploration and analysis of research, experiences, technology, and theory related to the teaching and learning of major concepts across grade levels. Students will investigate curriculum standards for K–12, national and international test results and implications, and recent research on conceptual approaches. Opportunities for exploring grade-level and content interests will be provided.

Curriculum and Technology (3 credits)

Prepares future instructional personnel to integrate technology (data/computer, communication, and video) into curricular applications. Emphasis will be placed on the application of technology in student learning activities.

Psychology of Learning (3 credits)

A look at philosophical and historical roots of theories of learning. Major constructs of current theories and their application in instructional, administrative, and counseling settings will be explored.

Learning in Professional Spaces (3 credits)

Based on some of the principles of andragogy (methods for teaching adults), this course will focus on the unique learning styles and strengths of adult learners. Strategies include practical, problem-centered approaches to learning. 

Course pending approval; may be subject to change.

Instructional Design (3 credits)

Effective instructional design includes an assessment of specific needs, an understanding of the learner, and the implementation of effective learning experiences for content and skill mastery. This course will utilize research-based frameworks in conjunction with participants’ educational experience and content expertise to support professionals who seek to improve the educational structures and models in their own institutions and companies.

Course pending approval; may be subject to change.

Organizational Change Courses (21 Credits)

Social Foundations of Education (3 credits)

This course will provide students the opportunity to encounter several highly influential books, ideas, and individuals from the fields of social foundations of education and curriculum. As an interdisciplinary course, the instructor will assist students as they consider the field of education from a broad liberal arts perspective.

Issues in Diversity (3 credits)

An analysis of issues related to diversity in learning settings and the exploration of culture in educational contexts.

Philosophy and Ethics in Leadership (3 credits)

The focus of the course is to examine various philosophies of education to assist in developing and refining personal philosophies regarding instructional practices and programs in a multitude of contexts. The course also examines the frameworks for making ethical decisions and discusses how ethical behavior is the foundation of effective leadership.

Course pending approval; may be subject to change.

Community-Based Engagement (3 credits)

This course will investigate how leaders and practitioners can become involved in communities with the goal of improving the quality of life for all community members. The primary purpose

of this course is to understand the context of healthy community partnerships. Secondly, students will engage with community partners who then will move forward together to generate new knowledge and practices for all constituents. The culminating projects from the course will be disseminated to both academic and public audiences.

Course pending approval; may be subject to change.

Mentoring and Supervision (3 credits)

This course will focus on the development of the skills, strategies, concepts, principles, and stances that surround mentoring and supervision, particularly in educational settings. Students will create and enact their own mentoring stance after examining multiple approaches to mentoring and supervision during the course.

Course pending approval; may be subject to change.

Leadership and Organizational Change (3 credits)

Organizational change can be challenging; however, there are proven strategies that successful leaders practice during times of transition. By examining successful strategies for leading change in complex organizations, leaders can acquire strategies to assist in minimizing the disruptions and ensure stability of staff during these situational shifts.

Course pending approval; may be subject to change.

Needs Assessment and Program Evaluation (3 credits)

This course emphasizes program evaluation and needs assessment research designs and practices. The course addresses evidence-based quantitative and qualitative research design approaches to program evaluation/needs assessment research; school-community-business evidence-based research approaches; ethical, pragmatic, and political considerations of research and reporting; quality control and assurance within client-based research; and outcome measures and indicators that provide an overall macro and micro assessment and evaluation of programs/entities under review.

Course pending approval; may be subject to change.

Research Methods Courses (12 Credits)

Qualitative Research and Data Analysis (3 credits)

The development of an in-depth understanding of the major methods of inquiry associated with qualitative research will be emphasized. These include participant observation, interviewing, and document analysis. Additionally, an appreciation for the strengths and limitations of engaging in qualitative research and a general understanding of the paradigms that undergird qualitative research and their implications for conducting qualitative inquiry will be cultivated.

Quantitative Research Methods (3 credits)

Exercises in the computation of the most commonly employed statistical indices in tabulation, graphic representation, and presentation of data in educational reports. The techniques used are also applicable to other fields.

Mixed Methods Research Design and Analysis (3 credits)

This course focuses on applied mixed method designs that address the unique settings and systems of education, including data collection strategies for fieldwork.

Design Research (3 credits)

This course introduces students to different design-based research methods in educational research and provides students with an intensive experience in carrying out their own design-based research studies. It is strongly recommended that students taking the course have some grounding in qualitative or quantitative research traditions. Most important, this course will stress how the purposes a scholar intends to achieve strongly determine the appropriate form of inquiry.

Course pending approval; may be subject to change.

Immersions and Capstone

Immersions will bring students and faculty together on the Baylor University campus in Waco, Texas, for collaborative discussions, networking, and intensive learning activities. Guest speakers and individual activities will vary by immersion outing.

The capstone experience is a culminating project that allows students to synthesize the skills, research, and ideas they have developed throughout the program and put them into action in a real-world setting.

Immersion #1: Problem of Practice Phase One Course (2 credits)

In the first Immersion, students will work on and complete the first phase of their Problem of Practice (PoP), including introductory background, literature, and needs assessment/analysis. This course is designed for students to meet with their Faculty Advisor each week. Around mid-semester, students will participate in a two-day on-campus experience. While on campus, they will present strategic plans for their PoPs and receive peer and faculty feedback. Students will also receive guidance from their Faculty Advisor throughout this initial PoP development phase.

Immersion #2: Problem of Practice Phase Two Course (2 credits)

In the second Immersion, students will continue to develop their Problem of Practice through a proposal of an implementation plan for their study. During this second phase of PoP development, they will also determine the format for their Final Capstone PoP presentation. This course is designed for students to meet with their Faculty Advisor each week. Around mid-semester, students will participate in a two-day on-campus experience. While on campus, they will present a comprehensive PoP proposal including how they plan to conduct their research. Students will receive and incorporate feedback from faculty advisors and submit their proposal for final review and approval.

Capstone: Problem of Practice Final Phase Course (3 credits)

The focus of the Capstone will be on preparing the results of the Problem of Practice study. This will include a written narrative of the results as well as an Executive Summary of the entire PoP. Students will prepare presentations based on this Executive Summary and will share them with the appropriate stakeholders at their professional site. The faculty team will then review the Final Phase PoP document, Executive Summary, and Capstone Presentation for approval.