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Ph.D. with a concentration in Character Education
– Required Courses

Core Courses

  • EDCO 800 Qualitative Data Analysis (3)
  • EDCO 801 Strategic Planning & Program Evaluation (3)
  • EDCO 802 Analysis of Variance (1)
  • EDCO 803 Regression & Correlation (1)
  • EDCO 804 Structure & Reliability Analysis (1)
  • EFND 702 Research Design & Analysis (3)
  • EFND 705C Residency (2)
  • EFND 722 Educational Statistics (3)
  • EFND 790 Independent Study (3)
  • EFND 800 Issues in Education (3)
  • EFND 906A Dissertation Research (5)
  • EFND 906B Dissertation Research (5)
  • EFND 906C Dissertation Research (5)
  • EHEA 805 Advanced Research Design and Analysis (3)

Some courses below may be waived for students possessing an Ed.S. or equivalent upon admission into the Ph.D.: Consult with the concentration advisor.

  • EDUC 700 Online Orientation (0)
  • ENGL 500 Graduate Academic Writing Seminar (if not exempt) (0)
  • UNIV LIB Information Research & Resources (0)
  • EADM 703 Advanced Theory & Practice of Leadership, Communication, & Organizations (3)
  • EFND 705A Residency (2)
  • EFND 705B Residency (2)
  • EFND 706 Christian Worldview for Educators (3)
  • EFND 715 Data-Driven Decision Making (3)

Concentration Courses

Complete 24 credit hours.

Required Courses

  • EDCE 703 Advanced Study of Best Practices in Character Education (3)
  • EDCE 704 Leadership in Character Education (3)

Some courses below may be waived for students possessing an Ed.S. or equivalent upon admission into the Ph.D.: Consult with the concentration advisor.

  • EDCE 700 Foundations of Character Education Programs (3)
  • EDCE 701 Character Education: Foundations, Theories, & Philosophy (3)
  • EDCE 702 Character Education: Curriculum & Instruction (3)
  • EDCE 785 Seminar in Character Education (3)
  • EDCO 801 Strategic Planning & Program Evaluation (3)
  • EDSL 727 Supervision & Professional Development (3)

Ph.D. with a concentration in Character Education
– Course Descriptions

EDCO 800 Qualitative Data Analysis (3) Theory and practice in analyzing qualitative data. Topics include coding, meaning generation, and validation.

EDCO 801 Strategic Planning & Program Evaluation (3) Examines strategic planning and the role of program evaluation in the planning-implementation-evaluation cycle to include the curriculum planning process. Topics include various theoretical and philosophical perspectives, alternative evaluation designs and related methodologies including collaborative action research and issues related to design, measurement and utilization. The goal is to help educators become active collaborators in the evaluation process and to give them the tools to judge the value of an evaluation. Whether the task is designing an internal evaluation of a local program, contracting for an external evaluation at the district level, or critically reviewing an evaluation report as a basis for making an administrative decision, this course offers important leadership preparation. Each student will prepare an evaluability assessment related to a self-selected educational program in his/her area of concentration. Prerequisite: a graduate level research course. Cross-listed with EDCO 501.

EDCO 802 Analysis of Variance (1) Examines various ANOVA statistical procedures as applied to educational research with emphasis on understanding the research context, assumptions, notations and interpretations. Covers factorial ANOVA to include mixed designs, analysis of covariance and multivariate variations. SPSS will be used for all statistical calculations. Prerequisites: EFND 702 and Educational Statistics Course.

EDCO 803 Regression & Correlation (1) Covers the statistical procedures that are most frequently encountered in doctoral - level correlation research with emphasis on understanding the research context, assumptions, notations and interpretations. Major topics include multiple regression and correlation, logistic regression and discriminate analysis. Covers both hypotheses of association and prediction. SPSS will be used for all statistical calculation. Prerequisites: EFND 702 and Educational Statistics Course.

EDCO 804 Structure & Reliability Analysis (1) Covers statistical procedures used for structure and reliability analysis as applied to educational research with emphasis on understanding the research context, assumptions, notations and interpretations associated with each statistical procedures. Major topics include factor analysis, an introduction to structural equation modeling and reliability analysis to include alternate form reliability, test-retest reliability, inter-tester reliability and internal consistency (i.e. split-half to include use of the Spearman-Brown prophecy formula, Kudder-Richardson formulas and Cronbach's coefficient alpha). SPSS will be used for all statistical calculations. Prerequisites: EFND 702 and Educational Statistics.

EFND 702 Research Design & Analysis (3) Overview of scholarly research and methods to evaluate research. Presents the basic concepts of quantitative and qualitative research methods and the diverse approaches to scholarly inquiry and reflective practice.

EFND 705 A, B, C Residency (2) One-week, on campus requirement.

EFND 722 Educational Statistics (3) Basic understanding of statistical methods, particularly as they pertain to research in education. Focuses on conceptual rather than mathematical and applied rather than theoretical–understand why a particular statistical technique is appropriate and how to make sense of the results obtained from its utilization rather than to understand the full mathematical underpinnings of the statistic. SPSS will be used as a productivity tool to perform all statistical procedures. Specific topics include descriptive statistics, visual representation of data, hypothesis testing, regression and correlation.

EFND 800 Issues in Education (3) An advanced examination of current educational issues and contributing factors.

