Course Descriptions

PYD867 Applied Sports Psychology (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course introduces students to the field of sports psychology by examining psychological theories and principles that explain athletic participation, motivation, and performance.  Course topics include individual, social, and cultural factors, and address the appropriate use of clinical interventions and psychological skills training for athletes.  An opportunity to complete an independent case conceptualization of an athlete is provided.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate an understanding of basic sport psychology principles, including: motivation, goal setting, psychological skills training, burnout, injury, and clinical referral needs.
2. Evaluate and synthesize scholarly research to inform clinical work with athletes.
3. Integrate knowledge of sport psychology to principles of ethical practice and multicultural considerations in counseling psychology.
4. Conduct individual athlete assessment, and synthesize the information to make recommendations for improved psychological well-being, athletic performance, and other areas as needed.
5. Identify appropriate intervention strategies for performance enhancement and health behaviors.
6. Communicate information about athletes and clients with colleagues in a professional, holistic, ethical, and growth-oriented manner.

PYD868 Teaching Psychology in Higher Education (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course provides an overview of the theories, techniques, and ethical issues related to teaching psychology in higher education settings.  Students in this course learn strategies for developing engaging content and explore skills necessary to become effective and ethical instructors. Topics include best practices in higher education instruction, teaching diverse populations, and assessment of student learning.  Classroom management and ethical issues are also covered.  Substantial reflection, demonstration, and instructor and peer feedback enhance learning and development of skills.    

Upon completion of this course, students are expected to be able to do the following:

1. Develop a portfolio of tools and strategies for teaching psychology, including lesson plans and a sample syllabus.
2. Demonstrate an understanding of student learning styles and teaching styles.
3. Understand ethical issues related to teaching in higher education.
4. Evaluate different assessment techniques for measuring student learning in the classroom.
5. Demonstrate effective lecture skills that include active learning strategies.
6. Evaluate the strengths and weaknesses of available learning management tools (textbooks, videos, online learning tools, podcasts).

PYD871 Counseling in Diverse Ethnic Communities (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course focuses on how cultural premises and differences in history, life experiences, and worldviews influence understanding and communication within and between ethnic groups. Research, theory, and clinical issues and implications are examined. This course also examines the role of the psychologist as educator, researcher, clinician, organizational change agent and policy developer, and the application of the constructs of multiculturalism and diversity to various professional settings.
 

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate professional practices with regards to multicultural responsiveness to and knowledge and understanding of individuals and systems.
2. Critically evaluate research and theory regarding evidenced-based practices from a multicultural psychological perspective.
3. Identify cultural assumptions underlying research and program development in the field of psychology.
4. Conceptualize individuals according to multiple cultural contexts that interact with and overlap ethnicity.
5. Integrate culturally appropriate skills into counseling, supervision, consultation, and other applied psychological practices.
    

PYD872 Clinical Issues in Aging (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course focuses on attitudes, understanding, and behaviors related to the developmental process of aging. Research, theory, and clinical issues and implications are examined. Issues related to cultural differences, social justice, and a personal exploration process are addressed.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate a comprehensive understanding of the psychology of aging.
2. Evaluate the research and theory of gerontology regarding the normative aging process, aging difficulties, and the impact of aging on families.
3. Evaluate clinical issues and applications for aging individuals and their families, including the use of professional literature and research in clinical settings.
4. Examine ethical issues in clinical work with an aging population.
5. Integrate and incorporate sensitivity and responsiveness in clinical applications of aging individuals and their families.
    

PYD873 Counseling Individuals with Diverse Sexual and Gender Identities (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course focuses on the research, theory, ethical considerations, and clinical implications concerning affirmative clinical work with individuals who have been marginalized because of their sexual orientation and/or gender identity. Issues of stigma, discrimination, social justice, and personal reflection are addressed.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate how cultural and social stigmatization impact the psychological status of individuals with diverse sexual and gender identities.
2. Utilize psychological research to formulate treatment plans and therapeutic approaches for individuals with diverse sexual and gender identities.
3. Evaluate benefits and risks associated with therapeutic interventions in this population.
4. Understand how public policy, social justice, and psychology intersect in addressing the concerns of individuals with diverse sexual and gender identities.
5. Critically explore how personal experiences and attitudes influence clinical work with individuals with diverse sexual and gender identities.

PYD874 Economic Disparities in Counseling (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course focuses on attitudes, understanding, and behaviors related to poverty and other monetary issues. Research, theory, and clinical issues and implications are examined. This course also focuses on roles of the psychologist as educator, researcher, clinician, organizational change agent and policy developer, and the application of the constructs of multiculturalism and diversity to various professional settings. Issues related to social justice and a personal exploration process are addressed.
 

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate professional practices with regards to economic conditions and barriers to treatment.
2. Evaluate research and theory regarding evidenced-based practices from a multicultural psychological perspective.
3. Identify class values and assumptions underlying research and program development in the field of psychology.
4. Conceptualize individuals according to multiple cultural contexts that intersect with economic realities in people’s lives.
5. Integrate culturally appropriate skills into counseling, supervision, consultation, and other applied psychological practices.
    

PYD875 Counseling Immigrants and Refugees (2 cr.)

Prerequisite(s): Completion of first year coursework (24 credits)
This course focuses on cultural premises, history, life experiences, and worldviews of immigrant and refugee groups. Research, theory, and clinical issues and implications are examined. This course also focuses on roles of the psychologist as educator, researcher, clinician, organizational change agent, and policy developer.

Upon completion of this course, students are expected to be able to do the following:

1. Articulate the common factors of working with immigrant and refugee groups as well as factors unique to specific immigrant and refugee communities in the U.S.
2. Evaluate research and theory regarding evidenced-based practices applied to work with immigrant and refugee populations.
3. Identify cultural assumptions underlying theory, research, and program development in the field of psychology and present barriers to service.
4. Conceptualize individuals according to multiple cultural contexts that intersect with and overlap ethnicity and immigration or refugee status.
5. Integrate culturally appropriate skills into counseling, supervision, consultation, and other applied psychological practices.

PYD877 Counseling Individuals with Disabilities (2 cr.)

This course examines the impact of individual differences in abilities on assessment and intervention.  Variations in physical, intellectual, and learning abilities are considered.  The social, emotional, and spiritual impact of having a disability is explored and incorporated into an understanding of how to work with members of a specific disability population.  In addition, a study of the intersection between culture and disabilities is examined.

Upon completion of this course, students are expected to be able to do the following:

1. Utilize strategies for building rapport and facilitating therapeutic change for clients with disabilities.
2. Incorporate the individual’s experience of living with disability into case conceptualization and treatment planning.
3. Critically review and evaluate current research and theory regarding evidence based practices for clinical work with individuals with disabilities.
4. Critically assess the role that biases and stigmatization may play in work with this population.
5. Interpret key legal and ethics issues in clinical work with people with disabilities.

PYD879 Special Topics: Counseling with Diverse Populations (2 cr.)

1. Evaluate the historical and sociopolitical contexts of the population of interest.
2. Analyze relevant psychological issues for individuals in the population of interest.
3. Integrate theoretical concepts with evidence-based intervention practices for the population of interest.
4. Respond professionally when faced with ethical dilemmas involving the population of interest.
5. Engage in critical reflection and evaluate their own level of skill in working with the population of interest.
    

PYD881 Doctoral Qualifying Examination (0 cr.)

PYD882 Clinical Case Presentation (0 cr.)

PYD885 Individualized Mentorship (3 cr.)

Prerequisite(s): PYD843  
This course explores an area of psychological interest in conjunction with a psychologist or other licensed professional who offers the necessary training and consultation.  The course includes a combination of supervised psychological experience, independent study, research, attendance at workshops, and other learning activities.  In preparation for lifelong learning, students are encouraged to begin the development of a new skill set in a manner similar to that of a practicing psychologist seeking training that supports a new area of learning.

