Education

This required non-graded course gives candidates an overview of the Accelerated Certification in Education Program, as well as the policies and procedures of the education department. The orientation introduces new students to NNU software necessary for program completion as well as scheduling and requirements of the program. Grade of Pass/Fail. Fee: Additional fee required.

A study of the psychological implications involved in the teaching-learning situation with emphasis on those psychological principles applicable to children ages 6-12 and adolescents 13-18. A variety of learning and developmental theories based on research from the field of psychology are covered. (See PSYC2110)

Strategies for teaching literature, grammar, writing and other communication skills necessary to effectively teach secondary English language arts. Emphasis will be placed on teaching strategies to correspond with ELA standards and unit planning at a secondary level. (See ENGL3010) Field Experience: 20 or 40 hours depending on endorsement areas.

An examination and application of research-based methodologies for teaching the writing process. Candidates learn how to incorporate the writing process across all content areas. Focus is on creating authentic writing opportunities that encompass a range of tasks, purposes, and audiences. This course meets a portion of the Idaho Comprehensive Literacy Coursework requirements of the Idaho Department of Education. (See ENGL3090)

Course topics include strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for candidates to assist and teach a minimum of 20 hours. (See COMP3130) Fees: Additional fee required.

An in-depth study of evidence-based practices for developmental reading instruction in an elementary classroom. This course provides an overview of each of the “Big 5” of literacy (phonemic awareness, phonics, fluency, vocabulary, and comprehension) with a special emphasis on early literacy. This course satisfies a portion of the requirements of the Idaho Comprehensive Literacy Act for teacher certification. Field Experience: 15 hours.

An exploration of principles and strategies for helping K-8 students acquire reading and writing skills essential for effective learning in all subject areas. Emphasis is on helping future teachers develop knowledge of fluency, vocabulary development, and reading comprehension strategies. Candidates learn how to incorporate the writing process across all content areas. Focus is on creating authentic writing opportunities that encompass a range of tasks, purposes, and audiences. This course satisfies a portion of the requirements of the Idaho Comprehensive Literacy Act for teacher certification.

An investigation of teaching methods and techniques appropriate for the secondary school classroom. Theoretical principles upon which teaching strategies are based and the principles of classroom management will be considered. Lesson and unit planning are included. Min-teaching experiences are an integral part of this course.

Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for students to assist and teach in a secondary classroom. (See EDUC7663) Field Experience: 20 to 40 hours depending on endorsement areas.

Course topics include strategies appropriate to this subject field, instructional materials and tools, and curricular structure common to this subject in the secondary school. Includes opportunities for candidates to assist and teach for a minimum of 20 hours. (See PSYC3670)

An in-depth study of classroom management theory and application for secondary teachers. Focus is on equipping future teachers with knowledge and skills for effectively managing a classroom. Course explores motivation, classroom environment, minimizing management problems through proactive strategies and interpersonal skills, responding to minor and serious behavior problems, and systematically modifying inappropriate behavior.

A study of teaching methodology encompassing elementary school science and mathematics. Candidates design instruction to meet curriculum standards, devise accommodations for students with diverse needs, and plan assessment procedures to monitor student progress. A focus on unit and lesson planning, classroom environment, instruction, and professionalism equip candidates for the student teaching experience. Field Experience: 15 hours.

An examination and application of research-based methodologies for teaching the writing process. Candidates learn how to incorporate the writing process across all content areas. Focus is on creating authentic writing opportunities that encompass a range of tasks, purposes, and audiences. This course meets a portion of the Idaho Comprehensive Literacy Coursework requirements of the Idaho Department of Education.

A fall field experience to acquaint the intern with practices for beginning the school year in an elementary school. Candidates attend opening faculty meetings in the school and observe and assist the teacher during the first week of school. Materials and instructions for this course must be secured from the director of student teaching three months in advance of the opening of school.

