ScienceDoc175A

Option 1 EdD Courses

This option is primarily for individuals seeking employment as science educators at universities with k-12 science teacher preparation programs.

Course work, minimum of 90 hours, is distributed as follows:

18 credit hours in SCIENCE EDUCATION:

  • SCI 690 - Workshop in Science Education.  Practical experience with teaching science at specific level (early childhood, elementary, middle, secondary, or higher education) and/or specific topic (e.g., chemistry or geology). May be repeated for different level and/or topic. Prerequisite: teaching experience or certification or permission of the instructor. A total of 24 hours of credit may be earned, but no more than 12 in any one semester or term. 1-2 hours.   
  • SCI 692 – Topics in the History and Nature of Science. Examination of the  historical development of science from a wide variety of perspectives.   Roles of scientists, society, culture, and gender in the creation and validation of scientific knowledge.  Implications of the Nature of Science for science teaching and learning
  • SCI 695 - Advanced Teaching Methods in Science. Recent developments in science teaching at specific level (early childhood, elementary, middle, secondary, or higher education) and/or specific topic (e.g., biology or physics). May be repeated for different level and/or topic. Prerequisite: teaching experience or certification or permission of the instructor. A total of 6 hours of credit may be earned.
  • SCI 696 - Current Issues in Science Education. Current research and theory of teaching science at specific level (early childhood, elementary, middle, secondary, or higher education) and/or specific science topic (e.g., chemistry or geology). May be repeated for different level and/or topic. Prerequisite: permission of the instructor. A total of 6 hours of credit may be earned.
  • SCI 790 Internship in Science Education. Supervised experience in instruction of science or science education courses. Prerequisite: permission of the department chairperson. A total of 4 hours of credit may be earned.

    17 credit hours in RESEARCH METHODOLOGIES  

    • EDCUR 650 (661) Introduction to Qualitative Research. Overview of qualitative research methods from ethnography to hermeneutics. 3 hours.
    • EDCUR 660 Ethnographic Research in Education. Principles and techniques of collecting important and accurate data using methods that are systematic, intelligent, and dependable when the data or group composition do not meet the assumptions on which statistics are based. 3 hours.
    • EDCUR 735 Analysis and Application of Research on Teaching. Theories of teaching and application of research about teaching to classroom functions of teachers as they study and guide learning processes. 3 hours.
    • EDPSY 640 Methodology of Educational and Psychological Research. Development of concepts and skills to enable graduate students to become better informed consumers of educational and psychological research and to provide a foundation for graduate students who may engage in research. Introduction to the common types of research study, the instruments by which studies are carried out, and the inter­pretation and application of research.  3 hours
    • EDPSY 641 Statistical Methods in Educational and Psychological Research. A basic statistical course for graduate students in education. Problems taken from the fields of education and psychology include the computation, interpretation, and application of such statistical techniques as measures of central tendency, measures of variability, correlation techniques, validity and reliability, standard scoring techniques, probability, tests of significance, chi square, and analysis of variance. 3 hours.
    • EDPSY 642 Intermediate Statistics. An extension of elementary descriptive and inferential statistics through basic statistical research designs, including analysis of variance and covariance. Prerequisite: PSYSC 241 or EDPSY 641 or a proficiency test administered within the department. 3 hours.
    • EDPSY 741 Applied Regression Analysis for the Social Sciences.  A presentation of the rationale of linear regression, its application to the analysis of educational and psycho­logical data, and its relationship to other statistical techniques such as the analysis of variance, discriminant analysis, and factor analysis.  3 hours.
    • EDPSY 742 Multivariate Statistical Techniques. A survey of the mathematical basis of four methods of multivariate analysis (the discriminant function, the various factor analytic models, the multivariate analysis of variance, and multiple regression) and their relationships to one another. Primary emphasis on practical applications to statistical analysis of educational and psychological data. Prerequisite: EDPSY 641. Prerequisite recommended: EDPSY 642, 741. 3 hours.
    • EDPSY 743 Introduction to Factor Analysis. The mathematical rationale on which the various factor analytic models are based, the relationship of such models to each other and to such other forms of multivariate analysis as discriminant analysis, the multivariate analysis of variance, and multiple regression. Prerequisite: EDPSY 641. Prerequisite recommended: EDPSY 741. 3 hours.
    • ID 705 Research Colloquium. Doctoral candidates will present dissertation proposals for study and analysis. Related issues in research will be considered. A total of 2 hours of credit must be earned but departments may require a total of 3 hours of credit. Prerequisite: permission of the department chairperson. A total of 3 hours of credit may be earned. Open only to doctoral students. 1-3 hours.
    • SCI 699 Research Methodology in Science Education. Identification of research problems in science and science education. Introduction to types of research, research design, and grant-writing. Review of literature pertinent to a special topic of student interest. Development of a research proposal. Prerequisite: permission  of the department chairperson. 3 hours.