Upon completion of this course, students are expected to be able to do the following:

1. Develop and execute an approved learning experience that deepens psychological skill sets in a specific learning area.
2. Utilize research skills and materials in conjunction with community and professional resources to create an individual mentor plan for learning in a specialized area.
3. Demonstrate learned skill sets and individual student learning outcomes to the mentor.

PYD990 Internship I (1 cr.)

PYD991 Internship II (1 cr.)

PYD992 Internship III (1 cr.)

PYD993 Dissertation: Proposal Development I (1 cr.)

PYD994 Dissertation: Proposal Development II (1 cr.)

PYD995 Dissertation: Data Analysis and Writing I (1 cr.)

PYD996 Dissertation: Data Analysis and Writing II (1 cr.)

Prerequisite(s): PYD994  
This is the second of two required courses in which the student completes data analysis and writing of the dissertation.

Upon completion of both of the data analysis and writing courses, the student is required to have completed a draft of the final write-up of the clinical dissertation, and secured committee approval to move to final editing and the dissertation colloquium.

PYD997 Dissertation: Colloquium and Final Editing (1 cr.)

Prerequisite(s): PYD995  
Students register for this course in the semester they complete work on the Clinical Dissertation.

Upon completion of this course the student is required to have presented at the Dissertation Colloquium, completed final editing, and submitted the final copy of the dissertation to the library.

PYD998 Dissertation: Extended (if needed, does not count toward degree) (1 cr.)

CYBR590 Computer Networking (3 cr.)

The course introduces the foundations of network infrastructures and network technology. It covers the OSI model in depth, including TCP/IP, and introduces basic switching and routing concepts.  Students investigate the standards, design, architecture, and operation of LAN, WAN, and telecommunications.

Upon completion of the course, students are expected to be able to do the following:

1. Compare the layers of the OSI and TCP/IP models and describe how applications, devices, and protocols relate to the model layers.
2. Explain the purpose and properties of network addressing, routing, and switching.
3. Explain TCP/IP protocols, ports, sockets, and data encapsulation.
4. Describe the process of packet fragmentation and reassembly.
5. Demonstrate the ability to discuss the relationship between data and signals.
6. Discuss signal types, behavior, properties, and transmission.
7. Explain error analysis, detection, and correction in data communication.
8. Configure routers, switches, and firewalls.
9. Configure wireless networks and implement appropriate wireless security measures.

CYBR600 Foundations of Cybersecurity (3 cr.)

This course provides an overview and foundational understanding of concepts essential to the cybersecurity professional to evaluate best practices in implementing security systems within the enterprise. This course covers key bodies of knowledge in security, privacy, and compliance.  Topics include security planning, risk management, security technologies, basic cryptography, digital forensics, application security, intrusion detection and prevention, physical security, and privacy issues.

Upon completion of the course, students are expected to be able to do the following:

1. Apply the principles of information technology security.
2. Analyze situations of computer and network usage from a security perspective to develop a security mindset.
3. Explain information security’s importance in our increasingly computer-driven world.
4. Identify appropriate strategies to ensure confidentiality, integrity, and availability of information.
5. Express management’s role in the development, maintenance, and enforcement of an information security program.
6. Describe the relationship among laws, regulations, and professional issues in information security.
7. Articulate how cryptography serves as the central language of information security.
8. Analyze how physical security fits within an information security program.
9. Define the roles of computer forensics in information security.
10. Apply basic software tools for assessing the security posture of a business.
11. Explain how issues of privacy relate to business information security.

CYBR606 Cloud Architecture and Application Security (3 cr.)

Prerequisite(s): CYBR600  
This course introduces the domains of cloud security in both theoretical and practical applications. Students are presented with a structured approach to cloud architecture and design requirements along with applications involved in developing layered cloud security strategies. Students evaluate the data organization, data security, cloud applications, operations, and compliance used in deploying cloud-based security architecture that supports the objectives of the enterprise.

Upon completion of the course, students are expected to be able to do the following:

1. Create a plan for an organization’s strategic security objectives.
2. Apply architectural frameworks and design principles.
3. Identify methods, roles, responsibilities, and accountabilities of personnel governing compliance of security policies.
4. Evaluate data security strategies and data classification controls.
5. Differentiate cloud-based security models.

CYBR610 Network Security and Intrusion Detection (3 cr.)

Prerequisite(s): CYBR590  Computer Networking or equivalent
This course provides a comprehensive overview of network security and intrusion detection. Students focus on methods for securing networks, and utilize these methods in basic architectural design.  Students apply these methods into a cohesive network security strategy. Topics include investigation of areas such as network analysis, perimeter defense strategies, network monitoring, vulnerability and intrusion detection, and security in mobile and wireless environments.

Upon completion of the course, students are expected to be able to do the following:

1. Implement secure design principles in network architectures.
2. Integrate secure network components through knowledge of the operation of hardware, transmission media, network access control devices, endpoint security, and content-distribution networks.       
3. Implement secure communication channels according to design that involve voice, multimedia collaboration, remote access, data communications, and virtualized networks.        
4. Specify procedures to recover from attacks on network systems.
5. Conduct logging and monitoring activities to support intrusion detection and prevention, and event management.  
6. Identify threats and vulnerabilities in networked systems.

CYBR615 Cybersecurity Change Management (3 cr.)

This course describes the business context in which a cybersecurity professional must function within an organization. Students examine the interplay between business process and cybersecurity issues in mitigating security threats. An overview of audit, compliance, regulation, and liability for business security, along with how to construct effective continuity and disaster recovery plans, is provided.

Upon completion of the course, students are expected to be able to do the following:

1. Manage business decisions affected by changing and diverse external and internal security threats.
2. Align security functions to business strategy, goals, mission, and objectives.
3. Determine compliance requirements among contractual, legal, regulatory, privacy requirements, and industry standards.
4. Outline legal and regulatory issues that pertain to information security in a global context in areas such as cyber-crimes and data breaches, licensing and intellectual property requirements, import/export controls, trans-border data flow, and privacy.           
5. Identify, analyze, and prioritize business continuity requirements through development of a scope and plan and business impact analysis.     
6. Implement disaster recovery processes and understand concepts of response, recovery personnel, communications methods, damage assessment, system restoration and training and security awareness.           
7. Address security concerns related to personnel safety, travel, security training and awareness, and emergency management.
8. Develop a security awareness and training program.

CYBR620 Operational Security Policy (3 cr.)

In this course, students examine the role of security policies, standards, and procedures in addressing business and technical security risks.  Students explore the types of policies that are part of an overall security strategy. Policies are discussed that drive computer security, including discretionary access control, mandatory access control, and role-based access control types of policies, and how these are used in organizations. Students develop policies and deployment plans as part of the comprehensive strategic plan for the enterprise.

Upon completion of the course, students are expected to be able to do the following:

1. Develop high-level security policies that directly support the mission, vision, and direction of an organization.
2. Develop issue-specific policies to control use of resources, assets, and activities to support the organization’s goals and objectives.
3. Develop system-specific policies that express technical details for the implementation, configuration, and management of the system that includes configuration rules and access control.
4. Develop, document, and implement security policy, standards, procedures, and guidelines.
5. Create security procedures and administration controls for the enterprise.
6. Evaluate physical and logical access to assets such as information, systems, devices, and facilities.           
7. Manage identification, authentication, and authorization of people, devices, and services. 

CYBR625 Risk Management (3 cr.)

This course includes a study of the existing risk management frameworks, models, processes, and tools to provide students with the theory and practical knowledge to operationalize risk management in an organization or government agency. Additionally, fundamental concepts in information technology security audit and control processes for an organization are discussed. Students learn to create a control structure and audit an information technology infrastructure.

Upon completion of the course, students are expected to be able to do the following:

1. Perform a risk assessment to determine the extent that an organization’s technology assets are exposed to risk.
2. Demonstrate the concepts of risk appetite and residual risk as they apply to information assets of an organization.
3. Complete a threat assessment that identifies asset vulnerabilities and ranks threats based on likelihood and financial impact.
4. Apply the risk control strategies of transfer, mitigation, acceptance, and termination and how a cost-benefit analysis is utilized in determining which strategy to implement.
5. Employ risk assessment and analysis techniques that include risk response and countermeasure selection and implementation.
6. Apply risk-based management concepts to the supply chain with an understanding of risks associated with hardware, software, and services.
7. Conduct a security control testing plan that involves a vulnerability assessment, penetration testing, log reviews, synthetic transactions, code review, and interface testing. 
8. Verify controls are applied consistently.   
9. Define how business alignment, risk appetite, and risk aversion affect the security program implementation.

