Curriculum, Instruction, and Assessment Courses
EDU 5005 Survey of Education^
Students entering the program without a Bachelor's or Master's degree in education, early childhood education, educational leadership, teaching, or a related field are required to successfully complete Survey of Education as part of the program. This course is designed to prepare students for the program. This course familiarizes students with terminology and concepts specific to the profession of education including curriculum design, theories of learning, learning communities, and models of instruction.
EDU 7000 Learning & Cognition
Educational practice is based on theories and philosophies of learning and cognition. These accepted theories have evolved, from idealism to realism, pragmatism to constructivism, and are incorporating new research in brain-based learning. This course will focus on theories and philosophies of learning and cognition along with ways in which these theories are studied and applied in educational practice.
EDU 7100 History of Education & Social Change
This course examines the history and philosophy of education, as well as a systematic analysis of the effect of social change on education and vice versa. Adult learning and higher education settings are a focus in this course.
EDU 7120 Transformative Issues & Trends in Education
This course examines current issues in education, and explores how changing social trends affect educational systems and practices bound by decades of tradition. Topics include applicable federal and state policies and regulations, national education standards, access to education, and others.
EDU 7200 Strategies for Teaching & Learning
In this course students will examine strategies and approaches used in teaching and student learning. They will investigate and research current issues, with an emphasis on theories, learning, learning communities, and educational systems.
EDU 7220 Educational Leadership: Challenges & Opportunities
This course explores current trends in higher education with an emphasis on challenges and opportunities that administrative leadership will face in the next ten years due to changing demographics, technology, structures, and resources. The 21st century education administrator faces a number of challenges including student preparedness, campus safety, reduced institutional aid, programmatic costs, environmental concerns, and a myriad of other factors that make appropriate problem assessment and decision-making a priority. This course will focus on diagnosing the root causes of common institutional problems and apply appropriate solution-based critical thinking skills.
EDU 7240 Diversity in Education
Students will identify and analyze the socio-cultural, institutional, historical, legal and political resources, policies, and needs associated with serving diverse populations in an educational setting. They will be prepared to advocate for underserved communities and for constituents with diverse needs and learning processes. Students will grapple with complex situations and propose strategies for resolution.
RES 7400 Research Design & Methods – Quantitative
This course involves the advanced study of research design, and the quantitative methods that can be used in addressing research questions. Students will gain experience developing their own research ideas and learning how to select and apply appropriate research designs to test those ideas. Through the process of critiquing research articles, students will also learn how to evaluate which research designs would be appropriate to test various areas of inquire, as well as how to communicate the methods and results of particular quantitative studies. Students will be required to complete a training on ethics in research, as well as complete a quantitative research proposal in an area of interest, which may include dissertation related research.
RES 7410 Research Design & Methods – Qualitative
This course involves the advanced study of research design, in general, and the qualitative inquiry, in particular, that can be used in addressing research questions. The epistemological assumptions underlying the qualitative methodology will be explored as students become familiar with the philosophical issues underlying how we know what we know. The ability to choose a researchable topic and create associated research questions will be emphasized. Students will become familiar with a variety of approaches including ethnography, grounded theory, phenomenology, narrative, participatory action research, and case study. A variety of common data collection methods will be studied, such as observation, interviews, surveys, and historical document collection. Validation and reliability standards, as well as evaluation criteria for qualitative approaches will be addressed. Students will be required to complete training on ethics in research, as well as complete a qualitative research proposal in an area of interest, which may include dissertation related research.
Student selects one 3-credit course from the research courses listed at the bottom of this page.
EDU 8205 Advanced Theories & Designs of Learning
Students will explore the history of and most current research on learning theories and design, and examine how they relate to curriculum, instruction, and assessment. Students will design and/or evaluate appropriate instructional strategies and systems to support student learning at the post-secondary adult education and higher education settings. The student will incorporate factors that contribute to effective learning, along with research driven strategies into curriculum models appropriate to integrate into an institution of higher learning.
EDU 8215 Assessment Research & Evaluation
This course will provide an analysis of differing orientations to assessment of student learning, program and instructor evaluation, and outcomes research within educational systems. Emphasis is on assumptions and expectations of what constitutes scientific knowledge and explanations; relationship of research orientation, methods of inquiry, theory, and practice.
EDU 8225 Culture, Curriculum & Learning
This course explores literature and recent debate related to culture and linguistic diversity, learning, and instruction both within the United States and globally. Emphasis will be placed on an exploration of the history of and recent debates related to social, cultural and linguistic diversity, learning, and instruction in the service of leveraging resources and systems to support student learning in diverse populations.
EDU 8235 Curriculum Development in an Adult Learning Environment
This course combines research from curriculum theory, instructional design, online learning, and instructional text design in order to explore alternative possibilities for designing curriculum materials in an adult learning environment. Students will explore alternative curriculum design possibilities and select and utilize instructional strategies and interventions appropriate for adult learners. The interventions will address the needs of the learners and emphasize evaluation of the learning. The course will put the student in the role of an instructional designer using instructional design competencies to carry out an experiential project.