Directed observation, participation, and responsible teaching by Adult and Professional Education students, conducted under the supervision or mentoring of a middle school/junior high school teacher and NNU supervisor. Weekly seminars are a part of this program. Candidates participating in fall student teaching should plan to report to their assigned school the first day that the teachers report. Candidates participating in spring student teaching will need to complete a "school startup" experience in the fall before their student teaching. If possible, this start-up experience should be with their cooperating teacher. Fee: Additional fee required.

Directed observation, participation, and responsible teaching by Adult and Professional Education candidates, conducted under the supervision or mentoring of an elementary school teacher and NNU supervisors. Weekly seminars are a part of this experience. Fee: Additional fee required.

This required non-graded course gives candidates an overview of the Accelerated Certification in Education Program, as well as the policies and procedures of the education department. The orientation introduces new students to NNU software necessary for program completion as well as scheduling and requirements of the program. Grade of Pass/Fail. Fee: Additional fee required for Portfolium account.

This required online course gives students an overview of the enrolled Graduate Education program at NNU. It includes policies, procedures, and expectations of the Graduate Education department, as well as introduces students to NNU campus departments with which they will be interacting throughout their program. Students learn how to access the Riley Library and other campus resources. They will also learn how to utilize course management software used to deliver online courses and complete NNU requirements, as well as experience success as online learners. The course is repeatable for entrance into different Graduate Education programs. During this course, student accounts in Portfolium are used to house artifacts of learning for licensure and accreditation purposes. Grade of pass/fail.

Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for candidates to observe and teach in a secondary classroom. (See EDUC3650) Field Experience: 20 to 40 hours depending on endorsements

An in-depth study of evidence-based practices for developmental reading instruction in an elementary classroom. This course provides an overview of each of the “Big 5” of literacy (phonemic awareness, phonics, fluency, vocabulary, and comprehension) with a special emphasis on early literacy. This course satisfies a portion of the requirements of the Idaho Comprehensive Literacy Act for teacher certification. Field Experience 15 hours.

A study of teaching methodology encompassing elementary school science and mathematics. Candidates design instruction to meet curriculum standards, devise accommodations for students with diverse needs, and plan assessment procedures to monitor student progress. A focus on unit and lesson planning, classroom environment, instruction, and professionalism equips candidates for the student teaching experience. Field Experience: 15 hours

Students examine accepted theories and current research in learning behavior. Course explores the unique styles of learning and recent studies in brain function and behavior as they relate to the learning process.

This school-based practicum requires at least ninety (90) supervised contact hours to include facilitation of both individual and group professional development activities. Grade of Pass/Fail.

This course acquaints students with families of instructional models. Examples of models representing each family will be reviewed with an emphasis on practical implementation in teaching situations. Reflective teaching practices will be encouraged as students use the various models to plan for instruction.

This course offers an in-depth look at the philosophy, concepts, and principles of applied behavior analysis. Participants will gain a better understanding of functional behavior assessment, analysis, and interventions for academic and behavior problems. Coursework covers functional behavior assessments, behavior interventions, data-based decisions about intervention effectiveness, positive behavioral supports, and ethical standards for practice.

Students explore how children learn literacy skills and why some fail; the structure of language and its convergence with reading; and explicit researched-based methods for assessing and teaching students with reading and writing disabilities. The course includes a practicum in which the student will design and implement a focused intervention program to improve the literacy proficiency of a struggling learner. Data collection and analysis is required.

Participants design effective instructional strategies and adapt and implement curricula for students with exceptionalities ranging from severe/profound to gifted. Strategies learned are appropriate for inclusive and pullout programs at both the elementary and secondary levels. Content includes methods for teaching language arts, mathematics, and content specific courses.

Students design, implement, and manage Individual Educational Programs (IEP’s), Pre-K- 21, which includes designing and managing transitional programs. As part of transition planning, they identify resource agencies and use these outside resources to collaborate and strengthen program planning for students.

This course provides students with a practical study in instructional coaching and the coaching cycle at the school, district, or organizational level.