CYBR630 Communication and Ethics for Cybersecurity Professionals (3 cr.)

This course introduces students to the foundations of communication in a business setting as a critical component for success in the workplace.  Students develop a foundation for designing effective messages, both written and oral, from concept to delivery. This course emphasizes elements of persuasive communication:  how to design messages for diverse and possibly resistant audiences and how to present that information in a credible and convincing way.

Upon completion of the course, students are expected to be able to do the following:

1. Develop a persuasive argument to promote change by presenting data in a visual format.
2. Apply the principles of communication theory as it applies to interpersonal and group communication.
3. Deliver a message that is both transformational and motivational to an audience.
4. Demonstrate a professional manner and style in all communications.
5. Communicate priorities facing leaders in response to changing conditions in computer security.
6. Analyze ethical dilemmas in which human beings, information objects, and social computing technologies interact.
7. Establish and maintain a security awareness, education, and training program.
8. Address conflict strategically to advance organizational security.

CYBR635 Data Privacy (3 cr.)

This course introduces techniques for information distribution in such a way that data privacy is protected. It discusses models and frameworks for privacy protection that support privacy enhancements from economic, legal, and policy perspectives. Fundamentals of cryptographic theory and practice along with its applications are introduced in topics such as classical and contemporary ciphers, encryption and decryption, breaking ciphers, cryptographic protocols, and analysis tools.

Upon completion of the course, students are expected to be able to do the following:

1. Protect privacy and understand concepts such as data owners, processors, collection limitations, and ensure proper asset retention.
2. Analyze key laws designed to protect privacy.
3. Determine data security controls through an understanding of data states, standards selection, and data protection methods, and establish information and asset handling requirements.
4. Develop data standards related to the data life cycle, control, specification, storage, archiving, and responsible personnel.
5. Explain the basic principles of cryptography, including various cipher methods, hash functions, and cryptographic algorithms.
6. Identify the major protocols used for secure communications for both wired and wireless networks.
    

CYBR645 Incident Response and Investigation (3 cr.)

This course introduces the principles and best practices for incident response, along with an overview of digital forensics. Students understand the goals of incident response and learn how to prepare and respond to information security incidents and understand how the incident occurred.  Students understand the process of collecting and analyzing data, and the process of remediation. The course outlines the investigative and analysis process, tools, digital evidence, and applicable law with a focus on computer, mobile, network, and database forensics. 

Upon completion of the course, students are expected to be able to do the following:

1. Implement the basics of evidence collection and documentation, reporting, investigative techniques, digital forensics tools, and procedures.
2. Interpret requirements for investigation types of administrative, criminal, civil, regulatory, and industry standards and the associated costs.
3. Identify the implications of data location in responding to security incidents.
4. Conduct incident management through all stages of a breach with knowledge of detection, response, mitigation, reporting, recovery, and remediation.
5. Adjust preventative measures in response to security incidents.       
6. Implement recovery strategies such as backup, recovery sites, multiple processing sites, and system resilience via high availability, Quality of Service (QoS), and fault tolerance.
7. Develop incident reports and analysis presentations.

CYBR650 Ethical Hacking and Defense (3 cr.)

This course includes a study of theoretical and practical aspects of network and web application penetration testing.  Students are able to evaluate the security of a network or system’s infrastructure and outline how hackers find and attempt to exploit any vulnerabilities. Included in the course are in-depth details on ethical hacking, including reconnaissance, vulnerability assessment, exploitation, maintaining access, and covering tracks.  Current tools and methodologies are stressed.

Upon completion of the course, students are expected to be able to do the following:

1. Explain the regulatory/legal requirements and rationale for penetration testing.
2. Interpret and differentiate cyber threats and exploits in a penetration testing context.
3. Distinguish key phases of ethical hacking: reconnaissance, scanning, gaining access, maintaining access, and covering the tracks.
4. Perform protocol analysis using packet captures and analysis data using a network sniffer.
5. Investigate and uncover network devices, operating systems, and services.
6. Discover network security issues using an intrusion detection tool. 
7. Leverage penetration testing applications to recognize information targets across operating systems and services.
8. Implement scripts and tools to assist in penetration testing.
9. Deploy and test exploits targeting operating systems and services. 
10. Identify and exploit various vulnerabilities in web applications. 

CYBR690 Security Operations and Leadership Capstone (3 cr.)

Prerequisite(s): All required coursework completed or co-requisite
This course provides an opportunity for students to integrate their learning across the program in a case study project. Students complete a risk analysis, vulnerability and threat analysis, security infrastructure requirements, logical design, physical design, management design, pricing, and implementation planning.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the information security needs of an organization.
2. Use secure design principles through an understanding of the fundamental concepts of security models.
3. Complete the risk management process that adequately protects an organization’s critical information and assets.
4. Provide recommendations for logical, physical, and management design.
5. Develop an implementation plan.
6. Prepare complete documentation and executive summary of the case study analysis.
7. Present case analysis with narrative and visual aids.
8. Define, adhere to, and promote professional ethics and organizational code of ethics.

DIGA605 Fundamentals of Geographic Information Systems (GIS) (3 cr.)

This course introduces the concepts of spatial data creation, editing, and analysis using GIS software. Emphasis is placed on spatial concepts and understanding and utilizing standard operating procedures. Topics covered include coordinate systems, data creation, derivation, editing, metadata, proximity and overlay analysis, and cartography. Technical proficiency is a primary objective of the course, reinforced by significant practical exercises utilizing GIS software. Examples of how the geospatial industry provides location intelligence to a variety of disciplines are explored.

Upon completion of this course students are expected to be able to do the following:

1. Apply knowledge of principles, theories, and concepts of spatial data analysis.
2. Demonstrate standard techniques for creating, editing, storing, querying, and analyzing geospatial data.
3. Use cartographic design principles for visual storytelling and effective communication.
4. Implement practices to promote spatial data integrity based on an understanding of sources of error in spatial data.

DIGA607 Public Health Analytics (3 cr.)

Prerequisite(s): DIGA605  or equivalent or consent of program director
This course explores the role of location analytics and its impact in public health to address and explore health-related issues and their geo-centered relationships. Course discussions focus on understanding tabular and spatial data, as well as organizational data strategies organizations can follow for improved awareness of public health needs and analytics. Applications may include patient care location-based information, demographics, industry effectiveness in reaching populations in need, insurance, community planning, competition of resources, etc. The course utilizes processes, software, and data requirements necessary to implement technology-based analytics.

Upon completion of the course students are expected to be able to do the following:

1. Apply knowledge of principles, theories, and concepts of health data to leverage locational intelligence.
2. Articulate the role of data and demographics used in decision-making.
3. Analyze visual and spatial patterns using statistics and spatial data.
4. Implement technical strategies to apply data in various applications related to the health industry.

DIGA608 Cloud Architecture and Web-Programming (3 cr.)

Prerequisite(s): DIGA605  
This course introduces students to effective use of the internet and technology for sharing spatial and non-spatial data, visualizations, and interactive applications via the web. The course examines cloud data architecture for managing, analyzing, and serving data over the Internet. Students are introduced to web-based programming languages and interfaces (APIs) for presentation, visual analysis/intelligence, and communication/presentation of data via the web.

Upon completion of this course students are expected to be able to do the following:

1. Develop custom web applications and functional user interfaces.
2. Use cloud technologies for leveraging data management and analysis principles.
3. Create workflow designs for web and cloud architecture to improve performance of services and applications.

DIGA610 Relational Database Design and Administration (3 cr.)

