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Ph.D.  in Higher Education (TAR) - Course Sequence

First Semester - Summer

  • EDUC 700 Online Orientation (0 credits)
  • EFND 705A Residency (2 credits)
  • UNIV LIB Information, Research, and Resources (0 credits)
  • EFND 706 Christian Worldview for Educators (3 credits)

Year 1 - Fall

  • EFND 702 Research Design & Analysis (3 credits)  
  • EFND 707 Advanced Study of Worldview (3 credits)

Year 1 - Spring

  • EFND 701 Advanced Human Learning & Motivational Development (3 credits)
  • EFND 722 Educational Statistics (3 credits)

Year 1 – Summer

  • EADM 703 Advanced Theory & Practice of Leadership & Organizations (3 credits)
  • EADM 705 Effective Communication & Conflict Resolution (3 credits)
  • EFND 705B Residency (2 credits) 

Year 2 – Fall
Higher Education Administration Emphasis:

  • EDCO 801 Strategic Planning and Program Evaluation ( 3 credits)
  • EFND 723 History and Contemporary Issues of American Higher Education (3 credits)

Higher Education Teaching Emphasis:

  • EFND 723 History and Contemporary Issues of American Higher Education (3 credits)
  • EHEA 801 The College & the Student ( 3 credits)

Higher Education Research and Institutional Planning Emphasis:

  • EDCO 801 Strategic Planning and Program Evaluation ( 3 credits)
  • EFND 723 History and Contemporary Issues of American Higher Education (3 credits)

Year 2 – Spring
Higher Education Administration Emphasis:

  • EHEA 811 Administration and Organization Theory in Higher Education (3 credits)
  • EHEA 802 Higher Education Finance (3 credits)

Higher Education Teaching Emphasis:

  • EDSL 710 Adult Learning/Design of Adult Learning (3 credits)
  • EDDE 820 Instructional Design for Distance Education (3 credits)

Higher Education Research and Institutional Planning Emphasis:

  • EHEA 802 Higher Education Finance (3 credits)
  • EHEA 805 Advanced Research Design and Analysis (3 credits)

Year 2 – Summer

  • EFND 705C: Residency (2 credits)*

Higher Education Administration Emphasis:

  • EHEA 803 Law and Governance of Higher Education (3 credits)
  • EDCO 802 Analysis of Variance (1 credit)
  • EDCO 803 Regression & Correlation (1 credit)
  • EDCO 804 Structure & Reliability Analysis (1 credit)

Higher Education Teaching Emphasis:

  • EHEA 807 Curriculum and Assessment for College/University Teaching (3 credits)
  • EDCO 802 Analysis of Variance (1 credit)
  • EDCO 803 Regression & Correlation (1 credit)
  • EDCO 804 Structure & Reliability Analysis (1 credit)

Higher Education Research and Institutional Planning Emphasis:

  • EHEA 803 Law and Governance of Higher Education (3 credits)
  • EDCO 802 Analysis of Variance (1 credit)
  • EDCO 803 Regression & Correlation (1 credit)
  • EDCO 804 Structure & Reliability Analysis (1 credit)  

Year 3 – Fall

Higher Education Administration Emphasis:

  • EFND 790 Independent Study (3 credits)
  • EHEA 812 Advanced Contemporary Issues (3 credits)

Higher Education Teaching Emphasis:

  • EDCO 801 Strategic Planning and Program Evaluation (3 credits)
  • EHEA 812 Advanced Contemporary Issues (3 credits)

Higher Education Research and Institutional Planning Emphasis:

  • EFND 790 Independent Study (6 credits)

Year 3 – Spring

Higher Education Administration Emphasis:

  • EDCO 800 Qualitative Data Analysis (3 credits)
  • EHEA 805 Advanced Research Design and Analysis (3 credits)
  • Candidacy Exams*

Higher Education Teaching Emphasis:

  • EDCO 800 Qualitative Data Analysis (3 credits)
  • EHEA 805 Advanced Research Design and Analysis (3 credits)
  • Candidacy Exams*

Higher Education Research and Institutional Planning Emphasis:

  • EDCO 800 Qualitative Data Analysis (3 credits)
  • EFND 790 Independent Study (3 credits)
  • Candidacy Exams*

* Candidacy Exams are required during the last semester of coursework. Students who pass Candidacy Exams will continue on to the dissertation phase of the program with EFND 906A.

Year 3 – Summer

  • EFND 906A Dissertation (5 credits)

Year 4 - Fall

  • EFND 906B Dissertation (5 credits)

Year 4 – Spring

  • EFND 906C Dissertation (5 credits)

Dissertation Continuation

  • EFND 907 Dissertation Continuation (3 credits)*

*If a student has not defended their dissertation after completing EFND 906A, B & C, they will enroll into this class each term until they defend or their program time limit is up. EFND 907 Dissertation Continuation (3 credits)

Total Hours: 72*

*Course sequence may be modified due to necessary adjustments determined by cognate chair.