This course surveys the collaborative processes needed to design curriculum and assessment aligned to specific learning outcomes. Students will familiarize themselves with the theories, methods, and procedures underlying the development and design of curriculum and instruction. Additionally, the interrelationships among curriculum, instruction, and assessment and best practices for developing curriculum and instruction that meet the needs of an inclusive school will be explored. Research based practices designed to improve student learning for all students and to develop 21st century skills will be presented. Grading, use of assessment data, planning, and collaboration are addressed.

The purpose of this course is to provide an introduction to different approaches used in conducting educational research, the criteria used to judge the quality of research, and strategies to consider when designing a research study. The course will focus on both qualitative and quantitative approaches and will also consider mixed-methods research designs and action research approaches. By the end of the course, students should be able to critically review research and be able to suggest research design decisions for their own research proposal. Students will investigate a research question and independently prepare an action research proposal.

This course is an introduction to statistical approaches to making decisions in K-12 schools. It introduces students to descriptive and inferential statistics commonly used in education. The primary objective of the course is to understand how to read and find meaning in statistics as well as to use statistics for the purposes of self-guided research. No previous coursework in statistics is assumed.

Students complete a metacognitive task that reflects on professional growth throughout the program. In this culminating project, students cite each of their key assignments (at least once in the paper) as evidence of the learning that supported the growth. Grade is pass/fail. Course is zero (0) credits when taken in the last semester of the program. Course can be completed for one (1) credit per semester until requirements for the degree are successfully achieved.

The course is a study of the educator's role in relation to student and societal values. It includes theories and practical application related to moral development and the educator's responsibility in character education and values formation.

This course takes educators into the next level of innovative instruction. Utilizing the H.A.C.K Model of Innovative Instruction, educators will deepen their knowledge of not only how to shift instruction, but also the culture of the classroom where students analyze, evaluate, and create information. Educators will walk away well versed in student-centered instructional practices such as Project-Based Learning (PBL), Blended Instruction, Design Thinking, and Competency-Based Education (CBE) that are common instructional approaches in C (Consistent Application) and K (Knowledge Centered) stages of the H.A.C.K. Model. Educators will develop the skill sets to leverage technology through student inquiry that opens up learning avenues for students.

This course is an overview of technology and assessment for technological needs for varied exceptionalities, such as mobility, prosthetics, orthotics, adaptive devices, communication devices, visual technologies, hearing technologies, and the use of ecological assessment. This includes the adaptive use of computers.

This course is an overview of constitutional and state legal expectations of the schools, both public and private, and basic principles of school finance.

Students will work to understand the legal complexities involved in identifying and providing education services to students with special needs, while ensuring compliance with federal and state guidelines. Emphasis will be on how case law has affected the development of both IDEA and Idaho State requirements.

This course enables students to understand the legal complexities involved in identifying and providing educational services to students with special needs. Federal, state, and local laws including IDEA, Section 504, and ADA will be examined as well as case law.

This course includes discussion of the educator as an instructional leader and supervisory systems the leader can implement to improve instruction. The focus of the instructional supervision portion of the course is the Danielson Framework for Teaching, its application, and continuity of application.

Data-based decision-making is at the forefront of school and organizational reform. This course gives classroom educational and organizational leaders a practical framework for creating, analyzing, and interpreting a variety of data. Students will have the opportunity to apply data and decision-making skills to their own classrooms, schools, or organizations.

Students learn to research, choose, and administer assessment procedures/protocols, and collaborate with teachers, administrators, and parents. They also analyze and assess data to determine special education eligibility, necessary services, and supports, and intervention methods that would be most effective. Class includes norm-referenced, criterion-referenced, and curriculum-based assessments. Strategies for providing indirect services to students with exceptionalities by working effectively with other service providers for effective interventions will be included.