Prerequisite(s): DIGA605  
This course follows a logical progression from basic data types into normalization and relational database design.  The course explores the role of various tabular structures, from simple flat files to the relational database.  The course explores implementing methods to promote spatial and tabular data integrity and facilitate analytical workflows. Standard query language (SQL) for querying, modifying, and managing data is also covered. The course includes enterprise geodatabase topics such as permissions, versioning, replication, and archiving.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of database terminology, design techniques, and data issues.
2. Collect, format, manage, and implement both spatial and tabular data within a GIS.
3. Design and develop geodatabases that promote data integrity and usability.
4. Demonstrate a basic knowledge of relational database management systems.
5. Use basic standard query language to manage and query databases.
6. Plan and implement databases to meet specifications of various stakeholders.

DIGA615 Data Acquisition and Location of Things (3 cr.)

1. Create data suitable for designing projects.
2. Utilize approaches for data validation.
3. Apply best practice for capturing, utilizing, and automating geospatial data.
4. Evaluate multiple technology options to collect data for projects or research.
5. Communicate effectively with data, graphics, and technical reports.

DIGA620 Data Engineering (3 cr.)

The course utilizes data processing requirements necessary to implement technology-based analytics. The course explores strengths and limitations of various data formats to make better decisions. The importance of structured and unstructured data formats as well as performing methods of data extraction, transformation, and loading are covered. Data wrangling methodologies explore constructing custom data pipelines to support efficient analysis. These methods include cleaning, filtering, standardizing, and categorizing data. Processes to review data for accuracy, consistency, and completeness are covered as well as techniques to mitigate error and improve data integrity.  The course also investigates legal and ethical considerations of data management.

Upon completion of the course students are expected to be able to do the following:

1. Perform extract, transform, and load (ETL) processes using structure and unstructured data formats.
2. Assess data for error and implement techniques to improve data integrity.
3. Determine appropriate data formats for given situations.
4. Design and document processes for converting raw data into a product suitable for analysis.
5. Identify legal and ethical issues related to the processing and dissemination of data.

DIGA625 Python Programming for Technology Applications (3 cr.)

The course focuses on core programming concepts such as classes and objects, controlling flow, batch processing, and error handling while working in the context of data processing, analysis, and visualization. The course explores a variety of Python packages and integration for project development. Using Python to automate workflows and create custom visualizations is discussed, and students are able to explore tabular data, spatial data, and/or cybersecurity applications of Python.

Upon completion of the course students are expected to be able to do the following:

1. Develop custom visualizations that communicate data and results of an analysis.
2. Respond to specific scripting requirements to address analytical problems and improve workflows.
3. Apply the concepts and logic of object-oriented programming.

DIGA630 Advanced GeoSpatial Data and Location Analytics (3 cr.)

Prerequisite(s): DIGA605  or equivalent or consent of program director
This course promotes exploration and utilization of advanced functionality of GIS technology. Substantial effort is directed toward developing proficiency in understanding data at complex levels with an emphasis on advanced raster and spatial analysis. The course covers advanced GIS analysis, image analysis techniques, and geospatial topic-specific areas of study.

Upon completion of this course, students are expected to be able to do the following:  

1. Analyze geospatial data through principles, theories, and concepts.
2. Understand basic and advanced GIS analysis techniques applied to various industries.
3. Identify benefits and disadvantages to working with diverse data sets.
4. Use cartographic design principles for visual storytelling and effective communication.
5. Evaluate imagery and remote sensing techniques for data generation.

DIGA635 Data Modeling and Forecasting with Geo-AI (Artificial Intelligence) (3 cr.)

This course promotes problem solving, data modeling, and critical thinking related to data intelligence, data classifications, and predictive analysis. The course explores designing conceptual models to effectively explore and forecast data unique to spatial and other analytical challenges. The course addresses challenges in various disciplines. Problem-solving approaches are accomplished using an array of technology and software options.

Upon completion of the course, students are expected to be able to do the following:

1. Apply principles, theories, and concepts to various data analyses.
2. Develop programming scripts and interfaces.
3. Utilize a variety of diverse data, software, and technology for visual and data intelligence.
4. Assess data, designs, and outcomes for decision making.

DIGA640 Technical Research Writing, Design, and Ethics (3 cr.)

This course examines effective research methodologies used in understanding requirements and expectations associated with the capstone project. This includes formatting and graphic requirements, literature review development, proposal design, and expectations of the final project paper.  Additional emphases include applied ethics of technology use and research design. The course prepares and provides progress for students on their capstone project.

Upon completion of the course students are expected to be able to do the following:  

1. Evaluate and synthesize research to prepare a literature review.
2. Develop a project proposal that can be addressed using appropriate forms of analytics.
3. Apply ethical frameworks for decision-making in technology use and research design.
4. Plan processes for managing technical projects.
5. Demonstrate ability to create and follow project specifications

DIGA645 R Programming for Technology Applications (3 cr.)

Prerequisite(s): GM630  
The course focuses on R programming concepts for analytical and statistical applications involving spatial data and non-spatial data used in various technology fields. The course features scripts and data model applications useful in promoting decision making, integrating R into technology software platforms, and focusing on effective communication through visual intelligence.  

Upon completion of this course, students are expected to be able to do the following:

1. Develop general proficiency in using R programming for data analysis.
2. Articulate the value of R programming for data modeling in various industries.
3. Develop applications for data analytics and visualization.
4. Recognize various data types used in R programming.

DIGA650 Advanced Data Engineering and Visualization (3 cr.)

Prerequisite(s): DIGA620  or equivalent or consent or program director
This course utilizes scripting languages to ingest and transform relational, non-relational, unstructured, and streaming data sources into actionable data formats. The purpose and design of data lakes and data warehouses are covered, and students select and implement appropriate data visualization strategies including dashboards and techniques specific to big data.

Upon completion of this course, students are expected to be able to do the following:

1. Design data repositories to enable the analysis needed for effective decision-making.
2. Implement automated workflows for transforming structured and unstructured data into actionable formats.
3. Apply visualization strategies to facilitate data exploration and synthesis.

DIGA694 Capstone Project (3 cr.)

Prerequisite(s): DIGA640  or equivalent or consent of program director
In this course, students implement the project proposal created in DIGA640, write the capstone paper, and present findings. Research Project tasks may include, but are not limited to collecting or mining data, developing appropriate evaluations of data and/or technology, and to infer meaningful outcomes of the project goals/results.  Research Project findings are written in a scientific journal-style project paper that conforms to the program handbook.

Upon completion of the course students are expected to be able to do the following: 

1. Implement an effective analytics methodology for a technology or data-centered project.
2. Apply ethical principles and frameworks for decision making.
3. Implement processes for managing technical projects.
4. Demonstrate ability to create and follow project specifications.
5. Defend project methods and outcomes using both oral and written means according to program recommendations and standards.

MK640 The Future of Digital Marketing (3 cr.)

In this course, students study the history of digital marketing and its impact on current marketing practices.. Students examine concepts related to audience identification, the four Ps of marketing, and digital tools and techniques used by marketers across all industries. Students gain strategic decision making skills to integrate traditional, cutting edge, and experimental marketing techniques that support organizational goals.

Upon completion of this course students are expected to be able to do the following:

1. Examine the history of digital marketing and its influence on present practices.
2. Define target audiences and align digital tools and techniques.
3. Identify appropriate strategies, using relevant frameworks (i.e. The four Ps, SAVE, etc.) to use for most effective digital marketing given specific audiences and purposes.
4. Examine trends to determine when to adopt new practices and how to monitor marketing innovation and change.
5. Evaluate digital campaigns and their impact on  organizations.
6. Create accessible and visibly diverse content that allows audiences to see themselves represented in materials.

MK645 Social Media Policy (3 cr.)

In this course, students examine the most important elements of creating, implementing, and maintaining a social media policy. Students review Federal Trade Commission guidelines, intellectual property protection, confidentiality and privacy laws, copyright and trademark laws, Children’s Online Privacy Protection Act (COPPA), and General Data Protection Regulation (GDPR). The course explores Creative Commons, cybersecurity best practices, platform specifications, and crisis response planning. Students learn how to identify areas that need additional research, advise organizational leaders on policy considerations, and monitor industry changes.