Ph.D.  in Higher Education (TAR) - Course Descriptions

EADM 703 Advanced Theory & Practice of Leadership & Organizations (3) A critical examination of leadership and organizational theories and their corresponding practices within the context of educational systems. Critical assessment and practical application and exploration of effective and ethical leadership practices, systems theory, culture, and change processes as they relate to individuals and organizations.

EADM 705 Effective Communication & Conflict Resolution (3) The key to healthy organizations is productive communication and conflict resolution. Provides a communication-based perspective for organizations and leadership in a diverse society. Review and translate into practice research on team process management, consensus building and negotiation skills. Apply the particular communication skills into your respective contexts as evidenced by video role-play, case study analysis and/or feedback from peers, faculty and supervisors.

EDCO 800 Qualitative Data Analysis (3) Theory and practice in analyzing qualitative data. Topics include coding, meaning generation, and validation.

EDCO 801 Strategic Planning & Program Evaluation (3) Examines strategic planning and the role of program evaluation in the planning-implementation-evaluation cycle to include the curriculum planning process. Topics include various theoretical and philosophical perspectives, alternative evaluation designs and related methodologies including collaborative action research and issues related to design, measurement and utilization. The goal is to help educators become active collaborators in the evaluation process and to give them the tools to judge the value of an evaluation. Whether the task is designing an internal evaluation of a local program, contracting for an external evaluation at the district level, or critically reviewing an evaluation report as a basis for making an administrative decision, this course offers important leadership preparation. Each student will prepare an evaluability assessment related to a self-selected educational program in his/her area of concentration. Prerequisite: a graduate level research course. Cross-listed with EDCO 501.

EDCO 802 Analysis of Variance (1) Examines various ANOVA statistical procedures as applied to educational research with emphasis on understanding the research context, assumptions, notations and interpretations. Covers factorial ANOVA to include mixed designs, analysis of covariance and multivariate variations. SPSS will be used for all statistical calculations. Prerequisites: EFND 702 and Educational Statistics Course.

EDCO 803 Regression & Correlation (1) Covers the statistical procedures that are most frequently encountered in doctoral-level correlation research with emphasis on understanding the research context, assumptions, notations and interpretations. Major topics include multiple regression and correlation, logistic regression and discriminate analysis. Covers both hypotheses of association and prediction. SPSS will be used for all statistical calculation. Prerequisites: EFND 702 and Educational Statistics Course.

EDCO 804 Structure & Reliability Analysis (1) Covers statistical procedures used for structure and reliability analysis as applied to educational research with emphasis on understanding the research context, assumptions, notations and interpretations associated with each statistical procedures. Major topics include factor analysis, an introduction to structural equation modeling and reliability analysis to include alternate form reliability, test-retest reliability, inter-tester reliability and internal consistency (i.e. split-half to include use of the Spearman-Brown prophecy formula, KudderRichardson formulas and Cronbach's coefficient alpha). SPSS will be used for all statistical calculations. Prerequisites: EFND 702 and Educational Statistics.

EDDE 820 Instructional Design for Distance Education (3) Theoretical, experiential and critical perspectives on instructional design. Examines the process of instructional design in distance education, including the instructional systems design model, as well as analysis, delivery, implementation and evaluation of distance education instruction; and the relationship between instructional design and technology. Opportunity to investigate and develop instruction for distance delivery. Special emphasis is given to web-based instructional design and delivery. Prerequisite: Foundations of Distance Education or permission of instructor.

EDSL 710: The Adult Learner (3) This course provides an overview of the major theorists associated with adult learning based on historical and philosophical perspectives. This course will review and evaluate theory and research that make adult education a distinctive field of philosophy and practice.

EDUC 700 Online Orientation (0) Required during the first semester of enrollment in some programs; acclimates students to Blackboard, the platform off which online classes are launched.

EFND 701 Advanced Human Learning & Motivational Development (3) Major theories in developmental psychology using select criteria including a Christian worldview.

EFND 702 Research Design & Analysis (3) Overview of scholarly research and methods to evaluate research.  Presents the basic concepts of quantitative and qualitative research methods and the diverse approaches to scholarly inquiry and reflective practice.

EFND 705A Residency (2) One-week, on campus requirement for Ed.D. and Ph.D. students.

EFND 705B Residency (2) One-week, on campus requirement for Ed.D. and Ph.D. students.

EFND 705C Residency (2) One-week, on campus requirement for Ed.D. and Ph.D. students.

EFND 706 Christian World View for Educators (3)  Provides essential understandings and competencies regarding the biblically inspired role of Christians in education with a particular focus on Regent University’s mission to equip Christian leaders to impact the world for Christ.  A foundation is laid in this course for investigating and interpreting other world views.

EFND 707 Advanced Study of Worldview (3) Centers around issues of competing epistemologies to the historic Christian faith and tradition such as: postmodernism, Marxism, secular positivism, non-theistic evolution and other philosophies that hold a dominant position of discourse and debate in the academy. The aim is to compare and contrast these ideologies to our historic faith traditions.  A beginning knowledge of worldview is expected of students prior to taking this course. Cross-listed with EFND 607.

