NCATE Accreditation

NCATE Accredited

Acerca del Programa

El Doctorado en Educación de la Escuela de Educación Abraham S. Fischler de Nova Southeastern University prepara a los alumnos para ser líderes en el campo de la educación. El programa fomenta una aplicación profunda de los conocimientos adquiridos además de destrezas en las áreas de investigación, colaboración, comunicación, y desarrollo profesional. Todos los participantes en el programa de Doctorado deben completar los requerimientos curriculares generales que suman 36 créditos. Deben además seleccionar un área de concentración, y el correspondiente número de asignaturas electivas para un total de otros 33 créditos. La suma de los créditos que son requeridos como mínimo para la graduación es de 69.

Conferencia de Verano

Nova Southeastern University (NSU) y la Abraham S. Fischler College of Education (FCE) celebran una conferencia anual en Orlando, Florida en el mes de julio. Todos los alumnos de doctorado están invitados a participar en dos conferencias de verano, la primera siendo el primer verano después de haber empezado el programa. Dependiendo del país, algunos alumnos internacionales toman ARC 9300, Investigación en Evaluación y Desarrollo. Esta asignatura de 3 créditos, sustituye ARC 8912, Métodos Estadísticos de Investigación.

ILALE ofrece Doctorado en Educación en las siguientes áreas de concentración

  • Liderazgo Educativo
  • Educación Superior
  • Tecnología Educativa y Educación a Distancia
  • Liderazgo en la Organización

Programa de Estudio

Este programa es muy rico y adaptable a las necesidades de cualquier medio. Tiene una gran cantidad de concentraciones y puede ser dimensionado de acuerdo a las necesidades de cada país. Actualmente el doctorado se puede ofrecer en español e inglés. Todos los participantes en el programa de Doctorado en Educación deben completar los requerimientos curriculares generales que totalizan 33 créditos. Deben además seleccionar un área de concentración, y el correspondiente número de asignaturas electivas para un total de otros 33 créditos. La suma de los créditos que son requeridos como mínimo para la graduación es de 66.

Requerimientos Generales

Seminarios Generales (18 créditos)

  • DSO 8000: Orientación a Estudios Doctorales (0 crédito)
    The doctoral studies orientation seminar conducted online provides students with an overview of four distinct areas related to doctoral studies: applied research, technology, distance library, and student services. Attendance at this non-credit seminar is required for all students entering a doctoral program at FCE. Students should register for and complete the online DSO modules in the first term along with the first "credit-bearing" course. Prerequisite/s: None
  • EDD 9100*: Liderazgo (6 créditos)
    This course focuses on strategic leadership and its influence on organizational effectiveness which occurs in the context of modern society by initiating change and reacting to change. Participants will pursue theory and research focusing on the foundations for decision making and analysis of complex historical, cultural, sociological, philosophical, and theoretical perspectives in the leadership process. Prerequisite/s: EDD 9200, and EDD 9300, Co-requisite/s: EDD 9100S. Pre-Requisites: EDD 9200, EDD 9300. Credits: 3 to 6
  • EDD 9200: Temas de Actualidad en la Educación (6 créditos)
    This course focuses on the study of significant, current trends and issues that impact society and the individual on both a national and global level. Emphasis is placed on critical review of trends and issues affecting (a) social process: culture socialization and change; (b) institutions: political, economic, educational and religious; and (c) social structures: social stratification, ethnic, race, and gender relations. Students will examine a variety of issues through reading, research, case study analysis, and problem-based learning. All course activities provide opportunities to learn, to develop informed opinions and formulate logical, coherent arguments. Prerequisite/s: None
  • EDD 9300: Métodos de Investigación (6 credits)
    The purpose of this core course is to train doctoral students in the use of the scientific approach in educational and social science research, to ensure informed decision making grounded in empirical research. After receiving training on the utilization of library database applications and various research methodologies, students will develop (a) the elements of a research examination, based on a problem in the workplace or field of interest, (b) a related literature review, (c) a purpose statement, and (d) research questions. Students will be expected to complete the online CITI training modules, a requirement for research submitted for Institutional Review Board approval. Upon completion of the course, students should maintain the tools necessary to begin working on their Concept Paper, the first of three benchmarks in the NSU/FCE dissertation process. Prerequisite/s: EDD 9200
  • LDR 8501: Seminario Doctorales I (0 credit)
    The doctoral seminar will take place at the last session of each study areas and will provide a forum for participants to discuss and interchange ideas between themselves, with scholars and their professors. The seminar will afford an opportunity for participants to expand the knowledge gained in the classroom and their understanding of selected topics; by interacting with the lessons, texts, experiences and colleagues on an equal footing rather than in the more traditional didactic and hierarchical style. The practical application of theoretical concepts as well as critical discussions and scholarly writing will make up the essence of these sessions. There will be nine Doctoral Seminars linking the end of each study area with the beginning of the next study area; and therefore providing a continuum between the last session of a study areas and the next study area. Pre-Requisites: None
  • LDR 8502: Seminario Doctorales II (0 credit)
    The doctoral seminar will take place at the last session of each study areas and will provide a forum for participants to discuss and interchange ideas between themselves, with scholars and their professors. The seminar will afford an opportunity for participants to expand the knowledge gained in the classroom and their understanding of selected topics; by interacting with the lessons, texts, experiences and colleagues on an equal footing rather than in the more traditional didactic and hierarchical style. The practical application of theoretical concepts as well as critical discussions and scholarly writing will make up the essence of these sessions. There will be nine Doctoral Seminars linking the end of each study area with the beginning of the next study area; and therefore providing a continuum between the last session of a study areas and the next study area. Pre-Requisites: None
  • LDR 8503: Seminario Doctorales III (0 credit)
    The doctoral seminar will take place at the last session of each study areas and will provide a forum for participants to discuss and interchange ideas between themselves, with scholars and their professors. The seminar will afford an opportunity for participants to expand the knowledge gained in the classroom and their understanding of selected topics; by interacting with the lessons, texts, experiences and colleagues on an equal footing rather than in the more traditional didactic and hierarchical style. The practical application of theoretical concepts as well as critical discussions and scholarly writing will make up the essence of these sessions. There will be nine Doctoral Seminars linking the end of each study area with the beginning of the next study area; and therefore providing a continuum between the last session of a study areas and the next study area. Pre-Requisites: None
  • LDR 8504: Seminario Doctorales IV (0 credit)
    The doctoral seminar will take place at the last session of each study areas and will provide a forum for participants to discuss and interchange ideas between themselves, with scholars and their professors. The seminar will afford an opportunity for participants to expand the knowledge gained in the classroom and their understanding of selected topics; by interacting with the lessons, texts, experiences and colleagues on an equal footing rather than in the more traditional didactic and hierarchical style. The practical application of theoretical concepts as well as critical discussions and scholarly writing will make up the essence of these sessions. There will be nine Doctoral Seminars linking the end of each study area with the beginning of the next study area; and therefore providing a continuum between the last session of a study areas and the next study area. Pre-Requisites: None
  • LDR 8505: Seminario Doctorales V (0 credit)
    The doctoral seminar will take place at the last session of each last session of each study areas and will provide a forum for participants to discuss and interchange ideas between themselves, with scholars and their professors. The seminar will afford an opportunity for participants to expand the knowledge gained in the classroom and their understanding of selected topics; by interacting with the lessons, texts, experiences and colleagues on an equal footing rather than in the more traditional didactic and hierarchical style. The practical application of theoretical concepts as well as critical discussions and scholarly writing will make up the essence of these sessions. There will be nine Doctoral Seminars linking the end of each study area with the beginning of the next study area; the therefore providing a continuum between the last session of a study areas and the next study area. Pre-Requisites: None
  • LDR 8506: Seminario Doctorales VI (0 credit)
    Doctoral Seminar #6: The doctoral seminar will take place at the last session of each study areas and will provide a forum for participants to discuss and interchange ideas between themselves, with scholars and their professors. The seminar will afford an opportunity for participants to expand the knowledge gained in the classroom and their understanding of selected topics; by interacting with the lessons, texts, experiences and colleagues on an equal footing rather than in the more traditional didactic and hierarchical style. The practical application of theoretical concepts as well as critical discussions and scholarly writing will make up the essence of these sessions. There will be nine Doctoral Seminars linking the end of each study area with the beginning of the next study area; and therefore providing a continuum between the last session of a study areas and the next study area. Pre-Requisites: None
  • LDR 8507: Seminario Doctorales VII (0 credit)
    Effective Instruments and Designs for Effective Curriculums: The doctoral seminar will take place at the last session of each study areas and will provide a forum for participants to discuss and interchange ideas between themselves, with scholars and their professors. The seminar will afford an opportunity for participants to expand the knowledge gained in the classroom and their understanding of selected topics; by interacting with the lessons, texts, experiences and colleagues on an equal footing rather than in the more traditional didactic and hierarchical style. The practical application of theoretical concepts as well as critical discussions and scholarly writing will make up the essence of these sessions. There will be nine Doctoral Seminars linking the end of each study area with the beginning of the next study area; and therefore providing a continuum between the last session of a study areas and the next study area. Pre-Requisites: None
  • LDR 8508: Seminario Doctorales VIII (0 credit)
    Effective Instruments and Designs for Effective Curriculums: The doctoral seminar will take place at the last session of each study areas and will provide a forum for participants to discuss and interchange ideas between themselves, with scholars and their professors. The seminar will afford an opportunity for participants to expand the knowledge gained in the classroom and their understanding of selected topics; by interacting with the lessons, texts, experiences and colleagues on an equal footing rather than in the more traditional didactic and hierarchical style. The practical application of theoretical as well as critical discussions and scholarly writing will make up the essence of these sessions. There will be nine Doctoral Seminars linking the end of each study area with the beginning of the next study area; and therefore providing a continuum between the last session of a study areas and the next study area. Pre-Requisites: None
  • LDR 8509: Seminario Doctorales IX (0 credit)
    The doctoral seminar will take place at the last session of each study areas and will provide a forum for participants to discuss and interchange ideas between themselves, with scholars and their professors. The seminar will afford an opportunity for participants to expand the knowledge gained in the classroom and their understanding of selected topics; by interacting with the lessons, texts, experiences and colleagues on an equal footing rather than in the more traditional didactic and hierarchical style. The practical application of theoretical concepts as well as critical discussions and scholarly writing will make up the essence of these sessions. There will be nine Doctoral Seminars linking the end of each study area with the beginning of the next study area; and therefore providing a continuum between the last session of a study area and the next study area. Pre-Requisites: None
  • LDR 8510: Seminario Doctorales X (0 credit)
    Students will explore the catalytic role of leadership in shaping learning organizations in the 21st century. Leadership is viewed as the capacity of the individuals and groups to generate and sustain significant processes of change necessary to shape the future. Leadership in Context (philosophical/historical foundations), the Self as Leader (purposes, processes and power of becoming a leader), and the Leader as Catalyst ( the change process and leadership). Pre-Requisites: None