Upon completion of this course students are expected to be able to do the following:

1. Create, implement, and maintain a social media policy.
2. Understand relevant guidelines, laws, and regulations associated with digital marketing practices.
3. Advise decision makers regarding recommended changes for the organization’s marketing strategy.
4. Weigh ethical considerations associated with the marketing strategy.

MK650 Building and Managing a Resilient Brand (3 cr.)

In this course, students develop an understanding of the key components of a resilient brand. Students learn best practices for content, email, and social media marketing to drive audience engagement, brand awareness, and product/service interest. Developing personas, corresponding content creation and curation, and effectively managing the content calendar are examined. Additionally, students consider how to integrate website optimization and other digital marketing strategies into an existing marketing plan.

Upon completion of this course students are expected to be able to do the following:

1. Develop an integrated digital marketing plan that supports a brand.
2. Understand how to influence buyers at different stages of their journey.
3. Align digital marketing techniques with the organization objectives and SMART goals.
4. Practice social listening and apply findings to an organization’s marketing strategy.
5. Implement effective content, email, and social media marketing tactics.
6. Manage a brand’s online presence and educate key stakeholders in promotion and advancement.

MK655 Digital Marketing Experimentation, Research and Analytics (3 cr.)

In this course, students study marketing practices related to Search Engine Optimization, paid search, pay-per-click (PPC) marketing, Google Ads, Google Analytics, and display and video advertising. Through experimentation, social listening and data analysis students develop informed recommendations and best practices for an organization’s marketing plan. Students understand the importance of optimizing digital marketing content to drive traffic and ultimately increase return on investment (ROI).

Upon completion of this course students are expected to be able to do the following:

1. Complete auditing procedures to inform benchmarking and forecasting practices.
2. Examine collected data, draw conclusions, and compose informed recommendations.
3. Explain research findings and recommendations to key stakeholders in their organizations.
4. Implement paid search, pay-per-click (PPC) marketing, Google Ads, Google Analytics, and display and video advertising practices effectively.
5. Provide necessary information for budgeting and resource mapping activities.

EDMA600 Orientation Session (0 cr.)

EDMA610 How Children Learn (3 cr.)

Learners compare child development and behavior theories, including those of Maslow, Piaget, Kohlberg, Jensen, Erikson, Vygotsky, and Bronfenbrenner. Learners explore patterns of human development from birth to adolescence to identify warning signs of mental health disorders, abuse, and addiction. Learners analyze their statutory obligations as mandated reporters.  

Upon completion of the course, learners are expected to be able to do the following:

1. Compare the major educational theories of Maslow, Piaget, Kohlberg, Jensen, Erikson, Vygotsky, Bronfenbrenner, and others.
2. Use multiple behavioral theories to identify possible causes for the behavior of selected students in the classroom.
3. Summarize the responsibility of the teacher in recognizing and reporting the early warning signs of mental health disorders, abuse, and/or addiction.

EDMA612 Engaging Learning Environment (3 cr.)

Learners study effective classroom management methods that assist in creating positive classrooms.  Learners apply an understanding of dispositions mindsets, brain compatible learning, and culturally responsive teaching.  Learners also explore personal biases to create an equitable and student-centered environment.

Upon completion of the course, learners are expected to be able to do the following:

1. Analyze various culturally responsive strategies to better understand all students.
2. Identify classroom management models that help to create a positive learning environment.
3. Develop awareness of cultural competence through self-assessment of assumptions and biases.
4. Apply principles of cultural competence to create a classroom environment of respect and rapport.
5. Create a learning environment supportive of academic achievement and personal development of all students.
    

EDMA614 Communication and Collaboration (3 cr.)

Learners practice the skills of written and oral communication for a variety of purposes. Learners develop effective collaborative, facilitation, and conflict resolutions skills. This course also allows learners to practice academic writing using APA style guidelines.

Upon completion of this course, learners are expected to be able to do the following:

1. Demonstrate competent writing skills, including proper grammar, structure, form, and appropriate tone.
2. Use the APA style when writing papers and referencing research.
3. Develop a coherent summary and analysis of literature on a selected topic.
4. Demonstrate public speaking skills supported by appropriate use of technology. 
5. Discover strategies that facilitate collaboration and resolve conflict.

EDMA620 Curriculum Design (3 cr.)

Learners plan curriculum with considerations for diverse students. Learners design course and unit plans that focus on standards and curriculum goals specific to the learner’s teaching content area.

Upon completion of this course, learners are expected to be able to do the following:

1. Demonstrate knowledge of standards-based national, state, and district level curriculum development.
2. Plan curriculum to meet educational standards.
3. Analyze curriculum documents to determine their theoretical basis, alignment with state and/or common core standards, and their impact on instruction.
4. Apply culturally responsive teaching principles in planning curriculum that meets the needs of all students. 
5. Plan for inclusion of higher level thinking skills into Stage 1 of UbD or unit design

EDMA622 Assessment and Evaluation (3 cr.)

Prerequisite(s): EDMA620  
Learners compare tools for evaluation and grading of student learning. Learners create student assessments aligned with learning outcomes, and analyze student performance data to inform instruction. Learners analyze and apply grading practices in a classroom setting. 

Upon completion of this course, learners are expected to be able to do the following:

1. Interpret assessment data, recognizing strengths and limitations of various types of assessments.
2. Analyze assessment data to identify student needs and establish differentiated instructional practices.
3. Use basic statistics to interpret test results.
4. Organize assessment procedures that align with desired learning outcomes, state standards, and course content.
5. Apply principles of test construction to create student tests aligned with learning outcomes.
6. Explain issues of equity, validity, and reliability associated with various methods of grading.

EDMA624 Effective Instruction (3 cr.)

1. Interpret current theories and research-based literature to understand the components of instructional practice.
2. Demonstrate the ability to plan instruction, utilizing a unit lesson design model.
3. Create an instructional plan that addresses desired learning outcomes using multiple instructional strategies.
4. Plan instruction that develops higher level thinking skills, deepens learning, and maintains rigor. 
5. Adapt lessons to differentiate instruction for all students.
6. Demonstrate the ability to monitor student learning during a lesson, and adjust instruction accordingly.
    

EDMA630 Educational Research (3 cr.)

This course focuses on recognizing and understanding the characteristics of valid, reliable, and ethical educational research as a basis for improving teaching and learning.  Published studies are critiqued by identifying strengths and limitations.  General writing and analytical skills are reinforced and a synthesis matrix, CRAP matrix, and personal research evaluative checklist are created to further hone appraisal skills in preparation for composing an in-depth critical literature review and for transfer and application in professional teaching and other academic strategies. 

Upon completion of this course, learners are expected to be able to do the following:

1. Analyze the processes involved in conducting quantitative and qualitative research.
2. Develop skills to generate literature review research questions, develop search strategies to locate relevant literature, and critically review relevant literature.
3. Compare published educational research to identify and analyze limitations, assumptions, and biases of the studies.
4. Identify appropriate sources of data and analyze the credibility of strategies for data collection, and data analysis for academic and professional applications.
5. Complete a CRAP matrix and synthesis matrix templates to analyze and synthesize understanding of published academic sources and apply critical research analysis skills.
6. Develop and apply a personal checklist of quality criteria for evaluating published research.
7. Reinforce academic writing skills.
8. Demonstrate public speaking skills, including adapting one’s speaking style to the audience and using appropriate technology.

EDMA634 Applied Research Literacy (3 cr.)

Learners continue their work from EDMA 630 Educational Research and write a critical review of the literature using the synthesis matrix and personal research evaluation checklist developed in EDMA 630. The final written paper includes a multisection introduction, the critical literature review, application and conclusions, and scholarly references. In addition, learners extend their research-application acumen by completing an analysis of a school district initiative and by designing a short lesson on information evaluation that could be used in their own classroom. 