EFND 722 Educational Statistics (3) Basic understanding of statistical methods, particularly as they pertain to research in education. Focuses on conceptual rather than mathematical and applied rather than theoretical—understand why a particular statistical technique is appropriate and how to make sense of the results obtained from its utilization rather than to understand the full mathematical underpinnings of the statistic. SPSS will be used as a productivity tool to perform all statistical procedures. Specific topics include descriptive statistics, visual representation of data, hypothesis testing, regression and correlation. 

EFND 723 History & Contemporary Issues of American Higher Education (3) Overview of American higher education from the colonial period to the present. Form a foundational understanding of higher education and the origins of contemporary practices and problems within the academy. Investigate diverse institutions such as land grant colleges, historically black colleges and universities, research institutions, liberal arts colleges, religious colleges and universities and access to higher education. Examine and discuss early innovators of higher education and their policies. Cross-listed with EFND 523.

EFND 898 Candidacy Examination Continuation (6) In order for doctoral students to remain active in the program after an unsuccessful attempt to complete the comprehensive writing assessment, they must register for EFND 898. During the registered semester, students should review course material to attempt to successfully complete the writing assessment at a later date.

EFND 899 Candidacy Examination Extension (0) Doctoral students who have been granted approval to take the comprehensive writing assessment later than the summer of their second year must register for this course in order to remain active in the program.

EFND 906A Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, collect data, write and defend five chapters of their dissertation.  Each candidate must register for a minimum of 15 dissertation credits.  The credits will be equally distributed into 5 credit segments over 3 consecutive semesters.

EFND 906B Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, collect data, write and defend five chapters of their dissertation.  Each candidate must register for a minimum of 15 dissertation credits.  The credits will be equally distributed into 5 credit segments over 3 consecutive semesters.

EFND 906C Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, collect data, write and defend five chapters of their dissertation.  Each candidate must register for a minimum of 15 dissertation credits.  TThe credits will be equally distributed into 5 credit segments over 3 consecutive semesters.

EFND 907 Dissertation Continuation (3) This course is designed for doctoral candidates who have not successfully defended their dissertation within 3 semesters, as required by the School of Education doctoral program.  Students will enroll in this course each semester and work closely with their dissertation committee until they have successfully defended their dissertation as required by the program.

EHEA 801 The College and the Student (3) An examination of issues relevant to college students. Topics may include intellectual growth, moral development, values, career choice, psychosocial changes, and the role of extracurricular activities. Cross-listed with EHEA 501

EHEA 802 Higher Education Finance: Strategy, Costs & Value (3) Focuses on the knowledge and skills required to effectively deal with financial changes and trends for institutions of higher education.  Students will further their skills in analysis and evaluation of issues from various perspectives – administrative, consumer and societal (government and organizations in the private sector that influence the source and use of funds).  Financial management of higher education (administrative perspective) focuses on effectiveness and efficiency issues associated with the use of funds.  The consumer perspective (access and choice issues in financing students) focuses on the source of institutional funds; both state and federal policies and programs and budgeting will inform the learner from that perspective. Cross-listed with EHEA 502.

EHEA 803 The Law & Governance of Higher Education (3) Provides historical and contemporary legal issues that have, and will continue to shape colleges and universities today. Discusses legal issues regarding the college and trustees, administrators and staff. Investigates the legal basis of higher education in the United States to include constitutional provisions and federal statues that influence higher education policy. Prepares emergent administrators for preventative law measures in an increasing litigious environment. Cross-listed with EHEA 503

EHEA 805 Advanced Research Design and Analysis (3) This course is designed to provide advanced skills and knowledge to doctoral students for them to design and carry out and evaluate sophisticated research studies. As an advanced course it provides an in-depth examination of the issues and problems facing the educational researcher as he/she organizes a research study or a program evaluation. The course is not bound to any one paradigm, but examines educational research from various perspectives. The course focuses on the theory behind the methodology, advanced research design techniques and associated statistical procedures, internal and external validity, mixed methodology, and qualitative research tools common to the practice of education.  Prerequisite – EFND 702 & EFND 722

EHEA 807 Curriculum and Assessment for College/University Teaching (3) Centers on effective strategies for planning curricula and assessment procedures to a diverse group of learners---from 18 to adult age categories. Particular emphasis will be placed on: building an effective bibliography and syllabus; finding additional resources outside traditional boundaries of education (i.e. advanced technology application); examining a variety of assessment procedures that would be effective with diverse learners; choosing texts and materials, grading procedures and policies, etc. This course is open to all university doctoral students who are seeking a career in college or university teaching.

EHEA 811 Administration and Organization Theory in Higher Education (3) In-depth study of administrative roles, functions, knowledge and skill requirements, and administrative behavior. Trends in administrative theory and application explored.

EHEA 812 Advanced Contemporary Issues in Higher Education (3) An in-depth examination of one or more student-selected topics with an emphasis on dissertation research.

UNIV LIB Information Research & Resources (0) Teaches basic competencies in the use of computer and related information technology research and resources, including use of the library. Enroll in the course in the first semester. Required for graduation. Pass/No Pass.

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