Cursos de Investigación (6 créditos)

  • ARC 8912: Métodos Estadísticos de Investigación (3 créditos)
    Statistical Methods is a course in applied statistics that will introduce concepts and methods in descriptive and inferential statistics. The course is designed to provide students with the statistical background required for doctoral-level research while emphasizing the application of statistics. Pre-Requisites: EDD 9300
  • ARC 8916: Métodos Cualitativos de Investigación (3 créditos)
    The purpose of the Qualitative Research course is to introduce doctoral students to the principles of research methods. The course content includes in-depth and formal interviewing techniques, principles of field observation, content analysis, literature reviews, historical analysis, focus groups, questionnaire design, and philosophical inquiry into qualitative research perspectives. Major emphasis in the course is placed upon learning how to integrate qualitative methods as appropriate. Prerequisite/s: EDD 9300

Disertación Aplicada (12 créditos)

  • ARC 8966: Seminario de la Disertación Aplicada I: Presentación del Concepto (2 créditos)
    The content of Applied Dissertation Service 1 (Concept Paper) focuses on developing a preliminary literature review and formulating research questions of the concept paper. The committee chair and member roles are discussed as well as the roles and responsibilities of the Applied Research Center?s faculty and staff. This service will culminate in the completion of the first corresponding benchmark: the concept paper. Credit for this service will be assigned following approval of the concept paper. Prerequisite/s: None.
  • ARC 8967: Seminario de la Disertación Aplicada II: La Propuesta Formal (5 créditos)
    The content of Applied Dissertation Service 2 (Dissertation Proposal) emphasizes the formulation and writing of the dissertation proposal and the process for Institutional Review Board (IRB) approval. Methodology and content for each of the proposal chapters are defined, including a thorough discussion of the role of the literature review to support or refute the dissertation topic. This service focusing on scientific inquiry will culminate in the completion of the second corresponding benchmark: the applied dissertation proposal. Credit for this service will be assigned following approval of the proposal. Prerequisite/s: ARC 8966.
  • ARC 8968: Seminario de Disertación Aplicada III: Documento Final (5 créditos)
    Applied Dissertation Service 3 (Final Report) involves data collection and implementation, the applied dissertation (i.e., final report), and the final-approval process. Content and format issues, as well as recommendations for further research, are highlighted. Dissemination of the dissertation and possible outlets for publication are covered. This service will culminate in the completion of the third corresponding benchmark: the applied dissertation. Credits for this service will be assigned following approval of the applied dissertation. Prerequisite/s: ARC 8967.

Currículo de Concentraciones

Liderazgo Educativo (21 créditos)

