EDDL (Doctor of Education)

EDDL (Doctor of Education) Course Descriptions

Faith and Learning/Ethics

EDDL 700 Ethics, Equity and Justice
3 hours. This course approaches the study of ethics by examining the teachings of Jesus and contemporary ethical theories and applies them to the dilemmas of leadership within both public and private education in the culturally diverse communities they serve. Additionally, this course will examine theories and practices of educational equity in relation to various forms of social inequality and marginalization in the American context. Close reading and analysis of contemporary educational research will offer students an opportunity to explore how social justice issues play out in contemporary educational contexts and their implications for practice.

EDDL 701 How Faith Sustains the Life of the Mind
3 hours. This course examines how faith, and particularly the Christian faith, can sustain the life of the mind, serving as an energizing and guiding force in the work and life of a scholar-practitioner. We will examine both the positives and challenges of serving a public religion, the shaping influence of denominational beliefs, what might it mean to teach from a Christian perspective, the concerns regarding maintaining distinctiveness yet avoiding proclamation in educational settings, and the characteristics and commitments that make an educational institution truly Christian. Quaker testimonies (values) will also be examined as a case study for the formation of wisdom communities.

Educational Foundations

EDDL 710 Political and Social Perspectives in Education
3 hours. Educators operate in a complex web of political relationships - within schools and universities, between educational institutions and their communities, and across levels of government. This course is designed to enable educators to become more effective and responsible actors within this web of political and social relationships in order to improve, restructure, and transform educational institutions. The following questions are examined: What is power? How is political consciousness formed in children and adults? How do social problems become political issues? How is the political decision-making agenda set? How are policy issues decided? How do policy decisions affect, and how are they affected by, the organizational structure of institutions? How can educational leaders use political power to transform schools? The issues of change; desegregation; decentralization; equality of educational opportunity; structure of educational organization; teacher/student relationships; reform in education at elementary, secondary, postsecondary levels; and multiculturalism are also examined.

Leadership

EDDL 716 The Art and Craft of Leader: Strategies for Organizational Change, Development, and Vitality
3 hours. After a survey of contemporary leadership theories, this course will focus on strategies for effective organization change, thoughtful organizational development, and the impact of leadership on institutional vitality - both positive and negative. Leadership will be understood as both an art form open to creativity, passion and care, and a craft requiring disciplined thought and action. Each student will also develop a personal philosophy of leadership.

Teaching and Learning

EDDL 720 Research in Effective Teaching
3 hours. This course focuses on theories and models of learning and their resulting practice as a means of informing effective teaching. Learners will consider their roles as teachers and learners to research effective teaching within their particular content area, and study 21st century learning skills to articulate the nature and practice of effective teaching. We will consider frameworks for learning and creating effective classroom settings in face-to-face, online, and blended learning environments, within the context of research on effective teaching strategies to meet the diverse needs of P-20 students.

Colloquium

EDDL 725 Colloquium
1 hour.This course is designed to extend and deepen thinking about education, "educational leadership" and inquiry through shared readings, interaction with faculty and local educational leaders, and critical reflective writing and conversation.

Higher Education Concentration

EDDL 730 Teaching & Learning in Higher Education
3 hours. A course designed to lead professors to gain knowledge and skill in instructional planning, teaching, and assessment in face-to-face, blended, and online instructional environments. Students will review current research focused on young adult and adult learners.

EDDL 731 Higher Education History and Current Practice
3 hours. A course designed to introduce students to the history of higher education from ancient times through the Middle Ages to the development of the current state of the American research university from a Colonial College Model. The course is designed to focus on how events and issues from the past have been addressed and how they tend to resurface today. The intent is to provide the student with insight, perspectives, and wisdom to address contemporary issues and improve current practice.

EDDL 732 Higher Education Leadership and Management
3 hours. This course is designed to accomplish three things: (1) provide an synopsis of cogent leadership theories and their application to higher education; (2) offer an overview of the structures, challenges, and concerns facing senior higher education administrators, and (3) identify and examine the management functions at work in contemporary higher education.

