May 01, 2024

2021-2022 Graduate Catalog

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2021-2022 Graduate Catalog [ARCHIVED CATALOG]

Donna Ford Attallah College of Educational Studies

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Roxanne Greitz Miller, Ed.D., Interim Dean
Michelle Samura, Ph.D., Associate Dean

Keith Howard, Ph.D., Associate Dean and Director of the Ph.D. in Education Program

Scot Danforth, Ph.D., Assistant Dean for Research

Kelly Kennedy, Ph.D., Director of Counseling and School Psychology

Professors: Alters, Busse, Cardinal, Danforth, Grogan, Miller, R.G.;
Professor of Teaching: Hunter;

Professor of Scholarly Practice: Hass;

Distinguished Professor: McLaren;

Associate Professors: Allen, Q., Cosier, Curwen, De Pedro, Howard, Kennedy, Maier, McNenny, McIntyre Miller, W., Monzó, Samura;

Assistant Professors: Abdou, Barnhart, Cuevas, Griffiths, Kong, Miles Nash, Yeh;

Assistant Professor of Practice: Allen, R.;

Instructional Assistant Professors: Ardell, Kirkemo, Rodriguez, Stockbridge, Sugita, Warren, Wood.

The mission of Chapman University’s Attallah College of Educational Studies is to ensure inclusive and equitable opportunities for all students. In order to improve educational outcomes for all students, we strive to prepare and support the next generation of culturally responsive educators, school-based mental health professionals, and scholars.

Our undergraduate and graduate programs integrate academic coursework and hands-on training to provide students with an excellent foundation for work in schools, communities, or healthcare settings. Through teaching, scholarship, and collaboration with local communities on various civic engagement initiatives, Attallah College students, alumni, and faculty strive to make a more just world.

Degrees

Doctor of Philosophy

• Education, Ph.D.

Master of Arts

Joint Degree Program

Credential Program

Accelerated Program

Courses

Education

EDUC 599 - Individual Study

Prerequisites, consent of dean of the College of Educational Studies, approval of petition. Supervised individual study or research on a special problem or in a selected area of education. May be repeated for credit. (Offered as needed.) 1-3 credits
EDUC 601 - Assessment and IEP Development

Students will develop the knowledge and skills necessary to use and communicate assessment results. A variety of individualized assessment and evaluation approaches appropriate for students with mild/moderate/severe disabilities will be addressed. Emphasis is placed on the development of appropriate educational decisions on the basis of a variety of standardized and non-standardized techniques, instruments and processes that are appropriate to the diverse needs of individual students. Students will learn to (a) identify individual strengths and limitations, and (b) make appropriate instructional recommendations both for report writing and for IEP goals and objectives. Fee: $75. (Offered as needed.) 3 credits
EDUC 602 - Positive Behavioral Supports

This course reviews the history, theory, and implementation of providing positive behavioral supports to children with and without disabilities in a context of ethical interaction and reflective practice. Students will learn a variety of observational and planning tools for construction of behavioral intervention strategies that students’ ability to take part in productive and inclusive learning communities. (Offered as needed.) 3 credits
EDUC 604 - Scholarly Practitioner: Action Research I

Prerequisite, EDUC 582 . The purpose of this course is to support teachers as they conduct research in schools and classrooms. The course is designed to enable participants to carry out an action inquiry, to understand the fundamental principles of action research and to locate the significance of the approach in everyday practice and educational policy. A major part of the course work involves developing an action research project, either on one’s own practice or in conjunction with practitioners in the field, whether in schools or in other parts of the community. The course will engage the participants in systematic inquiry into their own practice; framing appropriate questions, gathering and interpreting data, and analyzing data. Students will learn about action research by doing it and by reading examples of action research. (Offered as needed.) 3 credits
EDUC 614 - Scholarly Practitioner: Action Research II

Prerequisite, EDUC 604 . The purpose of this course is to continue to support teachers as they conduct, in their schools and classrooms, research that was started in EDUC 604 . The course is designed to enable participants to complete an action inquiry, to understand the fundamental principles of action research and to locate the significance of the approach in everyday practice and educational policy. A major part of the course work involves conducting an action research project, either on one’s own practice or in conjunction with practitioners in the field, whether in schools or in other parts of the community. The course will engage the participants in systematic inquiry into their own practice; framing appropriate questions, gathering and interpreting data, and analyzing data. Students will learn about action research by doing it and by reading examples of action research. (Offered as needed.) 3 credits
EDUC 628 - Designing Mathematical Instruction and Intervention

This course will provide students with knowledge of mathematical development from early numeracy through computation with whole and rational numbers, as well as how best to support all learners in inclusive classrooms to learn rigorous mathematics with understanding, as called for in the Common Core State Standards for Mathematics. (Offered as needed.) 3 credits
EDUC 629 - Experimental Course

This course is designed to provide additional opportunities to explore experimental areas and subjects of special interest in graduate studies. Repeatable if course topic is different. (Offered as needed.) 0-3 credits
EDUC 631 - Differentiation for Academically Diverse K-12 Classrooms

Prerequisites, EDUC 401 EDUC 500 EDUC 532 , EDUC 618, EDUC 654 , or consent of instructor. The content of the course enables candidates to increase their knowledge, skills and strategies acquired during their preliminary preparation for English language learners, students with disabilities in the general education classrooms and students in the general education classroom who are at risk. The course will address the development, refinement and application of differentiated instructional strategies and management techniques that enable students to master grade level State-adopted academic content standards at high performance levels. The course content reflects best practices that a characterized by a strong theoretical base as well as accommodate individual student readiness levels, language development levels, interests and learning styles. (Offered as needed.) 3 credits
EDUC 634 - Teaching Difficult Histories, Critical Discourse and Social Action

(Same as EDUC 434 .) This course is designed to develop the knowledge and skills required to teach about “difficult histories” such as genocides, wars, and terrorism by examining history/social science curriculum and appropriate instructional methods. Students explore ways to teach about the dangers of indifference and the values of participation in a democracy by confronting the complexities of history. Specifically, students will develop their knowledge of a critical discourse educational model including understanding multiple perspectives, contextualizing facts, and connecting information to K-12 students’ lives for relevancy. (Offered as needed.) 3 credits
EDUC 635 - Education Workshop Series

(Same as EDUC 435.) This course is designed to provide additional opportunities to explore special topics and subjects of special interest. May be repeated for credit with different topics. (Offered as needed.) 3 credits
EDUC 638 - Advanced Strategies Mild/Moderate

Application of contemporary theories and literature related to assessment and curriculum development and strategies for instruction of individuals with mild/moderate disabilities. Includes increased emphasis on specific areas of learning disabilities, language disorders, developmental disabilities, autism, and attention deficit hyperactivity disorders. Information will be at an advanced level, focusing on collaborative strategies and research validated models of instruction. (Offered spring semester.) 3 credits
EDUC 644 - Aesthetics and Learning: Florence, Italy