Upon completion of this course, learners are expected to be able to do the following:

1. Apply the personal research evaluation checklist developed in EDMA 630 to evaluate a body of research preparatory to writing a critical literature review.
2. Use academic writing skills and APA style in the development of a critical literature review.
3. Synthesize findings from relevant professional educational research sources and current educational practices and apply the resultant insights to a real-world setting.
4. Design an appropriate classroom-level lesson for students on how to evaluate information quality.
5. Demonstrate public speaking skills, including adapting one’s speaking style to the audience and using appropriate technology.

EDMA638 Critical Thinking: Inquiry to Support Learning (3 cr.)

In this course, critical thinking skills are examined to assist learners in evaluating new and existing information in their professional practice. Learners learn to think skillfully by using critical thinking strategies that define problems, identify available solutions, and interpret sources of information. Learners gain an understanding of how to implement critical thinking skills in their own classrooms to support the teaching of reasoning, representation, cultural judgment, information literacy, and metacognitive reflection. 

Upon completion of the course, learners are expected to be able to do the following:

1. Define critical thinking and its role in the education of a child.
2. Implement critical thinking competencies to support the role of an educator.
3. Apply critical thinking skills and metacognitive reflection to current issues in education.
4. Demonstrate an understanding of intellectual integrity by stating and exemplifying a position on an issue with respect and objectivity to other viewpoints.
5. Develop strategies to teach critical thinking.
6. Nurture critical thinking in the classroom.

EDMA650 Mental Health Awareness: Birth to 12th grade (3 cr.)

This course examines the social and emotional development from birth to high school graduation. This course focuses on how mental health concerns present throughout the developmental stages of students. The impact of family, culture, stress, and trauma are also considered. Learners reflect on their own perspectives around mental health.

Upon completion of this course, learners are expected to be able to do the following:

1. Demonstrate foundational knowledge about mental and emotional health in birth-12 students.
2. Identify atypical student behavior.
3. Demonstrate an understanding of the impact of family, culture, stress, and trauma on student well-being.
4. Reflect on one’s perspectives regarding mental health.
5. Apply a holistic approach to understanding mental, emotional, physical, and spiritual health.

EDMA655 Development of Mental Health Competency (3 cr.)

This course examines individual teacher roles and responsibilities when it comes to addressing student mental health needs. Learners explore their personal capacity, the ethical and legal responsibilities they have, as well as additional resources available within schools and the community.

Upon completion of this course, learners are expected to be able to do the following:

1. Define the teacher role and responsibility within the context of student mental health.
2. Assess personal capacity to plan for continued growth.
3. Analyze the ethical and legal responsibility of a teacher to involve other professionals and additional resources.
4. Analyze broader systems within schools and districts to support students, families, and faculty.
5. Distinguish among the levels of accommodations at different stages of B-12 education.

EDMA660 Creating a Healthy Classroom (3 cr.)

This course examines strategies to create a socially and emotionally healthy classroom. Learners focus on transforming their classroom practices through research, evaluation, and application.

Upon completion of this course, learners are expected to be able to do the following:

1. Examine current theories and research-based literature to understand how to use instructional practices to improve student emotional and mental health.
2. Evaluate instructional practices to improve student engagement, learning, and emotional well-being.
3. Evaluate classroom management strategies to improve the classroom learning environment.
4. Build capacity for student community.
5. Differentiate instruction to meet the needs of all students.
6. Apply strength-based teaching practices to create a health classroom and school culture.

EDMA665 Engaging the Community (3 cr.)

This course addresses methods for learners to communicate and collaborate with colleagues, families, and students to improve the social and emotional health of individual students, classrooms, schools, and community. Learners explore school and community resources, as well as the implementation of strategies and best practices.

Upon completion of this course, learners are expected to be able to do the following:

1. Engage students in destigmatizing mental health.
2. Advocate for the mental health care of students by educating others using evidence-based research and practices.
3. Develop strategies to engage and support families.
4. Model developmentally appropriate ways of communicating positive social-emotional language.
5. Collaborate with the community to destigmatize mental health.

EDMA670 Mental Health in our Everyday Lives (3 cr.)

In this course, learners focus on the application of mental health concepts to create an awareness and healthy approach within their classroom and school. Additionally, learners reflect on their growth as educators.

Upon completion of this course, learners are expected to be able to do the following:

1. Reflect upon the change in one’s own perceptions and approaches around student well-being.
2. Articulate how family, culture, and community affect mental health and subsequently impact learning.
3. Implement learning to address a classroom social or emotional issue by using multiple instructional strategies.
4. Share learning with the community.

EDMA699 Reflection and Resiliency in My Life (3 cr.)

In this course, learners apply strategies for personal and professional reflection that support their ability to survive and thrive as an educator. Learners examine skills, strategies, and routines leading to joyful, fulfilling, and meaningful lives. Learners identify stressors and develop capacity to address mental health needs and overall wellness for educators.

Upon completion of the course, learners are expected to be able to do the following:

1. Apply change and resiliency frameworks in professional practice.
2. Examine personal and professional goals to identify challenges, resiliency strategies, and plans for continued growth.
3. Explain the influence of program outcomes on personal and professional growth.
4. Identify one’s own mental health needs to stay resilient tin education.

EDWN600 Individual Development and Effective Practice (3 cr.)

EDWN602 Instructional Design and Learner Engagement (3 cr.)

EDWN603 Teaching and Learning Practices (3 cr.)

EDWN605 Special Education Law and Effective Practice (3 cr.)

EDWN606 Individual Development (3 cr.)

EDWN608 Academic and Behavior Management for the Child with Disabilities (3 cr.)

EDWN612 Student Teaching (3 cr.)

EDWN640 Leadership, Curriculum Development, and Supervision (3 cr.)

EDWN641 School District Operations and Leadership (3 cr.)

EDWN642-646 Practicum (3 cr.)

LDT600 Inquiry and Information (3 cr.)

In this course students learn to advance their own learning, practice, and the profession by uncovering, critiquing, synthesizing, and incorporating new information into current knowledge, experience, and values. Students integrate technology and multimedia communications as continuous learning tools.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the traditions and practices in the field that are often accepted unquestioningly.
2. Formulate viable, significant questions.
3. Construct advanced searches to yield pertinent information.
4. Evaluate the quality, relevance, and perspective of resources.
5. Synthesize a variety of points of view to broaden thinking.
6. Use current awareness technologies to stay versed in research.
7. Combine text, audio, and graphic modalities in multimedia communications.
8. Evaluate the ethical, privacy, and intellectual property issues of digital media.

LDT602 Investigations of Learning and Teaching (3 cr.)

In this course students explore how to re-invigorate themselves and their teaching by developing research skills and habits to contribute to their success as learners and professionals. The course focuses on research-based rationale and study of the selection and utilization of technologies for designing, implementing, or evaluating instruction.
 

Upon completion of this course, students are expected to be able to do the following:

1. Differentiate between types of research.
2. Critique educational research.
3. Form a research strategy, including the selection of appropriate research tools.
4. Articulate how research influences teaching mindset and practice.
5. Share research work with peers in digital formats.
    

LDT610 Dispositions and Mindsets (3 cr.)

In this course students examine the changing role of the teacher, student and teacher engagement, and the dispositions required for continual learning and discovery. Students develop creative processes for play, exploration, reflection, and design thinking, especially around how technology transforms learning.

Upon completion of this course, students are expected to be able to do the following:

1. Use reflective practices to advance personal awareness and professional development.
2. Evaluate personal experiences and background which have shaped current mindsets.
3. Illustrate a personal philosophy regarding the 21st century teacher’s role.
4. Create strategies to develop key teaching and learning dispositions, mindsets, and habits.
5. Identify critical friends for regular feedback.
6. Integrate culturally relevant educational awareness into practices and plans.
7. Apply a design thinking process to a learning-through-technology problem.
    

LDT612 How Learning Occurs (3 cr.)