  • EDD 8010: Currículo y Desarrollo de Programas (3 créditos)
    This course will provide an understanding of how curriculum is developed and implemented based on the research of learned bodies, issues in our society, and work place needs. The course will review what knowledge is and who decides what knowledge is important within each curricula area. The students will analyze various conceptions of curriculum standards, reform movements in education, principles of curriculum planning, past and present curriculum trends, and the interaction of curriculum with instruction generalized across settings. Foundations of curriculum and the steps for developing curriculum will be emphasized. Prerequisite/s: None
  • EDD 8431: Finanzas Escolares (3 créditos)
    This course is devoted to the many financial aspects of the educational environment. A conceptual framework for understanding key concepts of revenue generation and distribution in school districts will be developed, and district and site-based budgeting will be practiced. Educational leaders must provide leadership in the debate about fiscal policies for education if American schools are to garner the financial support necessary to accomplish their stated missions. To succeed in offering the needed leadership, policymakers must possess sophisticated knowledge of the field and the capabilities to use this knowledge in shaping economic decisions in the public sector. The content in this course will include historical foundations of school finance; changes in policy and practices; major influential court decisions and current legal challenges; federal, state, and local funding practices; site-based budgeting; responsibilities of administrators in the funding and finance arena; budgeting cycles and influences; generation, distribution, and accountability issues, and other areas of current interest. Prerequisite/s: None.
  • EDD 8432: Políticas Escolares (3 créditos)
    This course is designed to provide present and future school leaders with a view of the global process of policy making. Emphasis will be placed on the process of creating, implementing, executing, and reviewing a proposal. Additionally, this course will explore the political and power based influences on policy development and/or revision. These concepts, which will be reflected in the assignments, allow students to acquire knowledge and skills for real world problem solving and critical examination of policy analysis. The transfer of learning will be delivered through case studies, field-base projects, interviews with key leaders, proposal development, and discussion topics. Students will leave the course with a clearer understanding of their role as educational leaders in real world situations. Prerequisite/s: None
  • EDD 8434: Legislación Escolar (3 créditos)
    This course will focus on the major areas of school-related litigation (such as First, Fourth. Fifth, Eighth, and Fourteenth Amendment Rights, Title VII, Title IX, IDEIA, 504/ADA, NCLB, and related technological issues) and the implications of court rulings for school leaders, teachers, and related changes in policy affecting the school environment. School leaders will examine current federal and state laws as they apply to school districts, school settings, personnel, and other entities. They also will learn to deal in legally defensible ways with school- and community-based situations without fear. This course will provide school leaders with the requisite knowledge, skills and dispositions to remain current with school related law and policy issues and equipped with substantial knowledge to positively and ethically impact the lives of the personnel for whom they are responsible. Prerequisite/s: None
  • EDD 8442: Ética y Responsabilidad Social (3 créditos)
    Leaders are regularly called upon to make ethical judgments. This course will focus on the role and responsibilities of a leader as an ethical role model, decision-maker, and teacher. Students will review and analyze current ethical issues for professional learning communities. Through the use of case studies and a problem-based approach to learning, students will have an opportunity to analyze and develop their decision-making skills within the context of an ethical and moral framework. Prerequisite/s: None.
  • EDD 8460: El Director y los Líderes de la Escuela (3 créditos)
    This course will focus on individuals who are planning to enter the field of K-12 school administration. The perspective of school-based administrators will serve as the basis for leaders to develop skills and an understanding of the importance of developing and implementing a vision at the school level; developing a school culture that promotes learning; establishing a safe learning environment; promoting family and community involvement; promoting high ethical standards and integrity; and an understanding of schools in the larger political, social, economic, legal and cultural context of society, promoting the integration of technology into the operation of the school, and diversity as they relate to school leadership. Candidates will also be exposed to learning activities that will specifically focus on the various state standards that are required for licensure. Prerequisite/s: None.
  • EDD 8472: Desarrollo de los Recursos Humanos (3 créditos)
    This course provides the principles of human resources and administrative supervision techniques for educational institutions, administrative offices, public and private organizations, and associations. Topics include skills needed for planning, organizing, staffing, directing and controlling, communicating, motivating, decision-making, priority setting and time management toward effective objectives and organizational goals. Focused areas include job performance, employee development, management of a diverse work force, employment law, harassment and health issues and disabilities and discrimination in the workplace. Prerequisite/s: None.

Educación Superior (21 créditos)

  • EDD 8002: Sobreviviendo los Cambios: Política, Poder, Dinero y el Marco Legal (3 créditos)
    This course investigates the relationship between leadership roles and decision-making in the current and emerging contexts of politics, position power, legal, and economic factors, and the results of creating change through effective policy development in educational institutions with some emphasis on global factors. The student will learn to apply techniques and theories of policy development and will engage in educational policy analysis. Local, state, and federal political systems are examined to determine the influence these systems have on current and future policies in education. Prerequisites: None
  • EDD 8007: Gobierno y Gerencia en la Educación Superior (3 créditos)
    Governing institutions of higher education presents a multiplicity of challenges for administrators and educational leaders. Each discipline or guild within an institution of higher education responds to its own professional demands, rules and guidelines and is also protected by those rules and guidelines. Encompassing all guilds into one working unit requires acute problem solving skills in the areas of policy, financial management, and distribution as well as fair evaluation. This course explores governance and management theories, research, and practices for effective leaders and managers. Practical experience is afforded through the development of a management style for a particular institution of higher education. Mission, vision and values for governance as well as planning, quality, assessment & evaluation for institutional effectiveness, innovation, accountability and methods of organizational change are explored. Prerequisite/s: None
  • EDD 8010: Currículo y Desarrollo de Programas (3 créditos)
    This course will provide an understanding of how curriculum is developed and implemented based on the research of learned bodies, issues in our society, and work place needs. The course will review what knowledge is and who decides what knowledge is important within each curricula area. The students will analyze various conceptions of curriculum standards, reform movements in education, principles of curriculum planning, past and present curriculum trends, and the interaction of curriculum with instruction generalized across settings. Foundations of curriculum and the steps for developing curriculum will be emphasized. Prerequisite/s: None
  • EDD 8030: Planeamiento Estratégico (3 créditos)
    This course studies strategic planning models, forecasting methods, trend analysis, systems thinking, and futuring. Participants will learn how to manage growth, change, and organizational innovation. The use of strategic planning tools such as scenarios, systems thinking, and change strategies will be presented through case studies and projects that utilize the principles of problem-based learning. Students will have the opportunity to design a mock strategic plan and develop scenarios to apply principles learned in this course. Prerequisite/s: None
  • EDD 8031: Las Finanzas en las Instituciones de Educación Superior (3 créditos)
    Finance in Higher Education Leadership is an introduction to institutional finance for academic administrators, health care professionals, military leaders and college or university faculty members or for those seeking to become involved in higher education. Students participating in the course are introduced to the budget process as an outcome to their institutions? strategic plans. Budget development at their own institution plays a primary role in this course. Learners will analyze various income and expense parameters. Additional topics include allocation for services at cost centers within institutions, facility management, marketing, enrollment management and financial reporting systems. Prerequisite/s: None.
  • EDD 8061: Atención a los Estudiantes: La Dinámica de los Servicios Estudiantiles (3 créditos)
    This course will introduce student affairs components, its theoretical underpinnings, and how it operates within institutions of education. Student affairs can be comprised of the offices of academic advising, admissions, athletics, financial aid, student development, student life and safety, student health, and in certain instances, student centers and bookstore oversight. The course will demonstrate how these offices seek to insure each student's sense of belonging and personal growth. Prerequisite/s: None.
  • EDD 9810: Temas Contemporáneos en la Educación Superior (3 créditos)
    This course examines current issues, challenges, and controversies in higher education leadership. Topics include the changing nature of higher education, evolving organizational structures and models of governance, tenure and faculty roles and responsibilities, institutional entrepreneurship and resource allocation, the challenges of diversity among students and faculty members, and the challenges and opportunities of distance education. Prerequisite/s: None.

Tecnología Educativa y Educación a Distancia (24 créditos)