(Same as IES 444.) Prerequisite, consent of instructor. This course is taught in Florence, Italy. Students explore the catalytic change in intellectual and aesthetic processes, moving from the Middle Ages to the Renaissance, the confluence of forces that shaped the creative explosion of the arts in both the sacred and everyday lives of people. They investigate the paradigm shift to a new perspective, one that supports the human potential to create the aesthetic in all modes of living. Students experience art and make connections to their own aesthetic processes. Fee: TBD. (Offered interterm.) 3 credits
EDUC 649 - Educating with Multiple Technologies

(Same as IES 449.) Prerequisite, EDUC 451 , or consent of instructor. A focused look at selected current topics centered on the infusion of technology in the field of education. Provides experiences in the practical use of technology-based tools for teaching and learning, establishing a foundation for educators to become adept in the selection, evaluation, and implementation of current technological tools. Some sections offered online or blended. (Offered as needed.) 3 credits
EDUC 652 - History and Philosophy of Education

This course will allow practicing educators to dig deeply into the development of formal schooling in western civilization and the United States, tracing both current teaching practices and recent reform efforts back to their roots so as to better understand why schools are the way they are today. (Offered as needed.) 3 credits
EDUC 654 - Introduction to Educational Research

This course is designed to develop students’ knowledge and skills in educational research and inquiry, including qualitative and quantitative research methods, basic statistical analyses, psychometric concepts, critical evaluation of research and its methodology, cross-cultural methods of inquiry, and the ethical standards guiding educational research. (Offered every semester.) 3 credits
EDUC 656 - Seminar in Learning Theory

It is recommended that MAT candidates complete their teaching credential before enrolling in this course. Students study various learning theories and their implications for instruction. Students also examine the areas of human learning, human exceptionalities; and the cognitive, affective, and biological basis of behavior; and developmental psychology, including those areas germane to pupils with special as well as regular educational needs. (Offered every semester.) 3 credits
EDUC 660 - Advanced Strategies Moderate/Severe

Application of contemporary theories and literature related to curriculum development and strategies for instruction of individuals with moderate/severe disabilities. This includes increased emphasis upon specific areas of severe disabilities such as severe/profound intellectual disabilities, multiple disabilities, deaf/blind, physical disabilities, severe emotional disturbance, and autism. (Offered spring semester.) 3 credits
EDUC 667 - Assistive Technology and Instructional Supports for Students with Disabilities

This course examines current applications of technology, assistive technology, and adaptive devices for working with students of diverse populations. Interventions and supports for mild, moderate, and severe disabilities for educational programs in schools and at home. The spectrum of technology from lo to high incidence technology will be explored including the use of augmentative communication devices. Laboratory work is required. Some sections of this course may be taught as a hybrid course. Letter grade. (Offered as needed.) 3 credits
EDUC 668 - Leadership for Emerging Social Issues

Our world is currently faced with many challenging problems. The leaders of tomorrow will be tasked with solving these difficult tasks. In this course, we look at tools and techniques for leaders to solve some of the world’s most difficult problems, such as peace, sustainability, and issues of human and civil rights. Students will explore major world challenges and the leadership techniques needed to meet these challenges. (Offered fall semester.) 3 credits
EDUC 688B - Chicano/Latino Cultures: An Interdisciplinary Perspective

Prerequisites, admission to the Teacher Credential and/or Masters of Arts in Teaching program as a multiple subject bilingual authorization candidate. This course centers on the history of Chicano/Latino cultures in the Southwest, with an emphasis on their cultural and geographic histories, the economic and political forces impacting their lives, and their linguistic diversity. The course provides a critical analysis of schooling for Chicano/Latino students, shifting toward asset-based frameworks that enable educators to interweave students’ language and community cultural knowledge into resources for learning, with an emphasis on bilingual education policies, programs, and teaching frameworks. This course meets the California bilingual credential requirements for Chicano/Latino culture; it is taught in both English and Spanish to bilingual prospective teachers. (Note: Pending CTC approval, this course may meet the requirements of the Spanish Culture Assessment 5.) This course may be taught with EDUC 695. (Offered as needed.) 3 credits
EDUC 689B - Critical Bilingual Multicultural Education: History, Theory, and Practice

Prerequisite, admission to the Teacher Credential and/or Masters of Arts in Teaching program as a multiple subject bilingual authorization candidate. This course is designed specifically for candidates seeking the bilingual emphasis multiple subject credential in Spanish/English. It focuses on the history, philosophy, and legislation of bilingual multicultural education. It addresses language acquisition theories, sociocultural theories, and their practical applications relative to diverse dual language program models. A critical lens is used as a backdrop for understanding the controversies, politics and policies in public schools relative to bilingual education, as well as the role of parents, bilingual teachers, administrators, and school communities. Effective pedagogies for developing and reinforcing bilingualism, transferability, biliteracy and multiculturalism are used for planning instruction and teaching in a bilingual classroom. Students choose from one of the following: project action research, practitioner inquiry, curriculum design, or a portfolio/e-portfolio. This course includes a capstone, which meets the demonstration of mastery requirements. 10 hours of fieldwork required. Spanish fluency and literacy are required. Letter grade. (Offered as needed.) 3 credits
EDUC 690 - Professional Induction Planning and Assessment

Prerequisite, educational specialist credential mild/moderate or moderate/severe. This course is intended for students in the Chapman University Professional Level II Education Specialist Credential Program. Candidates will critically plan and assess their knowledge and skills as they relate to their Professional Induction Plan, their chosen expertise area of specialization, and develop a comprehensive professional development plan. This course will allow the candidate to integrate her/his knowledge into a unified understanding of the professional field of special education. May be repeated for credit. (Offered every semester.) 3-6 credits
EDUC 693 - Strategies and Supports for the 21st Century Inclusive Classroom

This course is designed to unpack the Common Core Standards and create a framework of opportunities for teachers to break down learning goals with all students in mind (students with disabilities, English Language Learners, students of diverse backgrounds). Topics that will be explored include: designing inclusive lesson plans using the Common Core Standards, infusing evidence-based strategies and supports, and developing appropriate accommodations, modifications, and adaptations that can be integrated into the Common Core Standards. Finally, this course will address differentiated instruction and using a variety of formative and summative assessments throughout the learning process that are inclusive of all students. (Offered summer.) 3 credits
EDUC 694 - Advanced Teaching Writing K-12

Prerequisites, EDUC 500 , EDUC 532 , and MA in teaching with elementary education emphasis, or with secondary education emphasis. This course is designed to introduce pre-service students to the research, theory, and practice of teaching writing in grades K-12. Participants will understand and be able to apply the theory and research of learning to write and writing to learn in a variety of genres and disciplines, using writing across the curriculum as well as single-subject emphases to explore the power of writing as a vehicle for learning. Students who have taken IES 412 cannot take this course. (Offered as needed.) 3 credits
EDUC 695 - Special Topics in Teaching

