Proposed Cohort Schedule
Summer 2008: July 14 - August 1
Orientation to EdD Program & GFU - Sunday, July 14 – 3 to 9 pm.
Orientation includes introductions to faculty, ID pictures, library cards, dinner, and EndNotes introduction by Dr. Eloise Hockett. Students enroll in two courses the first summer for a total of 6 hours.
EDFL 687 Critical Issues in Higher Education (meets Foundations perspective)
3 semester hours, offered in the morning
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.
Instructor: David Brandt
(NEW) DSED 680 Personal Leadership Assessment (Meets Leading/Managing requirement)
3 semester hours, offered in the afternoon
This course introduces students to the concepts, skills, and strategies of personal/professional transformation that are the foundation of leading organizations in diverse communities. Topics include time management, personal vision, establishing a proactive stance, serving in diverse communities, managing conversations, creating a context for innovation, and maintaining personal well being.
Instructor: Suzanne Harrison
Fall 2008
EDFL 690 International Perspectives on Education (completes Foundations perspective)
3 semester hours. Offered in the fall (odd years).Format: online.
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.
Instructor: David Brandt
EDFL 703 Bibliographic Research and Writing (meets research requirement)
2 semester hours. Format: Online.
Students will learn the elements of educational research and writing appropriate graduate education programs. Research methods include bibliographic searches using electronic databases, interlibrary loan, and electronic card catalog. The writing emphasis will include writing syntheses of research findings, writing term papers and research proposals. The course will also emphasize the citation style required in education and psychology research writing and the use of electronic resource software.
Instructor: Eloise Hockett
Spring 2009
EDFL 675 Faith and Learning Seminars: Worldview (meets first F&L requirement)
1 semester hour. Offered fall, spring, and summer. Format: classroom centered and online.
Seminars integrating a Christian perspective on life with aspects of learning, leading, and believing.
Instructor: Ken Badley
EDFL 685: Seminar on International Education (elective)
3 semester hours. Format: Online.
Based on the region or country that will be visited in summer 2009, students would explore the types of K-12 and higher education offered in preparation for their trip.
Instructor: David Brandt
May & June 2009
EDFL 643 Enrollment Issues: Marketing and Retention
2 semester hours. Offered in the summer (even years). Format: face-to-face.
This seminar examines the theoretical and practical basis for providing support to academic departments in marketing, recruiting, advising, and retaining students in K-20 educational organizations.
Instructor: Not assigned
Summer 2009: July 13 - 31
During the second summer the cohort would take an international trip the first week accompanied by Dave Brandt and at least one other faculty member. Following the international trip they would return to Newberg for two weeks of classes.
EDFL 701 & EDFL 702 would be offered during a compressed two week session with advanced readings assigned and assignments due after the session in Mid-August.
EDFL 701 Quantitative Research Methods
3 semester hours. Offered summer. Format: classroom centered.
Those who make organizational decisions often request quantitative research data to help them solve organizational problems. When the research data is flawed, organizations produce bad social policy. This course helps beginning educational researchers balance the competing demands of formal experimental and survey design principles with the ever-present practical constraints of the real world so that they can conduct sound quantitative research. Emphasis will be placed on formulating research questions, identifying relevant target populations, selecting respondents for study, refining definitions of the effects of interest, identifying relevant comparisons, selecting appropriate measures, determining how many subjects to study, taking advantage of the results of previous research and pilot studies, and anticipating the unanticipated.
Prerequisites: EDFL 703 (or can be taken concurrently) and EDFL 704 (note: doctoral students can test out of EDFL 704).
Instructor: Gary Adams
EDFL 702 Qualitative Research Methods
3 semester hours. Offered summer. Format: classroom centered.
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.
Prerequisites: EDFL 703 (or can be taken concurrently) and EDFL 704 (note: doctoral students can test out of EDFL 704).
Instructor: Terry Huffman
Fall 2009
EDFL 634 Adult Development in Educational Organizations (Meets Teaching & Learning requirement)
2 semester hours. Format: online or classroom centered.
This course explores ways for shaping an educational organization as a healthy place for everyone's growth and development, with special attention to adult students, faculty, administrators, and support staff. The course will approach the field of adult growth with a variety of theoretical and practical questions, such as: What are the implications of various theories of adulthood for how we define "development," "maturity," and "wisdom"? Are there common features of the adult trajectory that apply across the diversities of gender, class, and ethnicity? Can we, and should we, intentionally seek to foster development in adulthood? How can leaders smoothly handle a ceaseless flow of problems and at the same time provide a climate for each member's ongoing growth and change? How can "staff development" really be about development and not just training, about transformation as well as information? How can conflict be a resource for development? What provisions should leaders make for their own growth as they develop their concepts of leadership?
Instructor: Scot Headley
EDFL 653 Organizational Change and Decision Making (meets leading & managing requirement)
2 semester hours. Format: online.