  • EDD 7005: Tecnología Educativa (3 créditos)
    An introduction to the effective use of instructional media. Major topics include planning for instructional media use, visual communication, audio and motion media, computers as tools for learning, and evaluating the effectiveness of instructional media. Prerequisite/s: none.
  • EDD 7007: Principios de Educación a Distancia (3 créditos)
    Historical, theoretical, and philosophical foundations of distance education; an overview of distance education technologies; an exploration of the literature of the field, and an examination of effective techniques for teaching and learning within a distance education system. Because students learn about the field of distance education while learning how to be effective distance educators and distance learners, the course is foundational for the ITDE concentration as well as for graduate study at a distance. Prerequisite/s: None
  • EDD 8001: Diseños Didácticos (3 créditos)
    This course is a practical experience in the systematic design of instruction. Major topics include the assessment and analysis of needs, performance improvement, the systematic design of instructional materials and events, and the formative and summative evaluation of instructional materials. Students will produce and formatively evaluate an instructional unit. Prerequiste/s: None
  • EDD 8006: Diseño y Análisis de Sistemas (3 créditos)
    An advanced course providing skills for the analysis and design of educational and instructional systems. Major topics include critical elements in the structure of a distance education delivery system; analysis of educational systems and instructional systems; relationship of subsystems within an educational system; design of an educational system; design of instructional systems; and evaluation and continuous improvement of a system. Prerequisite/s: None
  • EDD 8008: Principios de Didáctica en la Tecnología Educativa (3 créditos)
    An exploration of the historical, theoretical, and philosophical foundations of instructional technology and an examination of the literature and status of the field. Prerequisite/s: None
  • EDD 8012: Gerencia y Evaluación de Programas de Tecnología Educativa y a Distancia (3 créditos)
    Theories and methods of planning, operating, and evaluating instructional technology and distance education are studied and applied to case studies. This course explores the process for managing ITDE programs in educational and corporate settings, and emphasizes the principles of staff training, proposal development, and legal issues of the ITDE manager. Prerequisite/s: None
  • EDD 8122: La Práctica Profesional en Programas de Tecnología y Educación a Distancia (3 créditos)
    Students in this course will examine the roles and responsibilities of individuals in the fields of instructional technology and distance education from the perspectives of K-12 education, higher education, business and industry, the military, and consulting. Through readings, discussions, activities, and presentations, students will better understand the scope of the fields while positioning themselves for employment and advancement. Pre-Requisites: EDD 7005, EDD 7007, EDD 8001, EDD 8008
  • EDD 8124: Teorías del Aprendizaje (3 créditos)
    This course provides a theoretical foundation for understanding how human learning occurs. Concepts from the major writers in behaviorism, cognitivism, humanism, constructivism, and social and adult learning will be presented. Key elements of student development are also included. Prerequisite/s: None.

Liderazgo en la Organización (18 créditos)

  • EDD 8125: El Liderazgo en la Teoría y la Práctica (3 créditos)
    This course examines theories that provide the conceptual framework for organizational development from the leader?s perspective. Strategies and qualities necessary for becoming an effective leader will be examined. The process of creating an organizational vision and implementing visionary leadership will be one of the major course topics. Students will reflect on the particular challenges and responsibilities encountered in shaping and creating successful leaders of the 21st century. Application of theory to practice will be stressed. Prerequisite/s: None.
  • EDD 8442: Ética y Responsabilidad Social (3 créditos)
    Leaders are regularly called upon to make ethical judgments. This course will focus on the role and responsibilities of a leader as an ethical role model, decision-maker, and teacher. Students will review and analyze current ethical issues for professional learning communities. Through the use of case studies and a problem-based approach to learning, students will have an opportunity to analyze and develop their decision-making skills within the context of an ethical and moral framework. Prerequisite/s: None.
  • EDD 8472: Desarrollo de los Recursos Humanos (3 créditos)
    This course provides the principles of human resources and administrative supervision techniques for educational institutions, administrative offices, public and private organizations, and associations. Topics include skills needed for planning, organizing, staffing, directing and controlling, communicating, motivating, decision-making, priority setting and time management toward effective objectives and organizational goals. Focused areas include job performance, employee development, management of a diverse work force, employment law, harassment and health issues and disabilities and discrimination in the workplace. Prerequisite/s: None.
  • EDD 8510: Liderando una Organización que Aprende (3 créditos)
    This course, which explores the organizational system and subsystems, provides students with the critical thinking skills needed to explain organizational issues. The role of the organizational culture consists of its structures, political processes, both governmental and nongovernmental, systems thinking, continuous learning, empowerment and teamwork, in addition to individual and cooperative efforts to resolve a myriad of problems that are important elements in the current system of worldwide governance. Emphasis is placed on conducting research of a learning organization, building a systems theory, creating an organizational handbook, role playing as a consultant, transformational leadership, vision, and reflection. Prerequisite/s: None
  • EDD 8511: Liderazgo en el Cambio (3 créditos)
    This course emphasizes the need for leaders to understand the importance of change and the inevitability of change in organizational environments. Participants will learn that the ability to manage change is critical to the success of any leader and organization. Specific strategies for managing change will include: decision making, organizational design, individual and organizational behavior, group dynamics, interpersonal communication, conflict management, negotiation, empowerment, coaching, use of power and influence, managing diversity, performance appraisal, career development, and work stress. Prerequisite: None
  • EDD 8030: Planeamiento Estratégico (3 créditos)
    This course studies strategic planning models, forecasting methods, trend analysis, systems thinking, and futuring. Participants will learn how to manage growth, change, and organizational innovation. The use of strategic planning tools such as scenarios, systems thinking, and change strategies will be presented through case studies and projects that utilize the principles of problem-based learning. Students will have the opportunity to design a mock strategic plan and develop scenarios to apply principles learned in this course. Prerequisite/s: None

DR - Educación Especial (21 créditos)

  • EDD 7042: Aplicaciones Avanzadas en Tecnología en Comunicación y Trastornos Científicos (3 créditos)
    This course presents advanced applications in the use of computer hardware and software in communication sciences and disorders. Doctoral candidates will receive hands-on experience in the use, and application of software for distance learning technologies and for management of clients and for business issues. Doctoral candidates will explore the impact of emerging technology and instrumentation in their professional arenas.
  • EDD 8401: Educación Especial Ley y Políticas (3 créditos)
    Special Education Law and Policy: This course focuses on law and policies that apply to the education of students with disabilities. The legal system, constitutional and statutory provisions of federal and state law, and the judicial decisions relating to the education of students with disabilities are reviewed. Students will examine the foundational concepts of equal protection, procedural and subsstantive due process in general and as they relate to special education specifically. Students will examine IDEA legislation and its six principles, The Rehabilitation Act of 1973 (Section 504) and the Family Education Rights Act (FERPA). In, addition, students will examine similar principles in state legislation, with particular emphasis on school practices in special education
  • EDD 8402: Las familias, la Ley y las Excepciones (3 créditos)
    Families, the Law, and Exceptionalities: This course focuses on laws and policies that apply to individuals with disabilities across the lifespan. We will look at the various models tha inform our perceptions of individuals with disabilities and the relevance of said models on policy and service delivery. We will also look at disability policy and the core principles that comprise that policy. We will then explore various disabiblity laws, particularly the ADA (Americans with Disabilities Act), and the case law interpreting such laws, and explore how such laws and cases support or fail to support the core principles of disability policy. We will then develop guideposts for analyzing disability policy. Finally, we will look at Self-determination and Self-advovavy and the impact these movements have had and are continuing to have on disability policy and the delivery of services to the disabled.
  • EDD 8404: Organización y Administración de los Programas de Educación Especial (3 créditos)
    The purpose of this course is to contribute to the development of special education leaders who are equipped to think and act more effectively for the benefit of individuals with disabilities, families, and the organizations that serve disability populations. Students will examine the organization, administration, and supervision of special education programs provided by schools, agencies, and other support services, with particular emphasis on the role of the special education leader within such organizations. Students will research the development, implementation, and evaluation of effective program designs, and the analysis of leadership practices and personnel performance as factors in program efficacy. The impact of federal legislation, as well as state and local regulatory policies and procedures, on the development and implementation of effective programs will be addressed. Prerequisite/s: None
  • EDD 8405: Colaboración y Consulta (3 créditos)
    This course is designed to equip students with the knowledge and skills required to conduct effective collaboration and consultation activities among professionals from school agencies, parents and families, and individuals with disabilities. General theories and methods and techniques for collaborative problem solving, program planning, and shared decision-making will be examined through materials and related experiential activities. Additionally, this course is designed to teach students the theory and practice of collaborative consultation, increase pedagogical knowledge, and to prepare students to become reflective decision makers with the skills to facilitate and employ collaborative consultation in work and life settings. The instructor acts primarily as a facilitator providing discussion and related materials on the topic of collaborative consultation; otherwise, the course is student driven. The course is designed so that every aspect is collaborative, including selecting the activities in which to engage collaboratively with peers.
  • EDD 8407: Identificación y Evaluación de las Necesidades Especiales: Dominio Cognitivo (3 créditos)
    Assessment and Evaluation of Special Needs: Cognitive Domains: This course will emphasize azquisition of the skills and knowledfe needed to analyze and interpret measures of cognitive development and the abilities professionals need to make informed decisions regarding special education services and placements for individuals with disabilities. The selection, administration, and uses of cognitive assessment instruments will be discussed, with an emphasis on the use of both quantitative and qualitative data for the purposes of making referral, placement, and programmatic decisions regarding service delivery for individuals with disabilities. Practice in the administration, scoring, and interpretation of various clinical and educational instruments will be provided.
  • EDD 8408: Identificación y Evaluación de las Necesidades especiales: Dominio Clínico y del Comportamiento (3 créditos)
    Assessment and Evaluation of Special Needs: Behavioral and Clinical Domains: This course will emphasize acquisition of the skills and knowledge needed to analyze and interpret measures of behavioral/emotional development, and the abilities professionals need to make informed decisions regarding special education services and placements for individuals with disabilities. The selection, administration, and uses of behavioral and clinical assessment instruments will be discussed, with an emphasis on the use of both quantitative and qualitative data for the purposes of making referral, placements, and programmatic decisions regarding service delivery for individuals with disabilities. Practice in the administration, scoring, and interpretation of various clinical and behavioral intruments will be provided. Pre-Requisites: None