Prerequisite, students who have been given admission to the Master of Arts in Teaching Program. To be taken the final semester of the Master of Arts in Teaching program. EDUC 695 is a course designed to develop greater depth and expertise in a specific area of teaching. The focus of the course will be based on one of the following areas: Ethnic Studies, Critical Pedagogy, STEAM (Science Technology Engineering, Art, and Mathematics Education), Critical Literacy, or additional topics such as bilingual education. (Offered summer.) 3 credits
EDUC 695A - Special Topics in Teaching: Travel Course

Prerequisites, admission to a teacher credentialing program, consent of instructor. EDUC 695A is a travel course designed to develop greater depth and expertise in a specific area of teaching, with comparisons between practice in California and the region of travel. The focus of the travel course will be based on one of the following areas: Ethnic Studies, Critical Pedagogy, STEAM (Science Technology Engineering, Art, and Mathematics Education), Critical Literacy, or additional topics such as bilingual education. (Offered as needed.) 3 credits
EDUC 696 - Master of Arts in Teaching Capstone Project

Prerequisite, students who have been given admission to the Master of Arts in Teaching Program. To be taken in the final semester of the Master of Arts in Teaching program. In EDUC 696 the instructor provides support to students in developing a capstone project that reflects their focus of expertise developed in EDUC 695 . These projects evidence theory, research, reflection, and/or action that challenge existing oppressive structures in teaching and/or schooling and demonstrate the potential for transformation, social justice, and equity in education. Students choose from one of the following: project action research, practitioner inquiry, curriculum design, or a portfolio/e-portfolio. (Offered summer.) 3 credits
EDUC 698 - Master of Arts in Teaching Capstone Project II

Prerequisites, 24 graduate credits in education and/or completion of a teacher credential program; and complete Thesis/Project Approval Form, consent of instructor. EDUC 698 is required course work required for the MAT advanced core. This course focuses on student’s development of a formal master’s thesis or field-based project, and the skills to complete this work in adherence to the conventions of educational scholarship. Continuous enrollment required until completion of thesis/project. P/NP. May be repeated for credit. (Offered every semester.) 1-3 credits
EDUC 698A - Education Capstone Project: Capstone Completion

Prerequisites, 3 credits of EDUC 696 , consent of instructor. EDUC 698A is required for candidates working to complete their master’s capstone if they are not enrolled in any other MAT electives. This course will fulfill the requirement to maintain continuous enrollment through completion of the masters and allow access to university research resources needed to complete the thesis/project. Continuous enrollment required until completion of thesis/project. P/NP. May be repeated for credit for up to 3 credits. (Offered every semester.) 1 credit
EDUC 706 - Leading Transformational Change: Theory and Practice in PK-12/Postsecondary Educational Settings

Prerequisite, Ph.D. in education major. A systems perspective on the leadership challenges of guiding organizational transformation. Topics include: Evolving workplace practices (telecommuting, virtual-teaming), dysfunctions of bureaucracy, images of the healthy organization, managing transitions, team development, leadership resilience and adaptivity, personal mastery, mental models, inspiring shared vision, appreciative inquiry, deep change. Some sections of EDUC 706 will be combined with EDUC 706S . (Offered as needed.) 3 credits
EDUC 706S - Leading Transformational Change: Theory and Practice in PK-12/Postsecondary Educational Settings

Prerequisite, Shanghai Normal University student in the Ph.D. in education major. A systems perspective on the leadership challenges of guiding organizational transformation. Topics include: Evolving workplace practices (telecommuting, virtual-teaming), dysfunctions of bureaucracy, images of the healthy organization, managing transitions, team development, leadership resilience and adaptivity, personal mastery, mental models, inspiring shared vision, appreciative inquiry, deep change. Some sections of EDUC 706 will be combined with EDUC 706S. (Offered as needed.) 3 credits
EDUC 707 - Leading from Within: Theory and Foundations of Leadership

Prerequisite, Ph.D. in education major. Conventional wisdom tells us that the path to enlightenment leads through self-reflection. So does the path to leadership. This course considers the self as a foundation for leadership development and practice. Classical and contemporary leadership theories will be reviewed, and we will build an understanding of emerging theories and the role of inner work within each. Students will spend time reflecting on their own leadership knowledge, practices, and capacities as a way to further understand and develop a broader leadership practice and lens. (Offered as needed.) 3 credits
EDUC 707S - Leading from Within: Theory and Foundations of Leadership

Prerequisite, Shanghai Normal University student in the Ph.D. in education major. Conventional wisdom tells us that the path to enlightenment leads through self-reflection. So does the path to leadership. This course considers the self as a foundation for leadership development and practice. Classical and contemporary leadership theories will be reviewed, and we will build an understanding of emerging theories and the role of inner work within each. Students will spend time reflecting on their own leadership knowledge, practices, and capacities as a way to further understand and develop a broader leadership practice and lens. Some sections of this course may be taught as a hybrid course. (Offered as needed.) 3 credits
EDUC 708 - Leading Change: Politics, Policy, and Advocacy in PK-12/Postsecondary Educational Settings

Prerequisite, Ph.D. in education major. Examines role of leader as change agent, contrasting formal authority and social influence. Studies organizations as political entities; subject to, and shaping public policy. Topics include: Planned change, effective advocacy, power, influence, formal/informal systems, organizations as instruments of social control and/or social change, organizational culture. Some sections of EDUC 708 will be combined with EDUC 708S . (Offered as needed.) 3 credits
EDUC 708S - Leading Change: Politics, Policy, and Advocacy in PK-12/Postsecondary Educational Settings

Prerequisite, Shanghai Normal University student in the Ph.D. in education major. Examines role of leader as change agent, contrasting formal authority and social influence. Studies organizations as political entities; subject to, and shaping public policy. Topics include: Planned change, effective advocacy, power, influence, formal/informal systems, organizations as instruments of social control and/or social change, organizational culture. Some sections of EDUC 708 will be combined with EDUC 708S. (Offered as needed.) 3 credits
EDUC 710 - Leadership in International Contexts: Travel Course

Prerequisite, Ph.D. in education major. This course examines leadership structures, processes, and practices in different international context(s). Students will learn about the history and contemporary contexts of the county(ies) visited, and apply critical analysis and reflection to understand international leadership context(s) and its impact on personal and organizational leadership. Travel course. May be repeated for credit. Fee: TBD. (Offered as needed.) 3 credits
EDUC 722 - Special Topics in Multicultural Education: Cambodia Travel Course

This course travels to Cambodia. Educators must understand the challenges faced by minority students, and to understand the complexities involved in adapting pedagogical approaches to meet the needs of diverse learners. This immersion course aims to develop an appreciation of what like to be different, both at home and abroad. Fee: TBD. (Offered as needed.) 3 credits
EDUC 729 - Experimental Course