EDDL 733 Contemporary Issues in Higher Education
3 hours. This course examines contemporary trends and issues in American higher education designed to orient students to issues, ideas, and literature that constitute the study of higher education, with emphasis on underlying social and political issues that shape higher education and organizational change.

P-20 Instructional Design & Development Concentration

EDDL 740 Curriculum, Instruction and Assessment
3 hours. In this class, candidates will gain advanced knowledge of curriculum theory, policy, models and practice. They will learn to lead curriculum development and assessment projects, and explore research-based instruction and assessment to support curriculum development.

EDDL 741 Leading Educational Organizations through Professional Development
3 hours. This course examines the adult learner and principles of effective professional development.

EDDL 742 Leading People
3 hours. Bringing about change in organizations requires a unique set of leadership skills. Those charged with leadership responsibilities need knowledge and skill to lead people and teams in productive ways. This course explores emerging theories related to leading people.

EDDL 743 Equity in Educational Environments
3 hours. This course will lead students to reflect and act on the intersection of personal, interpersonal, and organizational influences on beliefs, values, policies, practices,and structures. They will examine the ways these influences prohibit or advantage educational equity and opportunity for all individuals. Students will explore leadership that promotes equitable policies, procedures, and systems to enhance learning within P-20 or community-based educational organizations.

Elective Coursework

EDDL 695 Special Study
2-3 hours. These independent courses are developed to provide the student with in-depth knowledge in the content of subject matter taught under the direction of a faculty member. Prerequisite: approval from the doctor of education director and the EDDL department chair.

EDDL 742 Leading People
3 hours. Bringing about change in organizations requires a unique set of leadership skills. Those charged with leadership responsibilities need knowledge and skill to lead people and teams in productive ways. This course explores emerging theories related to leading people.

EDDL 760 The Idea of the University and Contemporary Developments
3 hours. This course examines the idea of the university since its beginning in medieval times, paying particular attention to thinkers in the 19th, 20th, and 21st centuries. The intent is to provide the students with a philosophical orientation and perspective on recurring contemporary issues related to higher education, helping to guide decision making at all levels of the institution in order to provide wise care of the structures, values, practices, and persons who live and work in institutions of higher education.

EDDL 762 Assessment Literacy for Teacher Leaders
3 hours. In this course, teacher leaders will explore and practice processes that help educators to make informed data driven decisions related to classroom and school-wide outcomes. Advanced work with formative and summative assessment prepares teacher leaders to direct building intiatives.

EDDL 763 Leadership in Digital Technology for Education Organizations
3 hours. This course focuses on the real-world issues of planning for, implementing, sustaining, and institutionalizing the use of technology to enhance teaching and learning throughout an educational organization.

EDDL 764 International Perspectives on Education
3 hours. Education is ever on the agenda of national governments. What role is education expected to play in national development? In this course students will examine the varied ways by which different nations tackle issues such as equity, efficiency, and quality in education. The course will also examine the conceptual and methodological questions underlying the field of comparative education. Particular attention is given to types of social and political analysis that may be applied to comparative and cross-national studies in education.

EDDL 765 Research Internship
1,2 or 3 hours. This internship provides apprenticeship-learning opportunities alongside EdD professors, with a focus on developing and applying knowledge for educational practice. Students may demonstrate proficiency in program evaluation as part of the internship. Internships provide students with in-depth learning experiences in settings outside the university classroom. Opportunities include research-based partnerships with EdD professors or other possible educational partners. All internships are planned and completed under the guidance of a university faculty member. Students in the EdD program should consider internships as elective options to enrich their program of study. Please contact an individual faculty member for each internship exeprience at least one semester prior to enrolling.

EDDL 766 Principles of Effective Mentoring
3 hours. Research, theory and effective practice is explored in this course on mentoring in educational settings.

EDDL 769 Scholarly Reading and Writing Seminar
3 hours. This course is designed for students who wish to delve more deeply into a specific area of study relevant to their doctoral concentration, and to write about that subject in a scholarly manner, producing material worthy of publication. In partnership with the professor of record, students will construct a list of scholarly publications and resources to engage, and a writing schedule with content criteria, submission due dates, and desired outcomes for the seminar.