The Director of Special Education practicum is a minimum one-semester assignment designed to provide practical experiences in the duties and activities of the Director of Special Education. The practicum experience should include participation in a maximum number of meaningful experiences related to the Director of Special Education role. A minimum of 75 clock hours is required. Students will complete a variety of tasks and duties typical of a Director of Special Education under the supervision of an experienced Director of Special Education. A portfolio binder will be submitted as evidence of the experiences during the practicum and meeting appropriate state standards. Grade of pass/fail. Course is zero (0) credits when taken in the last semester of the program. Course can be completed for one (1) credit per semester until requirements for the degree are successfully achieved.

The practicum is one semester of applied study in a district Special Education and Related Services office with on-site supervision by a graduate faculty member. 

This is a full-year part-time supervised internship in a school setting concurrent with scheduled class sessions. The student must be registered for this class during two semesters (one spring semester and one fall semester), three (3) credits each semester, for a total of six (6) internship credits. Fee: Additional fee required.

A portfolio binder will be submitted as evidence of the experiences during the internship. Grade of pass/fail. Course is zero (0) credits when taken in the last semester of the program. Course can be completed for one (1) credit per semester until requirements for the degree are successfully achieved.

This course is an extended period of applied study under the supervision of an on-site supervisor with the support of a graduate faculty member, and it includes a seminar. Two options will be available. The first option is a traditional one-term student teaching experience with a cooperating teacher. The second option is designed to accommodate the intern who is currently employed as a Special Education Teacher while working to obtain certification. The intern may take a semester of intensive supervision in the classroom in which he/she is teaching (in-classroom placement) and an additional two weeks of observations in other special education classrooms/settings (out-of-classroom requirement). The out-of-classroom requirement may be scheduled within the semester of in-class interning.

A portfolio binder will be submitted as evidence of the experiences during the internship. Grade of pass/fail. Course is zero (0) credits when taken in the last semester of the program. Course can be completed for one (1) credit per semester until requirements for the degree are successfully achieved.

Students learn about developing and implementing district-wide special education policies and procedures in compliance with federal and state laws and mandates.

Study of an assigned topic as directed by a graduate faculty member. Approval of the department director is required.

Designed to provide knowledge and background in three divisions of health education: healthful living, school health services, and health education. Recognition of health problems of children and adolescents with the opportunity to develop competencies in handling methods and teaching techniques. Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for candidates to observe and teach in a secondary classroom. (See EDUC3350) Field Experience: 20 to 40 hours depending on endorsement areas

Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for candidates to observe and teach in a secondary classroom. (See KINE3360) Field Experience: 20 to 40 hours depending on endorsement areas

Introduces candidates to the basic principles of physical education for children in grades kindergarten through six. Emphasis will be on the development of systematic physical education programming. Candidates will participate in simulated teaching experiences and field observations. Field Experience: 20 hours

Examine pragmatic techniques and philosophical approaches necessary to design, implement, and evaluate a comprehensive discipline-based art education program at the secondary school level. Additionally, both historical and contemporary art education issues are examined, discussed, and evaluated. Includes opportunities for candidates to observe and teach in a secondary classroom. (See EDUC3530) Field Experience: 20 to 40 hours depending on endorsement areas

Strategies appropriate to this subject field, instructional choral materials and tools, curricular structure common to this subject in the secondary school. Activities and music of various cultural groups will be explored. Includes opportunities for candidates to observe and teach in a secondary classroom. (See MUSC3470) Field Experience: 20 to 40 hours depending on endorsement areas

This course explores strategies for teaching math in secondary schools. A major focus of the class will be moving secondary students through enactive, iconic, and symbolic representation for concepts in the five major areas of math: algebra, functions, geometry, statistics/probability, and number/quantity. Other topics will include standards alignment, technology integration, and assessment. (See MATH3570) Field Experience: 20 to 40 hours depending on endorsement areas

Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for candidates to observe and teach a secondary classroom. (See EDUC3580) Field Experience: 20 to 40 hours depending on endorsement areas

