EDU Education Courses at Global Campus

Capstone 1: Educational Research guides students through the process of becoming an effective and collaborative change agent by applying action research principles and effective leadership practices to current educational challenges and issues. Students will analyze the impact of the stages of action research through evaluation of relevant literature, research plan development, data collection and analysis, action plan development, reflection, and communication of results. Prerequisite: ECI 685, EDU 620, or ECE 673.

The Capstone 2: Culminating Project is a course in which students will demonstrate their attainment of the program outcomes through a spiraled process of skill demonstration including reflection, application, synthesis, and evaluation. This comprehensive course is designed to integrate and apply the knowledge, skills, and dispositions acquired throughout their programs, providing students with an opportunity to demonstrate their mastery of educational theory, research, and practice. The course emphasizes the development of advanced competencies in areas such as curriculum design, assessment and evaluation, instructional leadership, and educational research. Through this capstone experience, students will emerge as confident, reflective, and skilled education professionals prepared to make a positive impact in diverse educational settings. Prerequisite: EDU 694 or ECE 660

Educational practice is based on theories and philosophies of learning and cognition. This course will focus on theories and philosophies of learning and cognition along with ways in which these theories are studied and applied in educational practice.
NOTE: This course must be taken at the University of Arizona Global Campus and may not be transferred from another institution.

In this course, students will explore what it means to lead with vision, ethics, and equity in today’s educational landscape. Using real-world case studies, students will critically examine leadership theories and practices while applying research and systems thinking to challenges across PreK–12 and higher education contexts. Through iterative analysis, reflection, and synthesis, students strengthen their capacity as scholar-practitioners-leaders who connect evidence-based inquiry with meaningful organizational transformation. Culminating in the creation of an original, research-informed leadership case study, students will demonstrate mastery by translating theory into practice, articulating ethical and systemic insights, and contributing their own voice to the evolving discourse on educational leadership.

This course examines the history and philosophy of education, as well as a systematic analysis of the effect of social change on education and vice versa. Learners will also develop skills and strategies in scholarly research and establish professional goals.

In this seminar class, students will examine cultural, institutional and social issues impacting education today and how they shape educational processes and outcomes. Students will be introduced to extensive academic and professional resources as you explore topics of interest around policy, technology, culture, leadership, teaching and learning. Application of techniques for conducting evidence based research will help students formulate and support positions around issues and topics. Students will also conduct an in-depth review of an educational topic of choice to present and discuss with peers. This course gives students an opportunity to delve deeply into topics relevant to them and to inform and educate peers around these topics.

This course explores several contemporary leadership theories applicable to the education context. Using case studies and a selected problem of practice, students will propose solutions to real-world dilemmas impacting education today. An emphasis in diversity and inclusive leadership practices will encourage students to model decision-making skills that address the unique demands of today’s leaders. Students will also examine principles for leading change that will advance an agenda of equitable and sustainable outcomes for the entire learning community.

This applied doctoral course introduces educational leaders to inquiry as a leadership practice, drawing on principles of action research and insider inquiry. The course emphasizes how leaders examine and respond to complex problems of practice within their own organizational contexts through cycles of reflection, evidence, and action. Students explore foundational concepts such as scholar-practitioner identity, knowing-in-action, positionality, ethics, and organizational context as they relate to leadership decision-making. Rather than focusing on implementation, the course centers on the design of an action-research-informed leadership inquiry that is responsive to context, values, and organizational dynamics. Through engagement with scholarly literature, applied examples, and peer dialogue, students develop a structured inquiry plan that prepares them to lead thoughtful, ethical, and evidence-informed change.

This course examines the challenges in various educational contexts and explores strategies and interventions. Learners will also develop skills and strategies in scholarly research to enhance educational practices and develop a focus on their role as a leader and agent of change.

In this course, students will analyze diversity, equity, and inclusion (DEI) in various educational and leadership contexts while reassessing their own perspective and experiences. There will be a focus on developing innovative strategies to address DEI needs. Students will also explore their own dissertation topic of interest through a DEI lens and continue to refine their research skills while exploring strategies to navigate the doctoral journey.