In this course students examine the social, physical, and psychological conditions to optimize learning and ignite creativity. Students explore ideas and contexts to create and sustain deep learning while exploring theories and practices to bring meaning to learning via collaboration, intention, and the use of technology as a mind tool to enable learning that could not happen in any other way.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate an understanding of the educational psychology theory underpinning developmental appropriateness for learning.
2. Demonstrate the ability to use culture as a conduit for learning.
3. Define what understanding means for the diverse range of learners and how mindset affects capacity to learn.
4. Identify conditions to optimize learning and creative processes.
5. Apply synthesized learning theories to classroom practices.
6. Evaluate the role of collaboration and relationships in learning and creating processes along with other factors to foster engagement and motivation.
    

LDT620 Designs for Learning (3 cr.)

In this course students meld an understanding of how learning occurs with content knowledge, pedagogical knowledge, technological knowledge, and design principles to create meaningful learning opportunities for students. Students use a design process to integrate and optimize enduring and conceptual understandings, assessment practices, and instructional strategies.

Upon completion of this course, students are expected to be able to do the following:

1. Design concept-based units that demonstrate mastery of how knowledge is constructed to enable deep understanding.
2. Utilize data and assessment strategies to inform instruction and advance learning.
3. Align instructional activities and assessment practices with state and national standards.
4. Research best practice in teaching and learning in a specific content discipline as well other core areas including literacy and technology.
    

LDT622 Personalizing Learning with Digital Technology (3 cr.)

In this course students combine culturally relevant awareness and adapted or created digital applications for personalizing learning and promoting self-directed learning. Assessment data and learning analytics are used to refine and tailor instruction. Trends in online social networking, game-based learning, and other technological advances challenge students to transform their practices and achieve new levels of media literacy.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate principles of ethics and digital literacy as factors in the teaching, learning, and design process.
2. Integrate technology including the use of social media to enhance the learning process.
3. Apply principles of culturally responsive teaching to emerging technology learning trends.
4. Analyze and implement informal and do-it-yourself activities as a part of learning design to personalize the learning process.
5. Use formal and informal assessments to evaluate the effectiveness of design and instruction.
    

LDT630 Interdependence and the Collective Advantage (3 cr.)

In this course students use collaboration strategies focused on student success to enhance teaching and learning perspectives, techniques, and connections. Students explore their own self-efficacy as a team member, promoting educational success for all pre K-12 learners, and learn to identify and integrate available resources from the school and community. Students utilize collaborative technologies to communicate, problem solve, and showcase learning excellence.

Upon completion of this course, students are expected to be able to do the following:

1. Devise and implement a technology-enhanced collaborative problem solving strategy that promotes optimized learning design and student success.
2. Assess one’s own collaboration skills and evolving mindset and the relationship to the mindsets of others to work together effectively for change.
3. Locate and integrate learning and community resources.
4. Employ collaborative technologies to advance learning and to communicate among community members.
5. Present, as part of a group, a collective vision for advancing technology as a learning tool.
    

LDT632 The Networked Global Community (3 cr.)

In this course students seek and use global resources and international examples of innovative teaching and learning approaches. Students utilize technologies and electronic resources to broaden their understanding of the global community, contribute to academic idea exchange internationally, and develop global competencies to analyze the opportunity gap and benefit preK-12 learners. Students analyze cultural contexts to discover ideas transferable to student achievement in their own classrooms and schools as they continue to develop an annotated bibliography.

Upon completion of this course, students are expected to be able to do the following:

1. Connect and compare global education teaching and learning approaches to local situations.
2. Integrate concepts of global citizenship and interdependence of individuals and systems into the curriculum.
3. Analyze solutions for access to education.
4. Use social media and interactive technology to engage in national and international dialogue on education.
5. Contribute to national and international resources on education.
6. Synthesize ideas from a breadth of literature related to networked global communities and cultural contexts to discover ideas transferable to student achievement.

LDT640 Rethinking Education (3 cr.)

In this course students analyze educational institutions and expectations to foster policy and systemic changes. Students evaluate change processes to engage colleagues and the school community in educational innovation. The role of an ethical educational leader in a school community is explored. Relevant trends from arenas such as the arts, science, or business enrich the possible approaches.

Upon completion of this course, students are expected to be able to do the following:

1. Articulate a personal philosophy regarding the 21st century teacher’s role based on learning throughout and beyond the program.
2. Identify systemic changes required to achieve transformational goals in education.
3. Use an ethical approach in educational decision making.
4. Apply change processes used in other fields or arenas to educational systems.
5. Initiate a lifelong learning practice which taps into the capacity of current technologies and the power of the internet while honoring principles of systemic change, ethical leadership, and goals that align with one’s personal philosophy regarding the 21st century teacher’s role.

LDT642 Advocacy and Sustainability (3 cr.)

In this course students consider how to use their own design thinking project as a dynamic learning opportunity to initiate change. Students propose an advocacy plan, which includes how to sustain the project and a professional support network during change.

Upon completion of this course, students are expected to be able to do the following:

1. Engage in a new design thinking project.
2. Synthesize literature from the entire program along with multiple additional perspectives to expand one’s viewpoint, question assumptions, and reflect on research-based themes related to a design thinking project.
3. Create an advocacy and sustainability plan/activity to advance the findings or application of a design thinking project.
4. In an interactive digital/public format, publish themes uncovered in an investigation of literature to demonstrate how it is initiating change coupled with a design thinking project.

EDD800 Student Orientation (0 cr.)

Prerequisite(s): Admission to the Ed.D. program
Ed.D. student orientation sessions are held prior to the beginning of each semester. Attendance is required before Ed.D. students begin coursework. The orientation sessions introduce new students to the faculty; provide a thorough description of the program’s academic expectations of its students; introduce students to library services and the writing center staff; provide valuable information regarding course registration; demonstrate the use of Blackboard®; and include a discussion of other important administrative matters.

Upon completion of this course, students are expected to be able to do the following:

1. Enroll in EDD courses online.
2. Procure appropriate services from the Library and Writing Center website or staff.
3. Contact his/her academic adviser.
4. Contact the Program Coordinator or Program Director.
    

EDD802 Leadership Theory (3 cr.)

Prerequisite(s): or Co-requisite EDD809  
This course focuses on applied theories of leadership behavior and current academic research on leadership. It surveys the concepts of leadership effectiveness: leaders as change agents, and leaders as servants. The role of leadership in organizational communication, control, empowerment, and conflict resolution are analyzed. Current academic leadership literature is critiqued.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze and evaluate leadership theories.
2. Analyze and evaluate the development of organizational vision and implementation of change strategies.
3. Analyze the role of ethics in leadership theories.
4. Analyze the impact of diversity and culture on leadership theories.
5. Analyze and evaluate relevant academic studies of leadership.

EDD805 Ethical Dimensions in Organizational Leadership (3 cr.)

Prerequisite(s): EDD809  
This course focuses on developing an awareness of the major ethical positions and critically examining the foundational ethical theories and decision-making processes throughout history. Various ethical theories are examined in relation to contemporary examples of the ethical challenges faced by leadership. The course seeks to enable individuals to reflect on their personal ethical stances and to analyze and critique ethical issues related to a variety of leadership contexts and situations.

Upon completion of the course, students are expected to be able to do the following:

1. Understand and become conversant with ethics as a discipline and selected basic ethical moral principles.
2. Analyze and integrate the basic ethical and moral principles.
3. Distinguish among cultural norms, personal preferences and values, policies, and moral and ethical principles.
4. Analyze major ethical theories and be able to evaluate both their strengths and weaknesses.
5. Recognize and apply a methodology for ethical decision making.
6. Evaluate personal and professional ethics.
7. Analyze the role of ethical leaders in organizations.
    

EDD809 Advanced Research Writing (3 cr.)

This course focuses on developing and refining a writing process for extensive research projects. Emphasis is on identifying and strengthening one’s voice as an academic writer; establishing a relationship with readers; achieving advanced skills in development, analysis, revision of ideas, and editing to mastery of research writing. APA style is a key component of the class.

Upon completion of this course, students are expected to be able to do the following:

1. Engage the research writing process.
2. Master APA writing style.
3. Evaluate the use of primary and secondary sources of research.
4. Conduct and evaluate effective manual and electronic literature searches.
5. Create a literature review employing an academic/scholarly research writing format.
6. Evaluate literature content.
7. Evaluate research ethics.
8. Evaluate the nature of research.