Prerequisite, Ph.D. in education major. This course is designed to provide additional opportunities to explore experimental areas and subjects of special interest in the doctoral program. Repeatable if course topic is different. Some sections of EDUC 729 will be combined with EDUC 729S . Repeatable if course topic is different. (Offered as needed.) 1-3 credits
EDUC 729S - Experimental Course

Prerequisite, Shanghai Normal University student in the Ph.D. in education major. This course is designed to provide additional opportunities to explore experimental areas and subjects of special interest in the doctoral program. Some sections of EDUC 729 will be combined with EDUC 729S. Repeatable if course topic is different. (Offered as needed.) 1-3 credits
EDUC 750 - Professional Productivity in Education

Prerequisite, Ph.D. in education major. This foundational course explores the issue of professional productivity in education including responsibilities such as writing scholarly publications (journal articles, books, chapters); making professional presentations at state, national, and international professional conferences and before school boards, and state and federal governing bodies; and applying for Institutional Review Board approval to conduct research. Some sections of EDUC 750 will be combined with EDUC 750S . (Offered fall semester.) 3 credits
EDUC 750S - Professional Productivity in Education

Prerequisite, Shanghai Normal University student in the Ph.D. in education major. This foundational course explores the issue of professional productivity in education including responsibilities such as writing scholarly publications (journal articles, books, chapters); making professional presentations at state, national, and international professional conferences and before school boards, and state and federal governing bodies; and applying for Institutional Review Board approval to conduct research. Some sections of EDUC 750 will be combined with EDUC 750S. (Offered fall semester.) 3 credits
EDUC 751 - Theories Framing Inquiry

Prerequisites, EDUC 750 or EDUC 750S , and Ph.D. in education major. This course focuses on the various philosophies used to frame and conduct research. Students will critically exam different epistemologies and how these are used to create research questions and conduct research from a consistent and explicit philosophical perspective. Some sections of EDUC 751 will be combined with EDUC 751S . (Offered spring semester.) 3 credits
EDUC 751S - Theories Framing Inquiry

Prerequisites, EDUC 750 or EDUC 750S and Shanghai Normal University student in the Ph.D. in education major. This course focuses on the various philosophies used to frame and conduct research. Students will critically exam different epistemologies and how these are used to create research questions and conduct research from a consistent and explicit philosophical perspective. Some sections of EDUC 751 will be combined with EDUC 751S. (Offered spring semester.) 3 credits
EDUC 753 - Historical and Philosophical Foundations of Education

Prerequisite, Ph.D. in education major. The course provides an overview of the philosophical and historical foundations of US education. This contextual grounding provides the student with a heuristic frame within which to situate other coursework encountered in the PhD program. Emphasis will be placed on appropriate uses of primary and secondary sources. (Offered as needed.) 3 credits
EDUC 758 - Inclusive Education Research, Policy, and Practice

Prerequisite, Ph.D. in education major. This course explores current research, policies, and professional practices in the field of inclusive education, the movement to effectively educate students with and without disabilities in common education settings. The course examines the theoretical concepts, empirical knowledge, policy developments, and pedagogical innovations that improve the capacity of public schools to create and sustain high quality inclusive classrooms and schools. The course emphasizes the preparation of students for future roles as inclusive education researchers and teacher educators. (Offered as needed.) 3 credits
EDUC 759 - Educational Theory and Practice of John Dewey

Prerequisite, good standing in doctoral program in education. This course explores the educational thought and pedagogical practice of John Dewey. The course examines the primary theoretical concepts and instructional innovations developed by Dewey. Emphasis is placed on the role of schooling in a democratic society, the progressive approach to education, and the relationship between experience, thought, and action in teaching and learning processes. Letter grade. (Offered as needed.) 3 credits
EDUC 760 - Quantitative Approaches to Inquiry

Prerequisites, EDUC 763 or EDUC 763S , and Ph.D. in education major. Students will review and deepen their understanding of the ontological and epistemological underpinnings of different approaches to quantitative research in education. The course will include examination and application of widely used parametric and nonparametric statistical methods in the design and analysis of education research. Experimental and quasi-experimental designs will be presented and analyzed for their suitability to various research questions. Students will design a quantitative study, including processes for gathering or obtaining data, organizing data, analyzing data, and interpreting data. Some sections of EDUC 760 will be combined with EDUC 760S . (Offered every year.) 3 credits
EDUC 760S - Quantitative Approaches to Inquiry

Prerequisites, EDUC 763 or EDUC 763S and Shanghai Normal University student in the Ph.D. in education major. Students will review and deepen their understanding of the ontological and epistemological underpinnings of different approaches to quantitative research in education. The course will include examination and application of widely used parametric and nonparametric statistical methods in the design and analysis of education research. Experimental and quasi-experimental designs will be presented and analyzed for their suitability to various research questions. Students will design a quantitative study, including processes for gathering or obtaining data, organizing data, analyzing data, and interpreting data. Some sections of EDUC 760 will be combined with EDUC 760S. (Offered every year.) 3 credits
EDUC 761 - Qualitative Approaches to Inquiry

Prerequisites, EDUC 763 or EDUC 763S , Ph.D. in education major. Students will review and deepen their understanding of the ontological and epistemological underpinnings of different approaches to qualitative research in education. This course will further enhance their knowledge of the ethics of qualitative research. Students will demonstrate an advanced knowledge of qualitative data collection and analysis techniques. Students will design a qualitative study, including processes for gathering or obtaining data, organizing data, analyzing data, and interpreting data. Some sections of EDUC 761 will be combined with EDUC 761S . (Offered every year.) 3 credits
EDUC 761S - Qualitative Approaches to Inquiry

Prerequisites, EDUC 763 or EDUC 763S and Shanghai Normal University student in the Ph.D. in education major. Students will review and deepen their understanding of the ontological and epistemological underpinnings of different approaches to qualitative research in education. This course will further enhance their knowledge of the ethics of qualitative research. Students will demonstrate an advanced knowledge of qualitative data collection and analysis techniques. Students will design a qualitative study, including processes for gathering or obtaining data, organizing data, analyzing data, and interpreting data. Some sections of EDUC 761 will be combined with EDUC 761S. (Offered every year.) 3 credits
EDUC 762 - Special Topics in Advanced Research Methods

Prerequisites, EDUC 760 or EDUC 760 , and EDUC 761 or EDUC 761S , and Ph.D. in education major. This course is designed to provide students with knowledge and understanding of advanced qualitative and quantitative research methods of inquiry. The focus of the course will vary and will include special topics in qualitative and quantitative research. May be repeated for credit. Some sections of EDUC 762 will be combined with EDUC 762S . May be repeated for credit. (Offered every semester.) 3 credits
EDUC 762S - Special Topics in Advanced Research Methods