EFND 898 Candidacy Examination Continuation (6) For doctoral students to remain active in the program after an unsuccessful attempt to complete the candidacy examination, they must register for EFND 898. During the registered semester, students should review course material to attempt to successfully complete the examination at a later date.

EFND 899 Candidacy Examination Extension (0) Doctoral students who have been granted approval to take the candidacy examinnation later than the summer of their second year must register for this course to remain active in the program.

EFND 906A Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, research and collect data, write and defend five chapters of their dissertation. Each candidate must register for a minimum of 15 dissertation credits. The credits will be equally distributed into 5 credit segments over 3 consecutive semesters.

EFND 906B Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, research and collect data, write and defend five chapters of their dissertation. Each candidate must register for a minimum of 15 dissertation credits. The credits will be equally distributed into 5 credit segments over 3 consecutive semesters.

EFND 906C Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, research and collect data, write and defend five chapters of their dissertation. Each candidate must register for a minimum of 15 dissertation credits. The credits will be equally distributed into 5 credit segments over 3 consecutive semesters.

EFND 907 Dissertation Continuation (3) Designed for doctoral candidates who have not successfully defended their dissertation within 3 semesters, as required by the School of Education doctoral program. Students will enroll in this course each semester and work closely with their dissertation committee until they have successfully defended their dissertation as required by the program.

EHEA 805 Advanced Research Design and Analysis (3) Designed to provide advanced skills and knowledge to doctoral students for them to design and carry out and evaluate sophisticated research studies. As an advanced course it provides an in-depth examination of the issues and problems facing the educational researcher as he/she organizes a research study or a program evaluation. The course is not bound to any one paradigm, but examines educational research from various perspectives. The course focuses on the theory behind the methodology, advanced research design techniques and associated statistical procedures, internal and external validity, mixed methodology, and qualitative research tools common to the practice of education. Prerequisites: EFND 702, EFND 722.

EDUC 700 Online Orientation (0) Required during the first semester of enrollment in some programs; acclimates students to Blackboard, the platform from which online classes are launched.

ENGL 500 Graduate Academic Writing Seminar (0) Development of the scholarly writing skills of entering graduate students, including consistent standards in grammar and punctuation, academic style, avoiding plagiarism, and learning to critique academic works.

UNIV LIB Information Research & Resources (0) Teaches basic competencies in the use of computer and related information technology research and resources, including use of the library. Enroll in the course in the first semester. Required for graduation. Pass/No Pass.

EADM 703 Advanced Theory & Practice of Leadership Communication, & Organizations (3) Critical examination of theories and practices of leadership and communication as they relate to individuals and organizations within the context of educational systems.

EFND 706 Christian Worldview for Educators (3) Explores the development of a Christian worldview with a particular emphasis on Regent University's mission. Evaluates cultural and educational trends through the lens of a Christian worldview.

EFND 715 Data-Driven Decision Making (3) Descriptive statistics and data-driven decision making in problem-based learning applications.

EDCE 703 Advanced Study of Best Practices in Character Education (3) Participants will be presented opportunities to work with faculty and other members of the National Clearing House on Character Education in examining programs and practices; they will also have the opportunity to provide consultative assistance to school districts and community organizations that wish to design new initiatives or reassess efforts currently in place. Formative and summative assessments will be used for programmatic evaluation, and course participants will gain necessary skills to conduct such evaluations.

EDCE 704 Leadership in Character Education (3) Presents an analysis of present day leadership theories and practices that lend themselves to successful design, delivery, and evaluation of character education programs and activities. Emphasis is placed upon building collaborative teams, community networking, and school partnerships within the context of innovation and change.

EDCE 700 Foundations of Character Education Programs (3) Introduction to character education programs and social-emotional learning; identifying program outcomes; the basics of curriculum design, instructional delivery, and assessment of character changes, plus the impact on individual success and organizational culture.

EDCE 701 Character Education: Foundations, Theories, and Philosophy (3) Traces the historical evolvement of character education throughout the United States, and as a movement. It examines the research that currently exists in the field, with particular emphasis on the underlying philosophy that has guided its development.

EDCE 702 Character Education Curriculum and Instruction (3) Focuses on the development of meaningful curriculum and innovative instructional practices in the delivery of a character education program. Special attention will be given to the integration of character education programming with learning standards prevalent in most states today. Participants in this course will gain knowledge, understanding, and skills in development, implementation, and assessment related to successful programmatic decision making in character education.

EDCE 785 Seminar in Character Education (3) Identification and review of contemporary topics for research in character education; examination of approaches to research in character education; and scholarly writing on research topics in character education.

EDCO 801 Strategic Planning & Program Evaluation (3) Examines strategic planning and the role of program evaluation in the planning-implementation-evaluation cycle to include the curriculum planning process. Topics include various theoretical and philosophical perspectives, alternative evaluation designs and related methodologies including collaborative action research and issues related to design, measurement and utilization. The goal is to help educators become active collaborators in the evaluation process and to give them the tools to judge the value of an evaluation. Whether the task is designing an internal evaluation of a local program, contracting for an external evaluation at the district level, or critically reviewing an evaluation report as a basis for making an administrative decision, this course offers important leadership preparation. Each student will prepare an evaluability assessment related to a self-selected educational program in his/her area of concentration. Prerequisite: a graduate level research course. Cross-listed with EDCO 501.

EDSL 727 Supervision & Professional Development (3) Basic principles of supervision to ensure continuous and effective professional development for adult learners.