In this course, students study the theory and practice of objective assessment and its application to organizational leadership. The course focuses on how objective assessment is used to provide insights into readiness for leadership and management roles. Primary emphasis is on published instruments and inventories commonly used in executive coaching, organizational leadership assessment, and organizational development.

Students with interest in qualitative research, or with a desire to utilize this methodology for their respective doctoral dissertation, will be given an opportunity to greatly expand their existing knowledge base on qualitative research methodology. Students may elect to begin working on a preliminary proposal for their doctoral dissertation (or select and explore a topic of interest that may become the dissertation topic) for the culminating project in this course.

This course emphasizes inferential statistical concepts related to methods most appropriate to data and theories. The focus is on a quantitative approach to the concepts and methods of statistical inference. Topics include hypothesis testing, probability, multiple correlation and regression, t-tests, Analysis of Variance, Analysis of Covariance, and Multivariate Analysis of Variance, and nonparametric tests. Research design issues are addressed, with a focus on selecting data analysis techniques to appropriately address research questions and apply the concepts covered to various research problems and real life situations. Emphasis is on developing skills for interpreting statistical results presented in scholarly research articles.

In this course students continue drafting their dissertation from Dissertation Planning I under instructor supervision. Students working individually on their dissertation drafts focus on further refinement of the description of their topic, the final draft wording of their research questions, and beginning to write their review of the literature and research methodology with feedback and recommendations for revisions from their instructor. Students will exchange research concepts and proposed approaches about their research methodology with other students proposing similar methods (qualitative, quantitative, mixed, action). Final approval of these drafts of portions of the dissertation rests with the student's individual dissertation committees, as described in the current Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during or after their enrollment and completion of Dissertation Planning I and II.

In this course, students will analyze educationally relevant factors and historical events that have influenced educational practices, and how innovation and technology can prepare students for the future. Particular attention will be paid to educational technology and innovation. Learners will evaluate the application of theories, frameworks, and models of change with emphasis on the role of the change agent. In addition, learners will develop competencies to build organizational or institutional capacity by fostering personal growth and promoting transparency within the organizational change process, and proposing innovative, technology-focused solutions to a problem of practice.

This course offers participants a chance to explore the diverse aspects of educational politics and policy creation at all educational levels. It emphasizes the development of educational policies, the political dynamics surrounding both non-profit and for-profit learning environments, the rise of new educational technologies, and governance across various educational settings. The course will investigate the impact of societal shifts, examining significant reform movements and potential future developments in education from local to national scales. Key topics include the process of shaping educational policies, the global dimensions of educational politics, the politics surrounding learning environments, issues of inclusivity and exclusivity in education, and the dynamics of educational reform. This course is designed to be accessible and relevant to individuals working or involved in all levels of education.

In this course, students will analyze how the Universal Design for Learning (UDL) framework can provide a structure for all learners in various contexts. Learners will assess the impact of social justice and equity work around curricula. In addition, learners will reflect on their own biases, beliefs, and practices around curriculum, culture, and learning. Professional networking will be explored.  Learners will present their refined dissertation topic.

This course involves the advanced study of research design, and the quantitative methods that can be used in addressing research questions. Students will gain experience developing their own research ideas and learning how to select and apply appropriate research designs to test those ideas. Through the process of critiquing research articles, students will also learn how to evaluate which research designs would be appropriate to test various areas of inquire, as well as how to communicate the methods and results of particular quantitative studies. Students will be required to complete a training on ethics in research, as well as complete a quantitative research proposal in an area of interest, which may include dissertation related research.

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.