Prerequisites, EDUC 760 or EDUC 760S and EDUC 761 or EDUC 761S and Shanghai Normal University student in the Ph.D. in education major. This course is designed to provide students with knowledge and understanding of advanced qualitative and quantitative research methods of inquiry. The focus of the course will vary and will include special topics in qualitative and quantitative research. Some sections of this course may be taught as a hybrid course. Some sections of EDUC 762 will be combined with EDUC 762S. May be repeated for credit. (Offered every semester.) 3 credits
EDUC 763 - Introduction to Approaches of Inquiry

Prerequisites, EDUC 751 or EDUC 751S , or concurrent enrollment, and Ph.D. in education major. Students will review major research paradigms and their ontological and epistemological underpinnings. Time will be spent exploring the ethical issues involved in research and the protections in place to ensure these ethics. Students will learn to evaluate qualitative and quantitative scholarly literature to understand reliability, validity, and trustworthiness. Students will explore research questions and understand their own researcher subjectivity. Students will critique qualitative and quantitative peer-reviewed research studies. Some sections of EDUC 763 will be combined with EDUC 763S . (Offered every year.) 3 credits
EDUC 763S - Introduction to Approaches of Inquiry

Prerequisites, EDUC 751 or EDUC 751S or concurrent enrollment and Shanghai Normal University student in the Ph.D. in education major. Students will review major research paradigms and their ontological and epistemological underpinnings. Time will be spent exploring the ethical issues involved in research and the protections in place to ensure these ethics. Students will learn to evaluate qualitative and quantitative scholarly literature to understand reliability, validity, and trustworthiness. Students will explore research questions and understand their own researcher subjectivity. Students will critique qualitative and quantitative peer-reviewed research studies. Some sections of EDUC 763 will be combined with EDUC 763S. (Offered every year.) 3 credits
EDUC 764 - Dissertation Research Planning

Prerequisites, Ph.D. in education major with completion of, or in last semester of all course work excluding dissertation credits, and completion of comprehensive exams, consent of program director. This course facilitates the development of a dissertation proposal prior to enrolling in Dissertation Research (EDUC 799). The course familiarizes the Ph.D. candidate with the process of developing the dissertation once the proposal has been accepted. (Offered every semester.) 3 credits
EDUC 764S - Dissertation Research Planning

Prerequisites, Shanghai Normal University student in the Ph.D. in education major with completion of, or in last semester of all course work excluding dissertation credits, and completion of comprehensive exams, consent of program director. This course facilitates the development of a dissertation proposal prior to enrolling in Dissertation Research (EDUC 799 /EDUC 799S ). The course familiarizes the Ph.D. candidate with the process of developing the dissertation once the proposal has been accepted. Some sections of this course may be taught as a hybrid course. P/NP. (Offered every semester.) 3 credits
EDUC 770 - Seminar in Disability Studies

Prerequisite, Ph.D. in education major. This course will examine and analyze how disability is defined and represented in our society. Disability will be explored as a social, linguistic, physiological, cultural, economic, and political phenomenon. (Offered as needed.) 3 credits
EDUC 772 - International Perspectives on Disability

Prerequisites, EDUC 750 , Ph.D. in education major. This course examines disability related issues from an international lens. Specifically, issues such as cultural construction of disability, participation in inclusive and exclusive communities, disability related declarations, laws and policy development, organizations, educational practices, and international partnerships and collaborative projects are explored. Candidates are encouraged to establish relationships with a variety of international disability related public and private organizations in this course. (Offered as needed.) 3 credits
EDUC 774 - The Art and Science of Teaching in Higher Education

Prerequisite, Ph.D. in education major. This course examines the responsibilities, challenges, and realities of teaching in the academy. Particular attention is paid to pedagogy that facilitates learning and the development of socially conscious, ethical, and reflective practitioners, through exploration and diverse styles of discourse. (Offered as needed.) 3 credits
EDUC 774S - The Art and Science of Teaching in Higher Education

Prerequisite, Shanghai Normal University student in the Ph.D. in education major. This course examines the responsibilities, challenges, and realities of teaching in the academy. Particular attention is paid to pedagogy that facilitates learning and the development of socially conscious, ethical, and reflective practitioners, through exploration and diverse styles of discourse. Some sections of this course may be taught as a hybrid course. (Offered as needed.) 3 credits
EDUC 775 - Supervision and Mentoring in Higher Education

Prerequisites, EDUC 774, Ph.D. in education major. This course provides students with structured opportunities to co-teach or teach a course under the direct supervision of a faculty member in the Attallah College of Educational Studies. May be repeated up to 3 terms. (Offered as needed.) 1 credit
EDUC 776 - Current Controversies in Disability Studies

Prerequisite, Ph.D. in education major. This course will identify and examine current issues, controversies, trends, and emerging theory and practice in the field of disability and the implications these have for the field, educational leaders and the people they serve, and other stakeholders. (Offered as needed.) 3 credits
EDUC 778 - Advanced Seminar in History of Disability Studies

Prerequisite, Ph.D. in education major. This course will use the history of disability and special education to explore how disability studies develops a critical and interdisciplinary framework within which to interpret the meanings of disability in American culture. The main purpose of the course is to provide a historical context for approaching contemporary issues in the education and support of people with disabilities and their families. A secondary purpose of the course is to familiarize students with methods for the retrieval and critical interpretation of primary historical source material. The course will draw upon both the intellectual and social history of disability. (Offered as needed.) 3 credits
EDUC 779 - Curriculum and Policy Studies

Prerequisite, Ph.D. in education major. This course advances the understanding of contemporary theoretical underpinnings of curriculum and educational policy within cultural and historical boundaries, and explores alternative models of curriculum theory and policy analysis. (Offered as needed.) 3 credits
EDUC 780 - Critical Pedagogies in Curriculum

Prerequisite, Ph.D. in education major. Critical pedagogy takes as a central concern the issue of power in the teaching and learning context. This course focuses on how and in whose interests knowledge is produced and “passed on” and views the ideal aims of education as emancipatory through the lenses of major critical theorists. The focus is on social injustice and how to transform inequitable, undemocratic, or oppressive institutions and social relations. (Offered as needed.) 3 credits
EDUC 784 - Current Controversies in Education: Cultural and Curricular Studies

Prerequisite, Ph.D. in education major. This course will identify and examine current issues, trends, controversies, and emerging theory and practice in the field of cultural and curriculum studies and the implications these have for the field, for educational leaders, for the people they serve, and for other stakeholders. (Offered as needed.) 3 credits
EDUC 789 - Individual Study

Prerequisite, Ph.D. in education major. This course will be an independent research project conducted by a Ph.D. student under the supervision of an Attallah College faculty member. May be repeated for credit. (Offered as needed.) 1-3 credits
EDUC 793 - Selected Topics in Dissertation Research

Prerequisites, advancement to Candidacy in the Ph.D. Program in Education, consent of Program Director. Corequisite, EDUC 798 or EDUC 798S . This is a series of one-unit classes in specialized subjects while students are conducting their dissertation research. Topics include, but are not limited to: literature reviews, research methodology, validity and reliability, post hoc data analysis, data displays, sampling error, working effectively with dissertation committee members, dissertation preparation, dissertation defense, preparation for publication, IRB closeout, and selected problems in dissertation research. P/NP. May be repeated for credit. (Offered every semester.) 1 credit
EDUC 793S - Selected Topics in Dissertation Research