EDU 8240 Theories & Models of Instructional Systems Design
This course will include an examination of the major instructional design models and their theoretical, empirical, historical, and philosophical foundations in technology and media. Students will evaluate current theories and models and examine the historical and philosophical foundations of these theories and will present their analyses of instructional design examples as well as prepare an outline for an instructional design project, incorporating relevant learning theory, media, and other technology applications.
EDU 8250 Curriculum, Assessment, Design, & Evaluation
This course will provide students with an opportunity to study curriculum assessment, design and evaluation principles, processes, approaches and models. The focus will be on the resulting impact on curriculum, assessment, design and evaluation modifications at the classroom, school, system, state, and national levels. The influence of societal trends will be examined as will recent major higher educational reform efforts and potential future trends.
EDU 8260 Transforming Leaders
This course is designed for students to develop an understanding of the roles of Transforming Curriculum, Assessment, and Instructional Leaders. The various higher education leadership roles will be examined within the context of historical, current and emerging approaches to curriculum development, teaching, as well as innovations in curriculum, assessment and teaching. Additional topics include supervision, coaching and mentoring, professional development, law, ethics, consultation and collaboration, partnerships, advocacy, problem-solving, conflict management, and decision-making.
EDU 8770 Doctoral Capstone Seminar^ (4 credits)
This seminar provides students the opportunity to apply what they learned in their doctoral core coursework as well as their fields of specialization. Students will review, analyze, and evaluate material related to important topics in education and will demonstrate the ability to apply the content by preparing a final integrative portfolio project. Students will contemplate complex questions posed by their instructor, reply to those questions, and respond to other students’ analyses and evaluations. Additionally, segments of the final integrative project will be submitted for review and feedback at intervals throughout the course. The final portfolio project will comprehensively demonstrate the student’s critical thinking on the essential issues studied in the doctoral program in education.
EDU 8910 Dissertation Planning I (1 credit)
In this course, students begin drafting their dissertation under instructor supervision. Students working individually on their dissertation drafts focus on the description of their topic, refinement of their research questions, and outlining their review of the literature with feedback and recommendations for revisions from their instructor. Final approval of these drafts of portions of the dissertation rests with the student's individual dissertation committees, as described in the current University of the Rockies Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during, or after their enrollment and completion of Dissertation Planning I and II.
EDU 8912 Dissertation Planning II (1 credit)
In this course students continue drafting their dissertation from Dissertation Planning I under instructor supervision. Students working individually on their dissertation drafts focus on further refinement of the description of their topic, the final draft wording of their research questions, and beginning to write their review of the literature and research methodology with feedback and recommendations for revisions from their instructor. Students will exchange research concepts and proposed approaches about their research methodology with other students proposing similar methods (qualitative, quantitative, mixed, action). Final approval of these drafts of portions of the dissertation rests with the student's individual dissertation committees, as described in the current University of the Rockies Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during or after their enrollment and completion of Dissertation Planning I and II.
EDU 8990 Dissertation (1 credit per term, 5 terms)
Students writing a dissertation must complete a total of 5 credits by registering for five consecutive terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices and procedures in the Dissertation Handbook.
Total Credits 62
^ This course may not be transferred in.
* Choose from the following Research Courses (3 credits each):
RES 7415 Advanced Statistics
This course emphasizes inferential statistical concepts related to methods most appropriate to data and theories. The focus is on a quantitative approach to the concepts and methods of statistical inference. Topics include hypothesis testing, probability, multiple correlation and regression, t-tests, Analysis of Variance, Analysis of Covariance, and Multivariate Analysis of Variance, and nonparametric tests. Research design issues are addressed, with a focus on selecting data analysis techniques to appropriately address research questions and apply the concepts covered to various research problems and real life situations. Emphasis is on developing skills for interpreting statistical results presented in scholarly research articles.
RES 7420 Advanced Study in Mixed Research Methods
Students with an interest in mixed methodology or with a desire to utilize this methodology for their respective doctoral dissertation will be given the opportunity to greatly expand their knowledge base on both qualitative and quantitative methodology and ultimately, the juxtaposition of the two into one project. Students may elect to begin working on a preliminary proposal for their doctoral dissertation (or select and explore a topic of interest that may become the dissertation topic) for the culminating project in this course.
RES 7430 Action Research
Action research is a reflective process of collaborative, participatory problem solving. This course addresses the processes and procedures for conducting action research, as well as how to develop an action research plan. Students will attain a conceptual and applied understanding of action research methods and the skills to use these methods to transform an organization through data driven decision making. Students will be able to critically analyze and design action research projects, collect and analyze data, interpret results, and articulate action research principles as a leader in relevant contexts.
RES 7440 Advanced Study in Qualitative Research
Students with interest in qualitative research, or with a desire to utilize this methodology for their respective doctoral dissertation, will be given an opportunity to greatly expand their existing knowledge base on qualitative research methodology. Students may elect to begin working on a preliminary proposal for their doctoral dissertation (or select and explore a topic of interest that may become the dissertation topic) for the culminating project in this course.