Ed.D. Character Education Cognate - Course Sequence
First Semester - Summer
- EDUC 700: Online Orientation (0 credits)
- EFND 705A: Residency (2 credits)
- UNIV LIB: Information, Research, and Resources (0 credits)
- EFND 706 Christian Worldview for Educators (3 credits)
Year 1 - Fall
- EFND 702: Research Design & Analysis (3 credits)
- EFND 707: Advanced Study of Worldview (3 credits)
Year 1 - Spring
- EFND 701: Advanced Human Learning & Motivational Development (3 credits)
- EFND 722: Educational Statistics (3 credits)
Year 1 – Summer
- EADM 703: Advanced Theory & Practice of Leadership & Organizations (3 credits)
- EADM 705: Effective Communication & Conflict Resolution (3 credits)
- EFND 705B: Residency (2 credits)
Year 2 - Fall
- EDCO 801 Strategic Planning and Program Evaluation (3 credits)
- EFND 727 Supervision and Staff Development and Training (3 credits)
Year 2 – Spring
- EDCE 701 Character Education: Foundations, Theories, and Philosophy (3 credits)
- EDCE 702 Character Education: Curriculum and Instruction (3 credits)
Year 2 – Summer
- EDCE 703 Advanced Study of Best Practices in Character Education (3 credits)
- EDCE 704 Leadership in Character Education (3 credits)
- EFND 705C: Residency (2 credits)*
* Candidacy Exams are required and will be given on-campus during the EFND 705C Residency. Students who pass Candidacy Exams will continue on to the dissertation phase of the program with EFND 906A.
Year 3 – Fall
- EFND 906A: Dissertation (5 credits)
Year 3 – Spring
- EFND 906B: Dissertation (5 credits)
Year 3 - Summer
- EFND 906C: Dissertation (5 credits)
- EFND 907: Dissertation Continuation (3 credits)*
*If a student has not defended their dissertation after completing EFND 906A, B & C, they will enroll into this class each term until they defend or their program time limit is up. EFND 907 Dissertation Continuation (3 credits)
Ed.D. Character Education Cognate - Course Descriptions
EADM 703 Advanced Theory & Practice of Leadership & Organizations (3) A critical examination of leadership and organizational theories and their corresponding practices within the context of educational systems. Critical assessment and practical application and exploration of effective and ethical leadership practices, systems theory, culture, and change processes as they relate to individuals and organizations.
EADM 705 Effective Communication & Conflict Resolution (3) The key to healthy organizations is productive communication and conflict resolution. Provides a communication-based perspective for organizations and leadership in a diverse society. Review and translate into practice research on team process management, consensus building and negotiation skills. Apply the particular communication skills into your respective contexts as evidenced by video role-play, case study analysis and/or feedback from peers, faculty and supervisors.
EDCE 701 Character Education: Foundations, Theories, and Philosophy (3) This course 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) This course 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 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) This course 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.
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) This course will provide students with the skills and understandings that will facilitate the success of professional development opportunities for adult learners. This course will examine basic principles of supervision to ensure continuous and sustained professional development that is effective and meaningful for adult learners.
EDUC 700 Online Orientation (0) Required during the first semester of enrollment in some programs; acclimates students to Blackboard, the platform off which online classes are launched.
EFND 701 Advanced Human Learning & Motivational Development (3) Study of human learning and motivational development theories that offers the opportunity to investigate several major theories in developmental psychology with a comparative analysis from biblically-informed perspectives. Designed to provide an ethos for emergent doctors to apply a working knowledge of human development genres in an academic setting and from a Christian perspective. Applies human development perspectives in ascertaining and solving various problems within an academe. Work in collaborative learning groups; utilize electronic resources and conduct and present research and thinking. Fosters a working knowledge of a doctoral-level scholarly inquiry, writing and doctoral demeanor.
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 705A Residency – Year One (2) One-week orientation to the Ed.D program; meet professors and classmates, and attend helpful sessions. Activities include classes in preparation for doctoral writing, library research and Blackboard training. Faculty will address your questions, concerns and challenges for the upcoming year.
EFND 705B Residency – Year Two (2) After completing your first year in the Ed.D program meet individually with your cognate advisor to design a schedule for cognate courses. Also meet in classes, participate in a research workshop and attend other residency activities.
EFND 705C Residency – Year Three (2) After completing two years in the Ed.D. program.
EFND 706 Christian World View for Educators (3) Provides essential understandings and competencies regarding the biblically inspired role of Christians in education with a particular focus on Regent University’s mission to equip Christian leaders to impact the world for Christ. A foundation is laid in this course for investigating and interpreting other world views.
EFND 707 Advanced Study of Worldview (3) Centers around issues of competing epistemologies to the historic Christian faith and tradition such as: postmodernism, Marxism, secular positivism, non-theistic evolution and other philosophies that hold a dominant position of discourse and debate in the academy. The aim is to compare and contrast these ideologies to our historic faith traditions. A beginning knowledge of worldview is expected of students prior to taking this course. Cross-listed with EFND 607.
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 898 Candidacy Examination Continuation (6) In order for doctoral students to remain active in the program after an unsuccessful attempt to complete the comprehensive writing assessment, they must register for EFND 898. During the registered semester, students should review course material to attempt to successfully complete the writing assessment at a later date.
EFND 899 Candidacy Examination Extension (0) Doctoral students who have been granted approval to take the comprehensive writing assessment later than the summer of their second year must register for this course in order to remain active in the program.
EFND 906A Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, 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 6 credit segments over 3 consecutive semesters.
EFND 906B Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, 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 6 credit segments over 3 consecutive semesters.
EFND 906C Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, 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 6 credit segments over 3 consecutive semesters.
EFND 907 Dissertation Continuation (3) This course is 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.
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.