EDDL 775 Teaching Internship
1,2 or 3 hours. This internship provides apprenticeship alongside George Fox professors teaching undergrad or graduate teacher education courses in the student's field of study. Emphasis is on developing thoughtful and informed pedagogy in online, hybrid, or face-to-face learning environments. Internships provide students with in-depth learning experiences in settings outside the university classroom. Opportunities include teaching-based partnerships with EdD professors. All internships are planned and completed under the guidance of a university faculty member. Students in the EdD program should consider internships as elective options to enrich their program of study. Please contact the individual faculty member for each internship experience at least one semester prior to enrolling.

Research

EDDL 790 Intro to Qualitative & Quantitative Research
3 hours.This course introduces the student to both qualitative and quantitative research conducted in schools and colleges. Students learn to critically read and evaluate research in both qualitative and quantitative research paradigms, and begin to develop a literature review for their research project.

EDDL 791 Critical Research Skills
3 hours. This course is designed to provide students with directed experience in critical inquiry, emergent research design, and academic writing. Basic processes of inquiry, research synthesis, and scholarly habits of mind will orient students to the kind of research and scholarship expected in their graduate program and professional careers. Article analysis and writing well as a developmental process are strong course foci. Prerequisite: EDDL 790.

EDDL 792 Educational Statistics
3 hours. This course provides an introduction to descriptive and inferential statistics for beginning educational researchers; a necessary foundation for understanding and evaluating quantitative research designs and findings. Topics focus on the statistical process of investigating education-related questions and problems of practice through data collection, analysis, and interpretation. Prerequisite: EDDL 790.

EDDL 793 Advanced Qualitative Research Methods
3 hours. Qualitative research does not mean just using words instead of numbers. This research tradition is increasingly being used in education to answer questions for which experimental and quantitative methods are inappropriate or incomplete. This course introduces the basic issues of theory and method in qualitative research and provides a structured, supportive environment for learning the essential skills of qualitative research. These skills include negotiating a research relationship with those studied, identifying and critiquing one's own assumptions about the people and issues studied, developing research questions, conducting observations and interviews, confronting ethical issues, analyzing qualitative data, and communicating the results of research. Prerequisite: EDDL 790.

EDDL 794 Advanced Quantitative Research Methods
3 hours. This course is designed for those who desire further preparation in quantitative research designs. Specific focus will be on the nature and issues associated with prominent quantitatative designs employed in educational research such as existing data, survey research, experimental and quasi-experimental designs, and meta-analyses. The course will examine the advantages and disadvantages of various quantitative designs. It will also help students to identify which designs are best suited for the general research question they are considering.Prerequisite: EDDL 790.

Dissertation

EDDL 800 Dissertation Research
2 hours. Research for and preparation of doctoral dissertation.
Prerequisites: EDDL 790 Qualitative and Quantitative Research, EDDL 791 Critical Research Skills, EDDL 792 Educational Statistics, and either EDDL 793 Advanced Qualitative Research Methods or EDDL 794 Advanced Quantitative Research Methods.

EDDL 801 Dissertation Research
2 hours. Research for and preparation of doctoral dissertation.
Prerequisite: EDDL 800. Can be enrolled concurrently with EDDL 800 with the permission of the Doctor of Education Program director.

EDDL 802 Dissertation Research
2 hours. Research for and preparation of doctoral dissertation.
Prerequisite: EDDL 801. Can be enrolled concurrently with EDDL 801 with the permission of the Doctor of Education Program director.

EDDL 803 Dissertation Research
2 hours. Research for and preparation of doctoral dissertation.
Prerequisite: EDDL 802. Can be enrolled concurrently with EDDL 802 with the permission of the Doctor of Education Program director.

EDDL 805 Dissertation Research
2 hours. Required of doctoral level students who did not complete their dissertation research in EDDL 800-803.

Notes: Doctoral students may take a maximum of four hours of doctoral dissertation research hours in any semester.