This course examines the principles of organizational decision making and policy formation, implementation, and analysis in the context of organizational change. Educators often turn to research when faced with a policy decision. Whether using existing literature, hiring a consultant, or conducting one's own research, decision-makers must pay close attention to the quality of research design. This course addresses several questions when examining research quality: How can we turn broad policy concerns into questions that are answerable from evidence? What different kinds of evidence can be brought to bear on these questions? How can we gather this evidence? How do we know that this evidence can be trusted? How do we write good organizational policy? Topics include: models for effective decision making; analysis of the influence of psychological, societal, and institutional factors in organizational decisions; and communicating decisions effectively to organizational stakeholders.
Instructor: David Brandt
EDFL 675 Faith and Learning Seminars: Faith Development (meets second F&L requirement)
1 semester hour. Offered fall, spring, and summer. Format: classroom centered and online.
Seminars integrating a Christian perspective on life with aspects of learning, leading, and believing.
Instructor: Ken Badley
Spring 2010
(NEW COURSE) EDFL 685 Teaching in Higher Education(meets teaching & learning requirement)
2 semester hours.
This course is designed to prepare students to become effective and reflective college teachers. Together we will model a variety of active learning strategies (e.g. cooperative learning, collaborative learning, problem-posing, case study, interactive lecture, discussion, critical thinking, role-playing) and will facilitate discussions on educational theory and practice. By combining theory and practice, participants will explore and develop teaching skills that promote learning within a diverse student body in a variety of settings. Throughout our exploration of new knowledge and strategies, we will discuss the ways in which our choices as teachers influence student learning.
Instructor: Beth LaForce
EDFL 651 Strategic Planning for Education Systems (meets leading & managing)
2 semester hours. Offered spring. Format: online.
Planning is one of the methods people and organizations use to increase the likelihood of positive outcomes from change. Most often, leaders react to changes in the organization's environment. Effective planning allows for proactive responses, even anticipating outside influences. The methods and issues of planning are therefore both political and technical. The course provides training in methods of goal clarification, performance auditing, design of strategies, scenario writing, and stakeholder analysis. Students will apply these strategic planning tools to an organization while identifying its strengths, weaknesses, opportunities, and threats.
Instructor: David Brandt
May/June 2010
EDFL 642 Student Life: Issues, Policy, and Planning
2 semester hours. Offered summer (odd years). Format: classroom centered.
This seminar examines the historical and philosophical rationale regarding student issues, policy, and planning at the K-20 levels. Issues include residence life, safety, staffing and supervision, and program development for student emotional and social growth. The course emphasizes translating student life policy and planning into enhanced student learning within current educational contexts.
Instructor: Brad Lau or Rick Muthiah
Summer 2010 - July 12-30
The third summer of the program would meet in Washington, DC staying at the CCCU headquarters. Trips and speakers from a number of educational agencies including but not limited to CCCU, Council of Independent Colleges, American Council on Education, Christian Legal Society. Students can be housed in the CCCU apartments and meet for classes there.
EDFL 694 History of American Higher Education
3 semester hours. Offered spring (odd years). Format: face to face.
This course examines the development of postsecondary education in the United States with attention to social context and to scope and variety of institutions. It aims to help students understand the origins of contemporary practices and problems in higher education. Major themes include the creation of diverse institutions, such as land-grant colleges, research universities, liberal arts colleges, women's colleges, community colleges, and historically black colleges and universities; the expansion and limitations of access to higher education; debates about the purposes of higher education; and the changing experiences of students. Particular emphasis is placed on the development and issues of Christian higher education.
Instructor: Gary Tiffin
EDFL685 Ethics and Culture (meets ethics requirement)
3 semester hours. Format: Face-to-face.
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.
Instructor: Badley or Railsback
Fall 2010
EDFL 675 Faith and Learning Seminars: Faith Development (meets third F&L requirement)
1 semester hour. Offered fall, spring, and summer. Format: classroom centered and online.
Seminars integrating a Christian perspective on life with aspects of learning, leading, and believing.
Instructor: Ken Badley
EDFL 644 Advancing the Organization: Fund Raising
2 semester hours. Offered summer (even years). Format: classroom centered.
This seminar focuses on developing a fund-raising plan for private or public nonprofit institutions. This practical outcome is developed within the theoretical context of planned giving and institutional purpose.
Instructor: David Brandt
Spring 2011
EDFL 685 Academic Leadership (meets teaching and learning requirement)
2 semester hours. Format: online.
This course examines the academic leadership positions in higher education, including program directors, department chairs, deans, and provosts. Emphasis is upon research on academic leadership improving student learning and development.
Instructors: David Brandt
EDFL708 Program Evaluation Research Designs
2 semester hours.
May - June 2011
EDFL 707 Survey Research Designs
2 semester hours.
Summer 2011
Comprehensive exams & Proposal (this would involve a short trip to Newberg for 3-5 days, first day to take written exams, 2nd day for faculty to read written exams, 3rd day for oral exam and proposal meeting)
Electives (reading & conference, additional online course, or practicum) Total semester hours: 2
Total Course Hours: 55
Dissertation Hours Fall 2011: 4
Dissertation Hours Spring 2012: 4
Total Semester Hours Required for Graduation: 63