Información de Contacto

San Juan Regional Campus
Dr. Suleira Quiñones
Professional Offices Park IV
997 San Roberto St.
San Juan, PR 00926
Email: suleira@nova.edu
Phone: 787-909-0099
Campus Contacto: 787-773-6505

ABOUT THE PROGRAM

The Doctorate in Education prepares students to be leaders in the field of education. The program fosters a deep application of the knowledge acquired in addition to skills in the areas of research, collaboration, communication, and professional development. All students enrolled in the Ed.D. program must complete the General Program Requirements, which include the Foundation Requirements, Core Courses, a Research Elective, and the Applied Dissertation (36 credits). They also choose one concentration and a corresponding number of electives (33 credits). The total credits required for degree completion equals 69 (credits).

SUMMER CONFERENCE

An integral component of the doctoral program is the annual Conference on Global Leadership, Learning and Research (also known as the Summer Conference) held in July every year in Florida. Doctoral students are invited to participate in two summer conferences, the first being the first summer after starting the program. Depending on the country, some international students make take ARC 9300, Evaluation Research and Development (instead of the 3-credit ARC 8912, Statistical Methods for Research, course).

GENERAL PROGRAM REQUIREMENTS (36 credits)

Foundation Requirements (3 credits)

  • DSO 8000: Doctoral Studies Orientation (0 credits - online)
    The doctoral studies orientation seminar conducted online provides students with an overview of four distinct areas related to doctoral studies: applied research, technology, distance library, and student services. Attendance at this non-credit seminar is required for all students entering a doctoral program at FCE. Students should register for and complete the online DSO modules in the first term along with the first ?credit-bearing? course. Prerequisite/s: None
  • ARC 9300: Advanced Research and Leadership Development (Summer Conference) (3 credits)
    Focuses on research design, implementation, and analysis and its place in leading educational change. The course requires a one week face-to-face component at the annual Summer Conference with both national and international research leaders and members of the student?s dissertation committees. The course also includes both pre-and post-conference activities and assessment. Prerequisite/s: EDD 9200

Core Courses (18 credits)

  • EDD 9100: Leadership* (3 credits)
    This course focuses on strategic leadership and its influence on organizational effectiveness which occurs in the context of modern society by initiating change and reacting to change. Participants will pursue theory and research focusing on the foundations for decision making and analysis of complex historical, cultural, sociological, philosophical, and theoretical perspectives in the leadership process. Prerequisite/s: EDD 9200, and EDD 9300, Co-requisite/s: EDD 9100S
  • EDD 9100S: Simulation* (3 credits)
    The purpose of this simulation-based leadership course is to transfer the skill sets necessary to collaborate with team members when faced with decision making and analysis. This simulated-city illustrates how any organizational structure, known as a system, operates with four sub-systems. Numerous times throughout the semester, participants will independently as well as cooperatively, make decisions, determine the rationale for their decisions; report on the decision making process, reflect on overcoming obstacles and differences; strategically plan responsibilities, agendas, and meetings; and periodically submit written reports to their constituents. This problem based learning course reinforces real-world application as well as builds a formal dialogue between student-and-student and student-and-faculty. Prerequisite/s: None
  • EDD 9200: Trends and Issues: Society, the Individual, and the Professions (6 credits)
    This course focuses on the study of significant, current trends and issues that impact society and the individual on both a national and global level. Emphasis is placed on critical review of trends and issues affecting (a) social process: culture socialization and change; (b) institutions: political, economic, educational and religious; and (c) social structures: social stratification, ethnic, race, and gender relations. Students will examine a variety of issues through reading, research, case study analysis, and problem-based learning. All course activities provide opportunities to learn, to develop informed opinions and formulate logical, coherent arguments. Prerequisite/s: None
  • EDD 9300: Methods of Inquiry (6 credits)
    The purpose of this core course is to train doctoral students in the use of the scientific approach in educational and social science research, to ensure informed decision making grounded in empirical research. After receiving training on the utilization of library database applications and various research methodologies, students will develop (a) the elements of a research examination, based on a problem in the workplace or field of interest, (b) a related literature review, (c) a purpose statement, and (d) research questions. Students will be expected to complete the online CITI training modules, a requirement for research submitted for Institutional Review Board approval. Upon completion of the course, students should maintain the tools necessary to begin working on their Concept Paper, the first of three benchmarks in the NSU/FCE dissertation process. Prerequisite/s: EDD 9200

*Note: EDD 9100 and EDD 9100S must be taken together.

Research Elective (3 credits)

Students must select at least one of the following courses:

  • ARC 8912: Statistical Methods (3 credits)
    Statistical Methods is a course in applied statistics that will introduce concepts and methods in descriptive and inferential statistics. The course is designed to provide students with the statistical background required for doctoral-level research while emphasizing the application of statistics. Pre-Requisites: EDD 9300
  • ARC 8913: Program Evaluation (3 credits)
    This course will examine key concepts, methods, and approaches in the field of evaluation research. Students will be exposed to the theoretical and methodological diversity inherent in current evaluation practice across a of substantive areas (e.g., social services, education, and business). The comprehensive range of activities involved in designing, implementing, and assessing the utility of social and educational programs will be a primary focus of the course. Pre-Requisites: EDD 9300.
  • ARC 8914: Educational Assessment (3 credits)
    Course emphasis will be on equipping students with the necessary conceptual and technical understandings of the process of assessing individuals, as well as developing skills for formulating, conducting, and reporting educational assessments. Students will have the opportunity to conduct scholarly and professional reviews of assessment instruments and a variety of assessment studies. Students will also learn to integrate classroom assessment into instructional planning to improve student learning. Secondary foci of the course are writing instructional objectives, developing test items of various types,constructing rating scales and rubrics, and interpreting student performance. Statistical and psychometric concepts in assessment will be covered. This course will also explore the use of test and other assessment results in making instructional and placement decisions. Attributes of assessment practices, such as reliability and validity, will be discussed. Prerequisite/s: None.
  • ARC 8915: Survey Research (3 credits)
    The Survey Research course is designed to provide doctoral students with an overview of survey research methods. Topics in the course will include survey design, implementation, sampling, data collection, follow-up, analyses, and ethics. Students will design a pilot survey in preparation for their dissertation research. Prerequisite/s: EDD 9300.
  • ARC 8916: Qualitative Research (3 credits)
    The purpose of the Qualitative Research course is to introduce doctoral students to the principles of research methods. The course content includes in-depth and formal interviewing techniques, principles of field observation, content analysis, literature reviews, historical analysis, focus groups, questionnaire design, and philosophical inquiry into qualitative research perspectives. Major emphasis in the course is placed upon learning how to integrate qualitative methods as appropriate. Prerequisite/s: EDD 9300
  • ARC 8917: Advanced Program Evaluation (3 credits)
    This course is intended to provide students with an in-depth and comprehensive foundation in advanced program evaluation methods. Topics will include the development and use of logic models, as well as the use of quasi-experimental and randomized designs in evaluation research. A wide range of data-collection procedures, including conventional (e.g., systematic surveys) and unconventional (e.g., trained observer ratings) will be highlighted. The course will introduce a range of strategies for analysis of evaluation data that will facilitate the use of statistical procedures in evaluation research, address qualitative approaches to analysis of evaluation data, and provide guidance on the application of costeffectiveness and cost-benefit techniques in program evaluation. Pre-Requisites: ARC 8913, EDD 9300
  • ARC 8918: Advanced Statistical Methods (3 credits)
    This course is designed to provide students with an in-depth knowledge and application of sophisticated statistical procedures used in education and human services. Areas that will be covered will include factorial analysis of variance (ANOVA), univariate ANOVA post hoc tests, analysis of covariance (ANCOVA), repeated measures analysis, simple linear and multiple regression and power analysis. In addition, the course will encompass a review of select multivariate statistical techniques. This course will emphasize the application of these statistical procedures to real world situations that students may encounter in their research or work setting. Prerequisite/s: ARC 8912 and EDD 9300
  • ARC 8919: Single Subject Research (3 credits)
    This course covers basic concepts and methods employed in single-subject research. Participants will learn about single-subject research designs including the case study, AB and its variations, changing criterion, multiple baseline, and alternating treatment. Important factors in designing and critically reviewing single-subject research will be presented, along with options for analyzing data from single-subject research studies. Ethical issues in single- subject research will also be reviewed. Prerequisite/s: None
  • ARC 8920: Mixed Methods Research (3 credits)
    Mixed Methods is a course in research design that will introduce the concepts and methods of mixed methods approaches(i.e., incorporating both quantitative and qualitative methods) to research. The course is designed to provide students with the foundation and conceptual understanding of utilizing mixed methods in doctoral-level research.Pre-Requisites: EDD 9300

Applied Dissertation (12 credits)

  • ARC 8966: Applied Dissertation Concept Paper (2 credits)
    The content of Applied Dissertation Service 1 (Concept Paper) focuses on developing a preliminary literature review and formulating research questions of the concept paper. The committee chair and member roles are discussed as well as the roles and responsibilities of the Applied Research Center?s faculty and staff. This service will culminate in the completion of the first corresponding benchmark: the concept paper. Credit for this service will be assigned following approval of the concept paper. Prerequisite/s: None.
  • ARC 8967: Applied Dissertation Proposal (5 credits)
    The content of Applied Dissertation Service 2 (Dissertation Proposal) emphasizes the formulation and writing of the dissertation proposal and the process for Institutional Review Board (IRB) approval. Methodology and content for each of the proposal chapters are defined, including a thorough discussion of the role of the literature review to support or refute the dissertation topic. This service focusing on scientific inquiry will culminate in the completion of the second corresponding benchmark: the applied dissertation proposal. Credit for this service will be assigned following approval of the proposal. Prerequisite/s: ARC 8966.
  • ARC 8968: Applied Dissertation Report (5 credits)
    Applied Dissertation Service 3 (Final Report) involves data collection and implementation, the applied dissertation (i.e., final report), and the final-approval process. Content and format issues, as well as recommendations for further research, are highlighted. Dissemination of the dissertation and possible outlets for publication are covered. This service will culminate in the completion of the third corresponding benchmark: the applied dissertation. Credits for this service will be assigned following approval of the applied dissertation. Prerequisite/s: ARC 8967.

Doctoral Concentration Areas (18-24 credits)

Concentration areas and electives allow students to specialize and study certain areas in depth. The number of credits required will vary based on the concentration chosen by the student. Through the electives component, students can individualize their doctoral studies even further. The electives may also be applied toward a second concentration (18–24 credits) or towards a minor (15 credits).

EDUCATIONAL LEADERSHIP (21 CREDITS)

  • EDD 8460: The Principal and School Leaders (3 credits)
    This course will focus on individuals who are planning to enter the field of K-12 school administration. The perspective of school-based administrators will serve as the basis for leaders to develop skills and an understanding of the importance of developing and implementing a vision at the school level; developing a school culture that promotes learning; establishing a safe learning environment; promoting family and community involvement; promoting high ethical standards and integrity; and an understanding of schools in the larger political, social, economic, legal and cultural context of society, promoting the integration of technology into the operation of the school, and diversity as they relate to school leadership. Candidates will also be exposed to learning activities that will specifically focus on the various state standards that are required for licensure. Prerequisite/s: None.
  • EDD 8431: Advanced School Finance (3 credits)
    This course is devoted to the many financial aspects of the educational environment. A conceptual framework for understanding key concepts of revenue generation and distribution in school districts will be developed, and district and site-based budgeting will be practiced. Educational leaders must provide leadership in the debate about fiscal policies for education if American schools are to garner the financial support necessary to accomplish their stated missions. To succeed in offering the needed leadership, policymakers must possess sophisticated knowledge of the field and the capabilities to use this knowledge in shaping economic decisions in the public sector. The content in this course will include historical foundations of school finance; changes in policy and practices; major influential court decisions and current legal challenges; federal, state, and local funding practices; site-based budgeting; responsibilities of administrators in the funding and finance arena; budgeting cycles and influences; generation, distribution, and accountability issues, and other areas of current interest. Prerequisite/s: None.
  • EDD 8432: Advanced School Policy (3 credits)
    This course is designed to provide present and future school leaders with a view of the global process of policy making. Emphasis will be placed on the process of creating, implementing, executing, and reviewing a proposal. Additionally, this course will explore the political and power based influences on policy development and/or revision. These concepts, which will be reflected in the assignments, allow students to acquire knowledge and skills for real world problem solving and critical examination of policy analysis. The transfer of learning will be delivered through case studies, field-base projects, interviews with key leaders, proposal development, and discussion topics. Students will leave the course with a clearer understanding of their role as educational leaders in real world situations. Prerequisite/s: None
  • EDD 8434: Advanced School Law (3 credits)
    This course will focus on the major areas of school-related litigation (such as First, Fourth. Fifth, Eighth, and Fourteenth Amendment Rights, Title VII, Title IX, IDEIA, 504/ADA, NCLB, and related technological issues) and the implications of court rulings for school leaders, teachers, and related changes in policy affecting the school environment. School leaders will examine current federal and state laws as they apply to school districts, school settings, personnel, and other entities. They also will learn to deal in legally defensible ways with school- and community-based situations without fear. This course will provide school leaders with the requisite knowledge, skills and dispositions to remain current with school related law and policy issues and equipped with substantial knowledge to positively and ethically impact the lives of the personnel for whom they are responsible. Prerequisite/s: None
  • EDD 8442: Ethics and Social Responsibility (3 credits)
    Leaders are regularly called upon to make ethical judgments. This course will focus on the role and responsibilities of a leader as an ethical role model, decision-maker, and teacher. Students will review and analyze current ethical issues for professional learning communities. Through the use of case studies and a problem-based approach to learning, students will have an opportunity to analyze and develop their decision-making skills within the context of an ethical and moral framework. Prerequisite/s: None.
  • EDD 8472: Human Resource Development (3 credits)
    This course provides the principles of human resources and administrative supervision techniques for educational institutions, administrative offices, public and private organizations, and associations. Topics include skills needed for planning, organizing, staffing, directing and controlling, communicating, motivating, decision-making, priority setting and time management toward effective objectives and organizational goals. Focused areas include job performance, employee development, management of a diverse work force, employment law, harassment and health issues and disabilities and discrimination in the workplace. Prerequisite/s: None.
  • EDD 8010: Curriculum and Program Development (3 credits)
    This course will provide an understanding of how curriculum is developed and implemented based on the research of learned bodies, issues in our society, and work place needs. The course will review what knowledge is and who decides what knowledge is important within each curricula area. The students will analyze various conceptions of curriculum standards, reform movements in education, principles of curriculum planning, past and present curriculum trends, and the interaction of curriculum with instruction generalized across settings. Foundations of curriculum and the steps for developing curriculum will be emphasized. Prerequisite/s: None