    15 credit hours in EDUCATION:

    • EDCUR 601 - Principles and Procedures of Curriculum Development. Curriculum development applicable to all levels of the school system, from early childhood through secondary education. The effect and relevance of curriculum practices; major groups and individuals influencing curriculum; trends and current curriculum changes; approaches to evaluation of curricular experiences; and the role of pupils, teachers, administrators, scholars, parents, and other groups in shaping curricula. Emphasizes current literature and research. 3 hours 
    • EDCUR 610 - The Elementary School Curriculum. The formal and social school-related experiences of elementary school pupils in the light of the purposes of the school. Current elementary school curricular practices and alternatives in the light of research in child development, principles of learning, and current culture. 3 hours.
    • EDCUR 620 - The Secondary School Curriculum. The cognitive, social, aesthetic, and physical experiences of secondary school students in the light of the purposes of the school. Present secondary school curricular practices and alternatives in relation to research on socialization, cognitive development, and aesthetics as they relate to current culture. 3 hours.
    • EDCUR 630 - The Junior High and Middle School Curriculum. Examines several curricular practices designed to produce intended outcomes with students age ten to fifteen. Studies current research, theory, and practices. Develops curricula designed for specific student populations. 3 hours.
    • EDFON 621 - Education and Ethics. Combines moral theory and applied ethics to consider various questions related to education and classroom practice: respect for student agency; the professional autonomy and responsibility of teachers; the interaction among teachers, students, and adminis­trators; and teachers as agents for social improvement. Prerequisite: permission of the department chairperson.  Open to all graduate students in good standing. 3 hours.
    • EDFON 631 - Philosophy of Education. School practices and educational ideas as they have been described and analyzed by philosophers of education. 3 hours.
    • EDFON 641 - History of American Education. The history of American educational thought and its influence upon institutional schooling from the Puritans to the present. 3 hours.
    • EDPSY 600 - Advanced Educational Psychology. Advanced survey of the concepts related to learning and motivation. Theories, research, and applications are explored with an emphasis on effective learning approach­es and implications for instruction. Prerequisite: EDPSY 390 or equivalent or permission of the instructor. 3 hours.
    • EDPSY 606 - Behavior Analysis in Education. Focuses on basic principles of behavior applied to education and everyday life. Helps define and measure academic performance and social behavior, designing and implementing teaching strategies and assessing the effects of the strategies. Not open to students who have credit in EDPSY 306 3 hours.
    • EDPSY 628 - Adolescent Development. Advanced adolescent development. Covers the biological, cognitive, and social developmental processes from the beginning of puberty through the transition into early adulthood, emphasizing current research in adolescent development. Prerequisite: EDPSY 603 or equivalent or permission of the instructor. 3 hours.
    • PSYSC 616 - Perception and Cognition. Analysis of research and theories of percep­tion, cognition, and language. Covers in­formation processing, attention, verbal learning and memory, problem solving, concept formation, and psycholinguistics.  Prerequisite: PSYSC 284 or 584 3 hours.
    • PSYSC 618 - Thinking. Examines psychological theories, models, research, and applications of problem solving, decision making, reasoning, and other kinds of intelligent human cognitive processing. Prerequisite: PSYSC 616. 3 hours.

    10 credit hours in DISSERTAION/RECORD OF STUDY RESEARCH:

    • DISS 799 - Doctoral Dissertation. A total of 24 hours of credit may be earned. Must be taken for a minimum of 10 hours of credit. Must also be taken for 3 hours of credit each academic semester after candidacy and enrollment in the minimum required by the department if not registering for a course or courses until the final copy of the dissertation is deposited in the Graduate School. A doctoral candidate in an externally accredited program that requires an internship experience is exempt from continuous enrollment while registered for internship credit.