Prerequisites, advancement to Candidacy, Shanghai Normal University student in the Ph.D. in education major, consent of Program Director. Corequisite, EDUC 798 or EDUC 798S . This is a series of one-unit classes in specialized subjects while students are conducting their dissertation research. Topics include, but are not limited to: literature reviews, research methodology, validity and reliability, post hoc data analysis, data displays, sampling error, working effectively with dissertation committee members, dissertation preparation, dissertation defense, preparation for publication, IRB closeout, and selected problems in dissertation research. Some sections of this course may be taught as a hybrid course. P/NP. May be repeated for credit. (Offered every semester.) 1 credit
EDUC 797 - Preparing for the Ph.D. in Education Dissertation

Prerequisites, consent of instructor. Required for students working to complete their doctoral program if they are not enrolled in any other PhD courses and have not yet advanced to candidacy. This course will fulfill the requirement to maintain continuous enrollment until advancement to candidacy and allows access to university research resources needed to complete qualifying exams and dissertation proposals. P/NP. May be repeated for credit. (Offered every semester.) 1 credit
EDUC 798 - Dissertation

Prerequisite, advancement to candidacy in the Ph.D. in Education program. Dissertation is an independent study that culminates in a doctoral dissertation. 10 credits taken over 2 consecutive semesters. 10 credits required. P/NP. Course repeatable for a maximum of 10 credits. (Offered every semester.) 5 credits
EDUC 798A - Dissertation: Continuous Enrollment

Prerequisite, completion of 10 credits of EDUC 798 . This course is taken after 10 credits of EDUC 798 if the dissertation is not yet completed. P/NP. May be repeated for credit once. (Offered every semester.) 1 credit
EDUC 798B - Dissertation: Extended Continuous Enrollment

Prerequisite, completion 2 credits of EDUC 798A . This course is taken after 2 credits of EDUC 798A if the dissertation is not yet completed. P/NP. May be repeated for credit. (Offered as needed.) 1 credit
EDUC 798S - Dissertation Research

Prerequisite, advancement to Candidacy, Shanghai Normal University student in the Ph.D. in education major. This independent research study culminates in doctoral dissertation. 10 credits taken in two consecutive semesters, (5 credits per semester) or with approval by the Ph.D. Director 10 credits may be taken in one semester. Some sections of this course may be taught as a hybrid course. P/NP. May be repeated for credit. (Offered every semester.) 5-10 credits
EDUC 799 - Dissertation Research Continuation

Prerequisite, advancement to Candidacy in the Ph.D. Program in Education. This independent research study is taken if after 10 credits the dissertation is not completed. Students must remain enrolled by taking 1 credit of EDUC 799 or EDUC 799S per semester until dissertation is finished. P/NP. May be repeated for credit. (Offered every semester.) 1 credit
EDUC 799S - Dissertation Research Continuation

Prerequisite, advancement to Candidacy, Shanghai Normal University student in the Ph.D. in education major. This independent research study is taken if after 10 credits the dissertation is not completed. Students must remain enrolled by taking 1 credit of EDUC 799 or EDUC 799S per semester until dissertation is finished. Some sections of this course may be taught as a hybrid course. P/NP. May be repeated for credit. (Offered every semester.) 1 credit

Master of Arts in Curriculum and Instruction

MACI 563 - Integrated Inclusive Pedagogy: Developing Responsive Interventions using Assistive Technology

Prerequisites, admission to the MACI program and completion of EDUC 471 or EDUC 571 . This course focuses on instructional routines, intervention and assessment for learners with mild to moderate disabilities in K-12 classrooms. Specifically, this course targets Multi-tiered Systems of Support (MTSS), intervention practices in the core content areas of literacy, social studies, science, mathematics, physical education and the arts and the use of assistive technology in instructional practices. Letter grade. (Offered summer.) 3 credits
MACI 575 - Critical Analysis in Educational Practice

Prerequisites, admission to the MA in curriculum and instruction, consent of instructor. This is the final course in the MACI program and should be taken during the final semester. In this course, students engage in critical analysis of their own educational practice and of the various factors that affect and are affected by their educational practice. Students critically reflect upon their classroom experiences, teacher preparation processes, and overall development as an educator. Students also explore current social, political, and economic issues and trends, at both the national and local levels, that affect the educational settings they are entering. Particular attention is given to diverse perceptions of schooling held by multiple stakeholders, such as students, parents, teachers, administration, student support services, community members, special interest groups, and policy makers. Students will finalize and orally defend their yearlong portfolio project in order to fulfill the requirements of the Master’s degree in this course. Letter grade. (Offered as needed.) 3 credits
MACI 582 - Elementary Teaching Residency

Prerequisites, passage of CSET, admission to MACI program, Certificate of Clearance (TB and Livescan). Corequisites, enrollment in MACI 600 and EDUC 550 (fall only). This fieldwork experience is designed to be completed during the Teacher Residency Year of the Master of Arts in Curriculum and Instruction program. Candidates are required to work under the supervision of a credentialed teacher in an appropriate public elementary school classroom. This course is taken for 3 credits per semester and repeated twice until a minimum of 6 credits is earned. Candidates are required to assume full co-teaching responsibilities for at least 16 weeks within the 6 credit experience. Pass/No Pass. This course may be repeated for credit. (Offered as needed.) 3 credits
MACI 583 - Secondary Teaching Residency

Prerequisites, passage of CSET, admission to M.A. Curriculum and Instruction program, successful completion of Certificate of Clearance (TB and Livescan). Candidates must also verify the following: successful completion of CBEST, CSET, successful completion of the prerequisite courses (no grade lower than C+), California Certificate of Clearance (TB and Livescan), and the Teaching Residency Application must be signed and approved. Corequisites, MACI 600 , EDUC 550 (fall only). This fieldwork experience is designed to be completed during the Teacher Residency Year of the Master of Arts in Curriculum and Instruction program. Candidates are required to work under the supervision of a credentialed teacher in an appropriate public school secondary classroom. This course is taken for 3 credits per semester and repeated twice until a minimum of 6 credits is earned. Candidates are required to assume full co-teaching responsibilities for at least 16 weeks within the 6 credit experience. Pass/No Pass. This course may be repeated for credit. (Offered every semester.) 3 credits
MACI 600 - Professional Seminar