Strategies for teaching literature, grammar, writing, and other communication skills necessary to effectively teach secondary English language arts. Emphasis will be placed on teaching strategies to correspond with ELA standards and unit planning at a secondary level. (See ENGL3010) Field Experience: 20 or 40 hours depending on endorsement areas

Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for candidates to observe and teach in a secondary classroom. (See EDUC3630) Field Experience: 20 to 40 hours depending on endorsement areas

Strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for candidates to observe and teach in a secondary classroom. (See EDUC3640) Field Experience: 20 to 40 hours depending on endorsement areas

Course topics include strategies appropriate to this subject field, instructional materials and tools, curricular structure common to this subject in the secondary school. Includes opportunities for candidates to assist and teach a minimum of 20 hours. (See EDUC3130) Field Experience: 20 or 40 hours depending on endorsement areas.

Directed observation, participation, and responsible teaching conducted under the supervision of a middle school/junior high school teacher and NNU supervisor. Weekly seminars are a part of this program. Candidates participating in fall student teaching should plan to report to their assigned school the first day that the teachers report. Candidates participating in spring student teaching will need to complete a "school start-up" experience in the fall before their student teaching. If possible, this start-up experience should be with their cooperating teacher. Fee: Additional fee required.

Directed observation, participation, and responsible teaching conducted under the supervision of a senior high school teacher and NNU supervisor. Weekly seminars are a part of this program. Candidates participating in Fall student teaching should plan to report to their assigned school the first day that the teachers report for school start-up and continue with the teacher through Fall Student Teaching. Candidates participating in spring student teaching will need to complete a "school start-up" experience in the fall before their student teaching. If possible, this start-up experience should be with their cooperating teacher. Fee: Additional fee required.

Directed observation, participation, and responsible teaching conducted under the supervision of an elementary school teacher and NNU supervisor. Regular seminar sessions are a part of this program. Candidates participating in student teaching should plan to report to their assigned school the first day that the teachers report for school start-up and continue with the teacher through Fall Student Teaching. When registered for EDUC7688 Elementary Student Teaching (9) in the Fall, the student will also register for EDUC7810 Elementary School Start-Up (0). Fee: Additional fee required.

Directed observation, participation, and responsible teaching conducted under the supervision of a senior high school teacher and NNU supervisor. Regular seminar sessions are a part of this program. Candidates participating in student teaching should plan to report to their assigned school the first day that the teachers report for school start-up and continue with the teacher through Fall Student Teaching. When registered for EDUC7689 Secondary Student Teaching (9) in the Fall Semester, the student will also register for EDUC7950 Secondary School Start-Up (0). Fee: Additional fee required.

A fall field experience to acquaint the candidate with practices for beginning the school year in an elementary school. Candidates attend opening faculty meetings in the school and observe and assist the teacher during the first week of school. Materials and instructions for this course must be secured from the Director of Student Teaching three months in advance of the opening of school. The course is zero (0) credits when registered in conjunction with EDUC7688 Elementary Student Teaching (9) in the Fall Semester. If a student registers for EDUC7688 Elementary Student Teaching (8) in the Spring Semester, s/he must register for EDUC7810 Elementary School Start-Up (1) in the Fall Semester.

Directed observation, participation, and responsible teaching by candidates, conducted under the supervision of an elementary school teacher and NNU supervisors. Weekly seminars are a part of this experience. Candidates participating in fall student teaching should plan to report to their assigned school the first day that teachers report for school start-up and continue with the teacher through fall student teaching. Candidates participating in spring student teaching will need to complete a "school start-up" experience in the fall before student teaching in the spring. If possible, this start-up experience should be with their cooperating teacher. Fee: Additional fee required.