EDD810 Communication and Power in Learning Settings (3 cr.)

Prerequisite(s): EDD809  
This course studies dimensions of power, education, and communication and how they interact within structural social systems. Ways in which education can provide challenges to social and personal development as well as opportunities to grow and challenge the status quo are examined via a critical lens.  Cultural perspectives on communication, dialogue, collective understanding, and strategies for communicating effectively with adult learners are critiqued. The meanings and applications of social/emotional competence and actualization as leaders are explored.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the power dimensions and the impact of education and culture on organizational communication in adult learning settings.
2. Evaluate systems for communication.
3. Employ and evaluate effective oral communication and presentation strategies.
4. Facilitate and evaluate creative cultural contributions and collaborations through dialogue.
5. Utilize emotional intelligence and critical thinking, demonstrating leadership competencies.

EDD811 Theories of Adult Learning (3 cr.)

Prerequisite(s): EDD809 , EDD802  
This course addresses a comprehensive range of philosophies and theories of adult learning that influence leadership approaches. Issues such as demographics and characteristics of adult learners, motivation, developmental theories, the impact of age on learning, learning styles, and cultural issues are addressed.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze and evaluate classical and emerging philosophies and theories of adult learning, including their cultural implications.
2. Analyze and evaluate adult learning theories and integrate these with leadership strategies.
3. Understand current literature on brain function as it relates to adult learning and development.
4. Analyze and evaluate motivation theory.
5. Analyze and evaluate the ethical and cultural implications of learning.
6. Demonstrate application of appropriate APA writing style.
    

EDD812 Instructional Strategies Techniques for Adult Learners (3 cr.)

Prerequisite(s): EDD809 , EDD811  
Participants in this course examine characteristics of adult learners as students or employees, and explore various strategies by which to facilitate adult learning. Participants analyze environments as places of learning for adults, and the leader as a culturally competent facilitator of learning.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate classical and emerging teaching strategies for adult learning.
2. Facilitate and evaluate the intrinsic and extrinsic motivations for learning.
3. Evaluate instructional strategies for cultural appropriateness.
4. Evaluate the ethical implications of teaching.
    

EDD813 Systematic Instructional Design (3 cr.)

Prerequisite(s): EDD809 , EDD811 , EDD812,  EDD814  EDD802  
In this course students examine models for professional development, curricular implementation, and assessment with special emphasis on systematic instructional design. Topics to be addressed include the needs of assessment, goal setting and analysis, objective writing, generating curriculum and instructional strategies, and determining appropriate assessments, evaluations, and feedback.

Upon completion of the course, students are expected to be able to do the following:

1. Evaluate and apply instructional systems design theories.
2. Assess curricular effectiveness.
3. Evaluate ethical implications of curricular design.
4. Apply and evaluate adult learning theory and teaching techniques for adults to instructional systems design.
5. Evaluate learning theory through curricular design.
    

EDD814 Assessment: Theory and Practice (3 cr.)

Prerequisite(s): EDD809  
This course focuses on the concept of assessment across learning taxonomies and how they link to learning processes. Topics include clarification of terminology, limitations of conventional evaluation, relating assessment to instruction and teaching practices, performance criteria, assessment tools and strategies, assessment strategies for adult populations, and the creation and evaluation of instruments.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate measurement scales including nominal, ordinal, interval, ratio, norm referenced, and criterion referenced.
2. Evaluate score reporting formats including standardized and non-standardized scores, normal curve, percentiles, grade/age equivalents, scale scores, and normal curve equivalents.
3. Evaluate the terminology and concepts of validity including construct, content, and criterion referenced.
4. Evaluate reliability including internal consistency, test/retest, alternate form, and inter‐rater reliability.
5. Evaluate the ethics of assessment including fairness, bias, confidentiality, and tests for diverse populations.
6. Analyze the common forms and uses of various item types.
7. Evaluate and create assessment instruments.
8. Demonstrate appropriate research writing style (APA).
    

EDD816 Seminar: Topics in Education (3 cr.)

Prerequisite(s): EDD809 , EDD821  
This course provides students with the opportunity to examine in detail, and to discuss, topics in education that have emerged, either from earlier courses or from their professional life that they consider important.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze and evaluate research topics in an unbiased manner.
2. Create and defend multiple perspectives of a research topic.
3. Evaluate academic arguments.
4. Create and present a comprehensive literature review on a topic of interest to the student.
    

EDD818 Knowledge Development: Theory, Formats, and Applications (3 cr.)

Prerequisite(s):  EDD809 , EDD811 , EDD821  
This course explores and applies principles of adult learning theory, instructional design, and leadership to the creation, production, and distribution of knowledge in a technologically advanced society.  This constructivist approach is grounded in an understanding of the complex interactions of social learning and the social construction of meaning.  Topics include the politics of research and knowledge, how practice and technology are framing meaning, facilitating innovation, and transforming processes in business and education.  Implications for leadership, technology stewardship, and the development of organizations are considered.

Upon completion of the course, students are expected to be able do the following:

1. Apply principles of adult learning theory and instructional design to the development of knowledge.
2. Critically assess the alignment of technology, learning, symbol systems, and practice in facilitating knowledge creation.
3. Evaluate the power dynamics and influences of community and technology in creation and distribution of knowledge.
4. Create a social system model and evaluative structure for facilitating/promoting inquiry and responsible action within digital habitats.
5. Analyze knowledge creation as an essential means of personal growth, social action and responsibility.
6. Evaluate your role in leading and stewarding knowledge creation and development.
    

EDD821 Techniques for Research (3 cr.)

Prerequisite(s): EDD809 , EDD814  
This course introduces the basic techniques needed to conduct organizational research. Fundamental elements such as hypotheses, sampling techniques, data analysis, design validity, and research ethics are investigated in preparation for the design of a scholarly research proposal.

Upon completion of the course, students are expected to be able to do the following

1. Develop an effective research problem statement and research question.
2. Evaluate basic data analysis techniques of qualitative and quantitative research strategies.
3. Evaluate design validity and reliability.
4. Evaluate sampling techniques.
5. Apply critical thinking in a research context.
6. Apply research ethics.
7. Demonstrate the ability to design research proposals.
8. Demonstrate appropriate APA style.
9. Demonstrate an understanding of research ethics.

EDD822 Qualitative Research Design and Methods (3 cr.)

Prerequisite(s): EDD809 , EDD814 , EDD821  
This course provides an in-depth look at qualitative research methods through exploration of qualitative research paradigms; various qualitative methodologies; design, implementation, analysis, and presentation issues; the use of technological data analysis tools in qualitative research; and ethical issues.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze, synthesize, and evaluate research ethics to a qualitative design.
2. Analyze, synthesize, and evaluate the applications of various qualitative methods.
3. Analyze, synthesize, and evaluate qualitative sampling methods.
4. Develop qualitative data collection instruments.
5. Analyze, synthesize, and evaluate researcher and subject qualification requirements.
6. Analyze, synthesize, and evaluate qualitative design validity.
7. Analyze, synthesize, and evaluate qualitative data analysis including coding.
8. Evaluate qualitative data analysis.
9. Demonstrate appropriate research writing style (APA).
10. Design a qualitative research study.
     

EDD823 Quantitative Research Design and Methods (3 cr.)

Prerequisite(s): EDD809 , EDD814 , EDD821 , master’s level statistics course
This course explores quantitative research methods. It includes a general survey of descriptive statistical techniques, selection of appropriate statistical measure, development of samples or databases, and analysis of findings. Computer application and use of statistical programs to develop, manipulate, and analyze data constitute an integral part of the course.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze and evaluate the application of various quantitative methods.
2. Evaluate quantitative research.
3. Evaluate quantitative sampling methods and statistical power analysis.
4. Evaluate results/interpretation techniques.
5. Apply and evaluate research ethics to quantitative research design.
6. Evaluate quantitative data analysis.