Prerequisites, admission to the MACI program, consent of instructor. This course provides candidates the opportunity to gain professional development on important topics at critical times during the teaching residency year. Candidates will enroll in the proseminar course each fall and spring semester during the fifth year of the program. Seminars will take place on campus and at professional development sites, and are facilitated by university faculty and educator practitioners. Post-baccalaureates will participate in these seminars, creating professional communities among teacher candidates, educational practitioners and university faculty. Seminars will cover important topics that include, but are not limited to, teacher professionalism, health and wellness, child development, models of co-teaching, instructional technology, MTSS, inclusive teaching practices, and child abuse reporting. Letter grade. This course may be repeated for credit. (Offered as needed.) 2-3 credits

Master of Arts in Leadership Development

MLD 505 - Foundations of Leadership Development

Prerequisite, acceptance into the Master of Arts in Leadership Development program. This course examines theories and practices of leadership development, as well as the intersection of one’s leadership with personal identity. MLD 505 explores historical and contemporary leadership frameworks, deconstructing and reconstructing each, to provide a foundation for affecting positive change through formal and informal leadership roles. Topics include: Person-centered theories, theories of production and effectiveness, group-centered theories, theories of transformation, relationship-centered theories, vanguard theories, and justice-based models. Letter grade. (Offered every year.) 3 credits
MLD 510 - Leadership in International Contexts: Travel Course

Prerequisite, acceptance into the Master of Arts in Leadership Development program. This course examines leadership structures, processes, and practices in different international context(s). Students will learn about the history and contemporary contexts of the country(ies) visited, and apply critical analysis and reflection to understand international leadership context(s) and its impact on personal, community, and organizational leadership. Travel course. Letter grade. Fee: TBD. (Offered as needed.) 3 credits
MLD 526 - Images of Leadership in Popular Culture

Prerequisite, acceptance into the Master of Arts in Leadership Development Program. Images of leadership surround us and we consume them through diverse sets of media. This course will utilize popular culture, such as novels, plays, short stories, music, television, web, social media, and films to demonstrate various types, styles, and implementations of leadership. These examples will be discussed through utilizing a core leadership text and will help expand and contextualize students’ knowledge and understanding of leadership theory and practice. Letter grade. (Offered as needed.) 3 credits
MLD 530 - Peace Leadership

Prerequisite, acceptance into the Master of Arts in Leadership Development Program. This course examines peace leadership practices and theories– those that challenge violence and aggression while building positive social and eco-systems. Students will build skills and expertise through studying the internal, community, and systems influences of peace leadership. Letter grade. (Offered as needed.) 3 credits
MLD 585 - Leadership in Times of Crisis: Case Studies in Disaster Response

Prerequisite, acceptance into the Master of Arts in Leadership Development Program. Examines the role of leadership during times of (inter)national crisis to improve individual and community capacities to deal with natural disasters and engage during inflection points in social change. Topics include civic engagement, climate change, disaster preparedness and relief, environmental and racial justice, and government responsibility. Contemporary leadership models such as Relational Leadership, the Social Change Model of Leadership, and Servant Leadership are applied to a comprehensive case-study analysis of the 2005 Hurricane Katrina disaster as well as more recent crises. Includes travel to New Orleans to engage in service-learning/rebuilding efforts. Letter grade. Fee: TBD. (Offered interterm.) 3 credits
MLD 590 - The Practice of Leadership: Internship

Prerequisite, graduate standing. An independent leadership internship in which a student develops a learning contract in conjunction with an on-site supervisor and a Chapman leadership faculty member. A minimum of 40 hours interned are required per credit hour of MLD 590. P/NP. May be repeated for credit. (Offered as needed.) 0-6 credits
MLD 595 - Special Topics in Leadership Development

Prerequisites, acceptance into the Master of Arts in Leadership Development Program. Covers special topics related to leadership, education and/or organization studies, subject to emerging student, faculty and/or community demand. Topics vary. Repeatable if course topic is different, up to a maximum of 6 credits. (Offered as needed.) 1-3 credits
MLD 596 - Gender and Leadership

Prerequisite, acceptance into the Master of Arts in Leadership Development Program. How do gender differences influence the practice of leadership? This course examines theories of gender differences in communication styles, ethical decision-making, collaboration and competition, and moral development. Topics include the impact of the feminist movement, the role of masculinity studies, intersectionality, and historical perspectives regarding gender in leadership. Letter grade. (Offered as needed.) 3 credits
MLD 607 - Leadership and Organizations

Prerequisite, acceptance into the Master of Arts in Leadership Development Program. Effective leaders practice ethical decision-making, capacity-building, and critical reflection for themselves, others, the system, and ultimately society. This course examines leadership through reflection on organizational theory, group dynamics, and change processes. Students will recognize and understand that effective leadership is dependent on a focused collaborative approach that inclusively engages all members of the organization in the work of leadership. Letter grade. (Offered every year.) 3 credits
MLD 629 - Experimental Course

Prerequisites, acceptance into the Master of Arts in Leadership Development Program. This course is designed to provide additional opportunities to explore experimental areas and subjects of special interest in graduate studies. Repeatable if course topic is different, up to a maximum of six credits. (Offered as needed.) 1-3 credits
MLD 655 - Democracy and Social Change

Prerequisite, acceptance into the Master of Arts in Leadership Development Program. Students examine their own leadership with regard to citizenship and civic engagement. They explore the relationships among leadership, democratic theories, practices in action and social change. The course addresses historical, contemporary and emerging issues, including the political, social, economic and moral requirements and dilemmas of sustaining a healthy, democratic group, organization and society. Letter grade. (Offered every year.) 3 credits
MLD 661 - Understanding Conflict

Prerequisites, acceptance into the Master of Arts in Leadership Development Program. Conflict is an inevitable phenomenon in most settings of our lives-personal, professional, and cultural. This course offers prominent perspectives, knowledge, discussions, and research on conflict. Students will explore, examine, and develop ways to better understand and negotiate conflict. (Offered as needed.) 3 credits
MLD 662 - Creative Inquiry

Prerequisite, acceptance into the Master of Arts in Leadership Development Program. The purpose of Creative Inquiry/Research Methods in Leadership is to support MLD degree students in learning research skills. Students will develop research competencies such as literature review development, research design, data collection and analysis, and translation to leadership and organizational change. Students will also develop strategies for assessment and evaluation as well as oral presentation skills. Letter grade. (Offered every year.) 3 credits
MLD 663 - The Historical Foundations in Higher Education

Prerequisite, acceptance into the Master of Arts in Leadership Development Program. This course examines the historical foundations of American higher education, including its origins and purpose, organization and structure, and its ongoing concurrent evolution with society. Framed within historical and contemporary contexts, this course analyzes the intersection of history, philosophy, theory, and current practices of higher education leaders-as well as the impact upon students, institutions, and broader society. This course provides crucial grounding for leadership in higher education, offering historical insight for generating dynamic learning communities in complex higher education environments. Letter grade. (Offered as needed.) 3 credits
MLD 664 - Student Development in Higher Education