HIGHER EDUCATION LEADERSHIP (21 CREDITS)

  • EDD 8002: Surviving Change: Politics, Power, Money, and the Law (3 credits)
    This course investigates the relationship between leadership roles and decision-making in the current and emerging contexts of politics, position power, legal, and economic factors, and the results of creating change through effective policy development in educational institutions with some emphasis on global factors. The student will learn to apply techniques and theories of policy development and will engage in educational policy analysis. Local, state, and federal political systems are examined to determine the influence these systems have on current and future policies in education. Prerequisites: None
  • EDD 8007: Governance and Management in Higher Education (3 credits)
    Governing institutions of higher education presents a multiplicity of challenges for administrators and educational leaders. Each discipline or guild within an institution of higher education responds to its own professional demands, rules and guidelines and is also protected by those rules and guidelines. Encompassing all guilds into one working unit requires acute problem solving skills in the areas of policy, financial management, and distribution as well as fair evaluation. This course explores governance and management theories, research, and practices for effective leaders and managers. Practical experience is afforded through the development of a management style for a particular institution of higher education. Mission, vision and values for governance as well as planning, quality, assessment & evaluation for institutional effectiveness, innovation, accountability and methods of organizational change are explored. Prerequisite/s: None
  • EDD 8010: Curriculum and Program Development (3 credits)
    This course will provide an understanding of how curriculum is developed and implemented based on the research of learned bodies, issues in our society, and work place needs. The course will review what knowledge is and who decides what knowledge is important within each curricula area. The students will analyze various conceptions of curriculum standards, reform movements in education, principles of curriculum planning, past and present curriculum trends, and the interaction of curriculum with instruction generalized across settings. Foundations of curriculum and the steps for developing curriculum will be emphasized. Prerequisite/s: None
  • EDD 8030: Moving Toward the Future: Successful Strategic Action Plans (3 credits)
    This course studies strategic planning models, forecasting methods, trend analysis, systems thinking, and futuring. Participants will learn how to manage growth, change, and organizational innovation. The use of strategic planning tools such as scenarios, systems thinking, and change strategies will be presented through case studies and projects that utilize the principles of problem-based learning. Students will have the opportunity to design a mock strategic plan and develop scenarios to apply principles learned in this course. Prerequisite/s: None
  • EDD 8031: Financing Institutions of Higher Learning (3 credits)
    Finance in Higher Education Leadership is an introduction to institutional finance for academic administrators, health care professionals, military leaders and college or university faculty members or for those seeking to become involved in higher education. Students participating in the course are introduced to the budget process as an outcome to their institutions? strategic plans. Budget development at their own institution plays a primary role in this course. Learners will analyze various income and expense parameters. Additional topics include allocation for services at cost centers within institutions, facility management, marketing, enrollment management and financial reporting systems. Prerequisite/s: None.
  • EDD 8061: Targeting Our Students: The Dynamics of Student Services (3 credits)
    This course will introduce student affairs components, its theoretical underpinnings, and how it operates within institutions of education. Student affairs can be comprised of the offices of academic advising, admissions, athletics, financial aid, student development, student life and safety, student health, and in certain instances, student centers and bookstore oversight. The course will demonstrate how these offices seek to insure each student's sense of belonging and personal growth. Prerequisite/s: None.
  • EDD 9810: Contemporary Challenges in Higher Education Leadership (3 credits)
    This course examines current issues, challenges, and controversies in higher education leadership. Topics include the changing nature of higher education, evolving organizational structures and models of governance, tenure and faculty roles and responsibilities, institutional entrepreneurship and resource allocation, the challenges of diversity among students and faculty members, and the challenges and opportunities of distance education. Prerequisite/s: None.

INSTRUCTIONAL TECHNOLOGY AND DISTANCE EDUCATION (24 CREDITS)

  • EDD 7005: Instructional Media (3 credits)
    An introduction to the effective use of instructional media. Major topics include planning for instructional media use, visual communication, audio and motion media, computers as tools for learning, and evaluating the effectiveness of instructional media. Prerequisite/s: none.
  • EDD 7007: Principles of Distance Education (3 credits)
    Historical, theoretical, and philosophical foundations of distance education; an overview of distance education technologies; an exploration of the literature of the field, and an examination of effective techniques for teaching and learning within a distance education system. Because students learn about the field of distance education while learning how to be effective distance educators and distance learners, the course is foundational for the ITDE concentration as well as for graduate study at a distance. Prerequisite/s: None
  • EDD 8001: Instructional Design (3 credits)
    This course is a practical experience in the systematic design of instruction. Major topics include the assessment and analysis of needs, performance improvement, the systematic design of instructional materials and events, and the formative and summative evaluation of instructional materials. Students will produce and formatively evaluate an instructional unit. Prerequiste/s: None
  • EDD 8006: System Analysis and Design (3 credits)
    An advanced course providing skills for the analysis and design of educational and instructional systems. Major topics include critical elements in the structure of a distance education delivery system; analysis of educational systems and instructional systems; relationship of subsystems within an educational system; design of an educational system; design of instructional systems; and evaluation and continuous improvement of a system. Prerequisite/s: None
  • EDD 8008: Principles of Instructional Technology (3 credits)
    An exploration of the historical, theoretical, and philosophical foundations of instructional technology and an examination of the literature and status of the field. Prerequisite/s: None
  • EDD 8012: Management and Evaluation of ITDE (3 credits)
    Theories and methods of planning, operating, and evaluating instructional technology and distance education are studied and applied to case studies. This course explores the process for managing ITDE programs in educational and corporate settings, and emphasizes the principles of staff training, proposal development, and legal issues of the ITDE manager. Prerequisite/s: None
  • EDD 8122: Professional Practice in ITDE (3 credits)
    Students in this course will examine the roles and responsibilities of individuals in the fields of instructional technology and distance education from the perspectives of K-12 education, higher education, business and industry, the military, and consulting. Through readings, discussions, activities, and presentations, students will better understand the scope of the fields while positioning themselves for employment and advancement. Pre-Requisites: EDD 7005, EDD 7007, EDD 8001, EDD 8008
  • EDD 8124: Theories of Learning (3 credits)
    This course provides a theoretical foundation for understanding how human learning occurs. Concepts from the major writers in behaviorism, cognitivism, humanism, constructivism, and social and adult learning will be presented. Key elements of student development are also included. Prerequisite/s: None.