Attendance at the opening of faculty meetings, assisting in the preparation for opening of school and observing and assisting the teacher in a regular public-school classroom during the first week of school. This work is to be done in the Fall before student teaching. Materials and instructions for this course must be secured from the Director of Student Teaching three months in advance of the opening of school. The course is zero (0) credits when registered in conjunction with EDUC7689 Secondary Student Teaching (9) in the Fall Semester. If a student registers for EDUC7689 Secondary Student Teaching (8) in the Spring Semester, s/he must register for EDUC7950 Secondary School Start-Up (1) in the Fall Semester.

Weekly reflection and discussion about changes in thinking and professional practice resulting from growth in teaching competency as it intersects with growth in the four university outcomes. One of three co-requisite courses must be taken.

This required online course gives students an overview of the enrolled Graduate Education program at NNU. It includes policies, procedures, and expectations of the Graduate Education department, as well as introduces students to NNU campus departments with which they will be interacting throughout their program. Students learn how to access the Riley Library and other campus resources. They also learn how to utilize course management software used to deliver online courses and complete NNU requirements, as well as experience success as online learners. Grade of pass/fail. The course is repeatable for entrance into different Graduate Education programs. During this course, student accounts in Portfolium are used to house artifacts of learning for licensure and accreditation purposes. Fee: Additional fee required.

The course explains historical and practical aspects of labor relations in the school setting. Laws and procedures for working with union and non-union employees will be presented. Negotiation skills will be developed.

This course presents the impact of the psychological, sociological, and cultural changes that have made our schools into what they are today and how that impact affects school administration. Problem solving and decision-making skills will be emphasized.

This course prepares students for assuming the key leadership role of superintendent of a local school district. There is an emphasis on research-based role expectation and practical guidelines for superintendent behavior and developing a working relationship with the local school board.

This course provides the economic principles needed to provide insights into school finance for superintendents, principals, teachers, business managers, and other school officials. The issues of educational productivity, allocation of resources, efficiency, and equity are covered. There is also a review of basic accounting principles and requirements applying to both district and building levels.

This course prepares students for planning new school facilities and major upgrades. Facility maintenance, legal provisions involving financing, preliminary surveys of need, and relationships with architects and contractors will be covered.

Students study the issues and potential resources involved in dealing with the diverse special populations in today's schools. These issues include, but are not limited to, cognitive differences (special education and gifted and talented), as well as ethnic, national, cultural, socio-economic, and religious differences.

The internship is taken for two semesters, and interns are assigned to practicing administrators in district offices. Monthly videoconference sessions with the instructor may be scheduled. Students take a total of four (4) credits across the spring and fall semesters, choosing 1-3 credits for any one semester. Grade of pass/fail. Fee: Additional fee required.

A portfolio binder will be submitted as evidence of the experiences during the internship. Grade of pass/fail. Course is zero (0) credits when taken in the last semester of the program. Course can be completed for one (1) credit per semester until requirements for the degree are successfully achieved.

The Leadership and Organizational Development Seminar is a one- to three-semester long internship designed to provide practical experiences in the duties and activities of an organizational or institutional leader. The internship experience should include participation in a maximum number of meaningful experiences related to the future leader's desired role. Students will complete a variety of tasks and duties typical of an organizational or institutional leader under the supervision of an experienced administrator within the organization or institution. This internship must be approved by the chosen organization or institution as well as the NNU program director. A binder will be submitted as evidence of the experiences during the internship. Grade of pass/fail. Course is three (3) credits total taken over one, two, or three semesters.

Students complete a culminating metacognitive task of reflecting on professional growth throughout the program. Using the provided portfolio guidelines, students cite individual key assignments and rationale as evidence of the learning that supported the growth. Grade is pass/fail. Course is zero (0) credits when taken in the last semester of the program. Course can be completed for one (1) credit per semester until requirements for the degree are successfully achieved.

This course is designed to introduce students to the information and skills needed to critique, conduct, and report research in education. Students will be introduced to the concepts of research question development, topic exploration, structure and searching of online databases, use of the internet and the world wide web, critical evaluation of literature in the disciplines, and creation of annotated bibliographies. Upon completing the course, students will have produced an initial literature review using self-selected research articles. 