Prerequisite, acceptance into the Master of Arts in Leadership Development Program. The college environment provides students with numerous opportunities for growth. When students are exposed to new ideas and experiences, they develop as individuals and make the transition into adulthood. Higher education professionals working with college students are vital to these experiences and students’ overall development. This course provides an introduction to theories of college student development. A survey of theories including psychosocial, epistemological, moral, cognitive, and social identity development theories addresses both the domains of development and the factors that influence development. This course also addresses contemporary challenges practitioners face as they relate to student development. Letter grade. (Offered as needed.) 3 credits
MLD 665 - Politics of Higher Education

Prerequisite, acceptance into the Master of Arts in Leadership Development Program. The Politics of Higher Education supports students in developing expertise in in student affairs and higher education leadership. Students develop analytical tools for promoting equity and access for students in post-secondary campus environments. Letter grade. (Offered every year.) 3 credits
MLD 668 - Leadership for Emerging Social Issues

Prerequisite, acceptance into the Master of Arts in Leadership Development Program. Our world is currently faced with many challenging social problems. The leaders of tomorrow will be tasked with solving these challenges. In this course, students look at the tools and techniques for leaders to solve some of the world’s most difficult problems, such as peace, sustainability, and issues of human and civil rights, among others. Students will explore major world challenges and the leadership techniques needed to meet these challenges. Letter grade. (Offered as needed.) 3 credits
MLD 669 - Adult Learning and Development

Prerequisite, acceptance into the Master of Arts in Leadership Development Program. This course explores adult learners, why they learn, and how they learn in a range of formal and informal settings. Also explored are the philosophical foundations of adult learning theory and the changing dynamics of leadership taking into account global, economic, technological, and ethical issues and environments. Related theories, perspectives, and approaches will be applied to various and diverse contexts, encompassing leadership practice in a variety of private and public sectors. Letter grade. (Offered as needed.) 3 credits
MLD 679 - Non Profit Organizations and Leadership

Prerequisite, acceptance into the Master of Arts in Leadership Development program. This course will examine the fundamental concepts and structures of social change and positive collective action. It will explore the theoretical and experiential background for why we engage with others for the common good of all, with a focus on high-impact social change through the dynamic design of non governmental institutions. Letter grade. (Offered as needed.) 3 credits

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Donna Ford Attallah College of Educational Studies

Degrees

Courses

EDUC 599 - Individual Study

EDUC 601 - Assessment and IEP Development

EDUC 602 - Positive Behavioral Supports

EDUC 604 - Scholarly Practitioner: Action Research I

EDUC 614 - Scholarly Practitioner: Action Research II

EDUC 628 - Designing Mathematical Instruction and Intervention

EDUC 629 - Experimental Course

EDUC 631 - Differentiation for Academically Diverse K-12 Classrooms

EDUC 634 - Teaching Difficult Histories, Critical Discourse and Social Action

EDUC 635 - Education Workshop Series

EDUC 638 - Advanced Strategies Mild/Moderate

EDUC 644 - Aesthetics and Learning: Florence, Italy

EDUC 649 - Educating with Multiple Technologies

EDUC 652 - History and Philosophy of Education

EDUC 654 - Introduction to Educational Research

EDUC 656 - Seminar in Learning Theory

EDUC 660 - Advanced Strategies Moderate/Severe

EDUC 667 - Assistive Technology and Instructional Supports for Students with Disabilities

EDUC 668 - Leadership for Emerging Social Issues

EDUC 688B - Chicano/Latino Cultures: An Interdisciplinary Perspective

EDUC 689B - Critical Bilingual Multicultural Education: History, Theory, and Practice

EDUC 690 - Professional Induction Planning and Assessment

EDUC 693 - Strategies and Supports for the 21st Century Inclusive Classroom

EDUC 694 - Advanced Teaching Writing K-12

EDUC 695 - Special Topics in Teaching

EDUC 695A - Special Topics in Teaching: Travel Course

EDUC 696 - Master of Arts in Teaching Capstone Project

EDUC 698 - Master of Arts in Teaching Capstone Project II

EDUC 698A - Education Capstone Project: Capstone Completion

EDUC 706 - Leading Transformational Change: Theory and Practice in PK-12/Postsecondary Educational Settings

EDUC 706S - Leading Transformational Change: Theory and Practice in PK-12/Postsecondary Educational Settings

EDUC 707 - Leading from Within: Theory and Foundations of Leadership

EDUC 707S - Leading from Within: Theory and Foundations of Leadership

EDUC 708 - Leading Change: Politics, Policy, and Advocacy in PK-12/Postsecondary Educational Settings

EDUC 708S - Leading Change: Politics, Policy, and Advocacy in PK-12/Postsecondary Educational Settings

EDUC 710 - Leadership in International Contexts: Travel Course

EDUC 722 - Special Topics in Multicultural Education: Cambodia Travel Course

EDUC 729 - Experimental Course

EDUC 729S - Experimental Course

EDUC 750 - Professional Productivity in Education

EDUC 750S - Professional Productivity in Education

EDUC 751 - Theories Framing Inquiry

EDUC 751S - Theories Framing Inquiry

EDUC 753 - Historical and Philosophical Foundations of Education

EDUC 758 - Inclusive Education Research, Policy, and Practice

EDUC 759 - Educational Theory and Practice of John Dewey

EDUC 760 - Quantitative Approaches to Inquiry

EDUC 760S - Quantitative Approaches to Inquiry

EDUC 761 - Qualitative Approaches to Inquiry

EDUC 761S - Qualitative Approaches to Inquiry

EDUC 762 - Special Topics in Advanced Research Methods

EDUC 762S - Special Topics in Advanced Research Methods

EDUC 763 - Introduction to Approaches of Inquiry

EDUC 763S - Introduction to Approaches of Inquiry

EDUC 764 - Dissertation Research Planning

EDUC 764S - Dissertation Research Planning

EDUC 770 - Seminar in Disability Studies

EDUC 772 - International Perspectives on Disability

EDUC 774 - The Art and Science of Teaching in Higher Education

EDUC 774S - The Art and Science of Teaching in Higher Education

EDUC 775 - Supervision and Mentoring in Higher Education

EDUC 776 - Current Controversies in Disability Studies

EDUC 778 - Advanced Seminar in History of Disability Studies

EDUC 779 - Curriculum and Policy Studies

EDUC 780 - Critical Pedagogies in Curriculum

EDUC 784 - Current Controversies in Education: Cultural and Curricular Studies

EDUC 789 - Individual Study

EDUC 793 - Selected Topics in Dissertation Research

EDUC 793S - Selected Topics in Dissertation Research

EDUC 797 - Preparing for the Ph.D. in Education Dissertation

EDUC 798 - Dissertation

EDUC 798A - Dissertation: Continuous Enrollment

EDUC 798B - Dissertation: Extended Continuous Enrollment

EDUC 798S - Dissertation Research

EDUC 799 - Dissertation Research Continuation

EDUC 799S - Dissertation Research Continuation

MACI 563 - Integrated Inclusive Pedagogy: Developing Responsive Interventions using Assistive Technology