Ed.D. Special Education - 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 Developoment (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
- ESPC 705 History of Special Education (3 credits)
- ESPC 710 Advanced Study of High-Incidence Disabilities (3 credits)
Year 2 - Spring
- ESPC 720 Seminar: Current Issues in Special Education (3 credits)
- ESPC 725 Advanced Study of Best Practices (3 credits)
Year 2 - Summer
- EFND 705C: Residency (2 credits)
- EFND 790 Independent Study (If needed)
- ESPC 730 Meta-Analysis in Social Sciences (3 credits)
- ESPC 800 The Research Review Process in Special Education (3 credits)
* Candidacy Exams are required and will be given on-campus during the EFND 705C Residency. Students who pass Candidacy Exams will continue on to the dissertation phase of the program with EFND 906A.
Year 3 – Fall
- EFND 906A: Dissertation (5 credits)
Year 3 – Spring
- EFND 906B: Dissertation (5 credits)
Year 3 - Summer
- EFND 906C: Dissertation (5 credits)
- 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)
Ed.D. Special Education/Educational Psychology - 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 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) Examine 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, Kudder-Richardson formulas and Cronbach’s coefficient alpha). SPSS will be used for all statistical calculations. Prerequisites: EFND 702 and Educational Statistics.
EDSL 727: Supervision & Professional Development (3) This course will provide students with the skills and understandings that will facilitate the success of professional development opportunities for adult learners. This course will examine basic principles of supervision to ensure continuous and sustained professional development that is effective and meaningful for adult learners.
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 – Year One (2) One-week orientation to the Ed.D program; meet professors and classmates, and attend helpful sessions. Activities include classes in preparation for doctoral writing, library research and Blackboard training. Faculty will address your questions, concerns and challenges for the upcoming year.
EFND 705B Residency – Year Two (2) After completing your first year in the Ed.D program meet individually with your cognate advisor to design a schedule for cognate courses. Also meet in classes, participate in a research workshop and attend other residency activities.
EFND 705C Residency – Year Three (2) After completing two years in the Ed.D. program.
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 724 Advanced Study of Theories in Learning & Development (3) Provides some of the major conjecture and theories used to meet the learning and development needs of adults, and an overview of learning theories, their design and applications for the adult learner in various settings. Investigates topics to include self-directed learning, constructivism, autonomous learning, creative environments conductive to adult learning, designing and implementing training programs and instructional design techniques.
EFND 725 Advanced Study of Best Practices in Special Education (3) Advanced study of empirically based interventions for children with mild disabilities for academic, emotional, and social deficits. Emphasis on current best practices and practices often used but empirically unsupported as well as legal and ethical issues surrounding intervention implementation.
EFND 806 Assessment and Evaluation of Students (3) The purpose of this course is to introduce the student to the methods, skills, and strategies they will need as they become effective teachers and educational administrators in the assessment and evaluation of students. The course will cover the essentials of test measurement theory to include alternative assessments, classroom test construction, and test reliability, validity, equity, and fairness. Educational assessment and evaluation will be approached from the viewpoint that curriculum, instruction, and assessment should be aligned, that instruction and assessment should blend together, and that assessment data analysis informs instruction. The emphasis will be on current issues that respond to the requirements of current state and federal legislation. The course will also support activities associated with a teacher’s and administrator’s involvement in school building and school district decision-making, to include (a) serving on a school or district committee examining the school’s and district’s strengths and weaknesses in the development and assessment of its students, and (b) working on the development or selection of assessment methods for school building or school district use. This course is primarily an elective in the K-12 cognate, however, it is open to students in other cognate areas.
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 6 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 6 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. The credits will be equally distributed into 6 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 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
EPSY 820 Advanced Research Review in Educational Psychology (3) Analytic review of Educational Psychology research and the processes for conducting research.
EPSY 821 Problem-based Project in Research & Evaluation (3) Given a real challenge that requires the utilization of
qualitative and/or quantitative research, provide advisor-approved recommendations for addressing the problem. The
project may include methodologies from various disciplines (e.g. education, counseling, psychology, sociology, and
business) Requires an advisor-approved culminating project.
EPSY 830 Advanced Study of Personality (3) Requires advanced study in major personality and psychotherapeutic theories that undergird the most common and current therapy practices. Summarize and evaluate carious psychodynamic, humanistic, behavioral, cognitive and family systems theories.
EPSY 850 Advanced Study in Educational Psychology (3) Advanced survey of the latest topics, lines of research and disciplinary foci currently being addressed in the field of Educational Psychology. Gain in-depth knowledge and understanding of the field, and apply this to your personal career interests.
EPSY 870 Advanced Study of Brain Research (3) Neuropsychological theories, research, and their application to educational settings.
ESPC 705 History of Special Education (3) An advanced historical survey of the origins of special education. Focus on historical figures in special education, their theories of and interventions with people with disabilities; on the evolution of the social construction of disability; on broad legal and ethical issues related to people with disabilities; and on some current issues facing the field.
ESPC 710 Advanced Study of High-Incidence Disabilities (3) Advance study of special education high-incidence disability categories: Learning Disabilities, Emotional and Behavioral Disturbance, and Mental Retardation. Focus on the historical development of identification, including distinguishing characteristics and definitions, as well as empirically based interventions that address characteristic issues of each group.
ESPC 720 Seminar: Current Research Issues in Special Education (3) Advanced seminar in the study of current significant and/or controversial research issues in special education.
ESPC 730 Meta-Analysis in the Social Sciences (3) Advanced course in understanding and executing meta-analyses in special education or other social sciences. Study of the history of meta-analysis, its major functions and limitations, and the successful completion of a meta-analysis in a social science area. Prerequisite: Permission of instructor; prior completion of core courses in statistics and research design (e.g., EFND 702 & 722 or equivalent).
SPC 800 Doctoral Seminar: The Editorial and Review Process (3) Advanced study of the entire publishing process from submission to publication for both authors and editors in special education or closely related areas. Examination of publication objectives for different audiences such as refereed vs. non-refereed journals and other publication formats. Study of duties related to guest reviewing, regular reviewing, editorial board duties, responsibilities of refereed journal editors and co-editors. Guest lectures by editors of journals in special education or related social science fields focusing on single/multiple author works and responsibilities, submitting or editing special journal issues highlighting current research and practice, and copy-editing for final printing. Writing and submitting an original article to a refereed journal. Prerequisites: Permission of Instructor.
ESPC 820 Problem-based Projects in Special Education (3) Select an area within the field of Special Education that is in need of attention and study. Develop an advisor approved project proposal and address the issue, problem or need from a research-based prospective. The project is expected to reflect a cross-disciplinary approach reflecting the best research related to the problem. Conduct a review of the literature and address the potential strategies for problem resolution from a sound academic perspective.
ESPC 830 Policies, Laws & Regulations Affecting Special Education (3) Review the literature related to the successes and failures of IDEA and related laws and identify the areas that are most in need of reform or those areas that are presenting problems in implementation. Choose and area that calls for new approaches and develop a researched-based proposal to address the issue in a manner that will allow school personnel to implement the changes or practices proposed.
ESPC 840 Grant-Seeking Skills for Special Educators (3) Introduces fundamentals of grant seeking. Become aware of the relationship building skills needed to seek, apply, obtain and manage funds through public and/or private sources. Put skills into practice by writing an actual or simulated grant proposal.
ESPC 890 Internship (3) Designed for Cross-categorical Special Education program students. Opportunity to work in an applied setting to put to use the theories and functional competencies learned in the program. Must be able to give 15 contact hours a week and have the internship site approved by the professor.
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.