This introductory research methods course provides students with a fundamental understanding of the types of qualitative and quantitative approaches common in the field of education. Research and assessment issues are discussed, specifically focusing on the main qualitative and quantitative traditions (experimental design, correlation design, case study, phenomenology, survey design, grounded theory, ethnography, narrative, historical, and mixed methods design). Students read and evaluate both qualitative and quantitative research, conduct components of research, and identify methodological elements and issues. Statistical software is used throughout the course.

Students explore and engage in scholarly inquiry related to their anticipated research topic. In addition, students synthesize diverse research perspectives and develop an understanding of the expectations of rigorous, doctoral-level writing.

Students examine in depth the theory and practice of the design, conduct, analysis, and interpretation of qualitative research in education. Students will be able to critique qualitative research and create and design an effective qualitative research project related to their anticipated dissertation topic.

Students examine the theory and practice of the design, conduct, analysis, and interpretation of quantitative research in education. Students will be able to critique quantitative research and develop an effective quantitative research project related to their anticipated dissertation topic.

Students explore and investigate strategies for engaging in and working to shape education policy at the local, state, and federal levels. Students engage in relevant conversations regarding current educational issues and work to influence the larger political, social, economic, legal, and cultural context of education.

Students examine multiple theories of leadership and change and apply them to current educational initiatives. Students will be able to articulate their philosophy of leadership and be able to critique examples of leadership in change.

Students explore and analyze data generated from their research and conduct statistical, descriptive, or qualitative analysis.

Students demonstrate competency in various techniques for gathering, analyzing, and reporting data. Students are challenged to extend and apply knowledge and skills developed in coursework as they partner with professors to fulfill the class requirement of writing and submitting a manuscript to a peer-reviewed journal.

Students examine the impact of leadership on policy and procedure development and its role in protecting individual rights, honoring diversity, and advancing student learning. Students examine their values and beliefs as leaders and explore ethical frameworks and perspectives.

This directed study course includes the defense of the dissertation topic, the identification of the methodology to be employed in the dissertation process, the composition of the dissertation proposal with an initial outline and bibliography, and the selection of the dissertation committee. To successfully complete this proposal class, the student must have all of the following: written approval to conduct research from the Institutional Review Board (IRB), signature approval from the dissertation chair and the doctoral program director to proceed to the oral proposal defense, and signature approval from the dissertation chair and the doctoral program director to conduct the research as presented in the oral proposal. Fee: Additional fee required.

This directed study course includes the defense of the dissertation topic, the identification of the methodology to be employed in the dissertation process, the composition of the dissertation proposal with initial outline and bibliography, and the selection of the Dissertation Committee. The emphasis is in a scholarly tradition that leaves students with expertise in the area of their dissertation research. This course focuses on research and scholarship, emphasizing greater breadth and depth in theory and research methodology. To successfully complete this proposal class, the student must have all of the following: written approval to conduct research from the Institutional Review Board (IRB), signature approval from the dissertation chair and the doctoral program director to proceed to the oral proposal defense, and signature approval from the dissertation chair and the doctoral program director to conduct the research as presented in the oral proposal. Fee: Additional fee required.

This directed study course includes the initial stages of research and the review of relevant literature/scholarship under the supervision of the dissertation chair. Fee: Additional fee required.

This directed study course is a continuation of EDUC9910 Dissertation Research I and includes some initial stages in writing portions of the dissertation under the supervision of the dissertation chair. Fee: Additional fee required.

This directed study course is designed to allow a student who is admitted to the doctoral program but who is not enrolled in a doctoral class to continue to work on a dissertation with access to assistance from the dissertation chair and NNU library resources. Instructor permission is required to enroll. This course may be repeated for credit. Fee: Additional fee required.

This directed study course includes final revisions and an oral defense of the written dissertation. Students must obtain written permission from their dissertation chair and dissertation committee to proceed with the oral defense. Fee: Additional fee required.