ORGANIZATIONAL LEADERSHIP (18 CREDITS)

  • EDD 8125: Leadership Development through Theory and Practice (3 credits)
    This course examines theories that provide the conceptual framework for organizational development from the leader?s perspective. Strategies and qualities necessary for becoming an effective leader will be examined. The process of creating an organizational vision and implementing visionary leadership will be one of the major course topics. Students will reflect on the particular challenges and responsibilities encountered in shaping and creating successful leaders of the 21st century. Application of theory to practice will be stressed. Prerequisite/s: None.
  • EDD 8442: Ethics and Social Responsibility (3 credits)
    Leaders are regularly called upon to make ethical judgments. This course will focus on the role and responsibilities of a leader as an ethical role model, decision-maker, and teacher. Students will review and analyze current ethical issues for professional learning communities. Through the use of case studies and a problem-based approach to learning, students will have an opportunity to analyze and develop their decision-making skills within the context of an ethical and moral framework. Prerequisite/s: None.
  • EDD 8472: Human Resource Development (3 credits)
    This course provides the principles of human resources and administrative supervision techniques for educational institutions, administrative offices, public and private organizations, and associations. Topics include skills needed for planning, organizing, staffing, directing and controlling, communicating, motivating, decision-making, priority setting and time management toward effective objectives and organizational goals. Focused areas include job performance, employee development, management of a diverse work force, employment law, harassment and health issues and disabilities and discrimination in the workplace. Prerequisite/s: None.
  • EDD 8510: Leading a Learning Organization (3 credits)
    This course, which explores the organizational system and subsystems, provides students with the critical thinking skills needed to explain organizational issues. The role of the organizational culture consists of its structures, political processes, both governmental and nongovernmental, systems thinking, continuous learning, empowerment and teamwork, in addition to individual and cooperative efforts to resolve a myriad of problems that are important elements in the current system of worldwide governance. Emphasis is placed on conducting research of a learning organization, building a systems theory, creating an organizational handbook, role playing as a consultant, transformational leadership, vision, and reflection. Prerequisite/s: None
  • EDD 8511: Leading for Change (3 credits)
    This course emphasizes the need for leaders to understand the importance of change and the inevitability of change in organizational environments. Participants will learn that the ability to manage change is critical to the success of any leader and organization. Specific strategies for managing change will include: decision making, organizational design, individual and organizational behavior, group dynamics, interpersonal communication, conflict management, negotiation, empowerment, coaching, use of power and influence, managing diversity, performance appraisal, career development, and work stress. Prerequisite: None
  • EDD 8030: Moving Toward the Future: Successful Strategic Action Plans (3 credits)
    This course studies strategic planning models, forecasting methods, trend analysis, systems thinking, and futuring. Participants will learn how to manage growth, change, and organizational innovation. The use of strategic planning tools such as scenarios, systems thinking, and change strategies will be presented through case studies and projects that utilize the principles of problem-based learning. Students will have the opportunity to design a mock strategic plan and develop scenarios to apply principles learned in this course. Prerequisite/s: None

SPECIAL EDUCATION (21 CREDITS)

  • EDD 7042: Advanced Applications in Technology in CSD (3 credits)
    This course presents advanced applications in the use of computer hardware and software in communication sciences and disorders. Doctoral candidates will receive hands-on experience in the use, and application of software for distance learning technologies and for management of clients and for business issues. Doctoral candidates will explore the impact of emerging technology and instrumentation in their professional arenas. Pre-Requisites: None
  • EDD 8401: Special Education Law and Policy (3 credits)
    Special Education Law and Policy: This course focuses on law and policies that apply to the education of students with disabilities. The legal system, constitutional and statutory provisions of federal and state law, and the judicial decisions relating to the education of students with disabilities are reviewed. Students will examine the foundational concepts of equal protection, procedural and subsstantive due process in general and as they relate to special education specifically. Students will examine IDEA legislation and its six principles, The Rehabilitation Act of 1973 (Section 504) and the Family Education Rights Act (FERPA). In, addition, students will examine similar principles in state legislation, with particular emphasis on school practices in special education Pre-Requisites: None
  • EDD 8402: Families, the Law, and Exceptionalities (3 credits)
    Families, the Law, and Exceptionalities: This course focuses on laws and policies that apply to individuals with disabilities across the lifespan. We will look at the various models tha inform our perceptions of individuals with disabilities and the relevance of said models on policy and service delivery. We will also look at disability policy and the core principles that comprise that policy. We will then explore various disabiblity laws, particularly the ADA (Americans with Disabilities Act), and the case law interpreting such laws, and explore how such laws and cases support or fail to support the core principles of disability policy. We will then develop guideposts for analyzing disability policy. Finally, we will look at Self-determination and Self-advovavy and the impact these movements have had and are continuing to have on disability policy and the delivery of services to the disabled. Pre-Requisites: None
  • EDD 8404: Organization and Administration of Special Education Programs (3 credits)
    The purpose of this course is to contribute to the development of special education leaders who are equipped to think and act more effectively for the benefit of individuals with disabilities, families, and the organizations that serve disability populations. Students will examine the organization, administration, and supervision of special education programs provided by schools, agencies, and other support services, with particular emphasis on the role of the special education leader within such organizations. Students will research the development, implementation, and evaluation of effective program designs, and the analysis of leadership practices and personnel performance as factors in program efficacy. The impact of federal legislation, as well as state and local regulatory policies and procedures, on the development and implementation of effective programs will be addressed. Prerequisite/s: None
  • EDD 8405: Collaboration and Consultation (3 credits)
    This course is designed to equip students with the knowledge and skills required to conduct effective collaboration and consultation activities among professionals from school agencies, parents and families, and individuals with disabilities. General theories and methods and techniques for collaborative problem solving, program planning, and shared decision-making will be examined through materials and related experiential activities. Additionally, this course is designed to teach students the theory and practice of collaborative consultation, increase pedagogical knowledge, and to prepare students to become reflective decision makers with the skills to facilitate and employ collaborative consultation in work and life settings. The instructor acts primarily as a facilitator providing discussion and related materials on the topic of collaborative consultation; otherwise, the course is student driven. The course is designed so that every aspect is collaborative, including selecting the activities in which to engage collaboratively with peers. Pre-Requisites: None
  • EDD 8407: Assessment & Evaluation of Special Needs: Cognitive Domains (3 credits)
    Assessment and Evaluation of Special Needs: Cognitive Domains: This course will emphasize azquisition of the skills and knowledfe needed to analyze and interpret measures of cognitive development and the abilities professionals need to make informed decisions regarding special education services and placements for individuals with disabilities. The selection, administration, and uses of cognitive assessment instruments will be discussed, with an emphasis on the use of both quantitative and qualitative data for the purposes of making referral, placement, and programmatic decisions regarding service delivery for individuals with disabilities. Practice in the administration, scoring, and interpretation of various clinical and educational instruments will be provided. Pre-Requisites: None
  • EDD 8408: Assessment and Evaluation of Special Needs: Behavioral and Clinical Domains (3 credits)
    Assessment and Evaluation of Special Needs: Behavioral and Clinical Domains: This course will emphasize acquisition of the skills and knowledge needed to analyze and interpret measures of behavioral/emotional development, and the abilities professionals need to make informed decisions regarding special education services and placements for individuals with disabilities. The selection, administration, and uses of behavioral and clinical assessment instruments will be discussed, with an emphasis on the use of both quantitative and qualitative data for the purposes of making referral, placements, and programmatic decisions regarding service delivery for individuals with disabilities. Practice in the administration, scoring, and interpretation of various clinical and behavioral intruments will be provided. Pre-Requisites: None

CONTACT US

San Juan Regional Campus
Dr. Suleira Quiñones
Professional Offices Park IV
997 San Roberto St.
San Juan, PR 00926
Email: suleira@nova.edu
Phone: 787-909-0099
Campus Contacto: 787-773-6505