Course Information

​Course Number ​Title ​GE
EDUC046 Teachers of Tomorrow
This activity allows education students to expand and apply topics discussed in the regular university classroom. This student organization provides professional development opportunities and social support for future teachers.
EDUC088 The Oiler Experience/Educ Majors
This course is an introduction to the College of Education and campus life for all first-time, full-time education majors. Topics will include navigating the College of Education, the University, and current issues in education. This course will not count toward the total hour requirement. This course will be graded S/U.
EDUC151 Ethnicity Y
This course will prepare students to recognize and accept differences in areas such as culture, gender, intelligence, age, socioeconomic status, physical ability, etc. Students will be introduced to community and other resources as opportunities for cultural enrichment and interpersonal awareness.
EDUC161 Teaching as a Profession
This course introduces students to the teacher education faculty at The University of Findlay and available campus resources. In addition, students will focus on a variety of topics related to the teaching profession, including teacher licensure, school structure, finance, professional ethics, standards, and relevant health and safety issues. Observation in the schools and reflection are required.
EDUC200 Orientation Seminar for Preservice Teachers
Prerequisite: candidate must have transferred in EDUC 161 or 265 This seminar is designed for candidates at the undergraduate and post-baccalaureate levels who have transferred into the program and who need to fulfill the requirements of Level I Assessments, namely the Special Education Portfolio and the Education Portfolio. The Special Education Portfolio will contain artifacts in all of the following areas: history of special education, special education law and court cases, teams and strategies, IDEA disability categories, classroom observations, and a teacher interview. The Education Portfolio is designed to reflect the College of Education goals and objectives. Candidates will learn how to gather the information for each of the sections and compile the Education Portfolio electronically.
EDUC202 Pre-Professional Block (Soph)
Prerequisites: ENGL 106 or 107, COMM 110, EDUC 161, SPED 134, CSCI 148, 149, 150, or 190 Internship assignments are six-week internships, every day for the morning class sessions, in an inclusive, or departmental class/discipline setting, under the supervision of a cooperating teacher and a University supervisor. Internship assignments will be in the licensure ages/grades. This course will be graded S/U.
EDUC219 Phonics/Foundation of Literacy
This course introduces students to the reading process, including the nature and acquisition of language, current and historical perspectives about reading instruction, the interrelationship among the language arts, and the relation of prior knowledge, meaning, and context to the reading process. Included are the importance of reading aloud; the relationship of the phonemic, morphemic, semantic, and syntactic systems of language to the reading process; techniques to create literate environments and support emergent literacy; phonetic principles; oral and written grammar; and dialects and language patterns. This course is not required for AYA and multi-age candidates, unless they are earning a reading endorsement.
EDUC260 Technology Integration: Instructional Strategies
This is a required course for all pre-service teachers. It encompasses effectively identifying, locating, evaluating, designing, preparing, and efficiently using educational technology as an instructional resource in the classroom as related to principles of learning and teaching. Candidates will develop increased classroom communication abilities through lectures, discussions, modeling, laboratory experiences, and completion of a comprehensive project.
EDUC265 Growth & Dvlpmt:Theory into Prac
Prerequisite(s): ENGL 106 or 107, COMM 110 or 211`, EDUC 161, SPED 134 and CSCI 148, 149, 150, or 190 or permission of the instructor This course will explore and analyze major concepts, principles, theories, and research associated with development of children from birth to young adults, including cognitive, biological, social, and affective domains. In this course students will identify, collect, and report on how theories/theorists are reflected in instruction, management, and assessment when working with children and youth. Students will identify field placements in which they will complete observations and analysis of instruction, management, and assessment strategies. A major emphasis in this course will be research: definitions, components, types, evaluation criteria, etc. Students will complete all applied assignments within the appropriate age groups to be observed and studied according to their disciplines and career goals. All assignments for this class will be completed in APA style. This course should be taken with the Pre-Professional Block (sophomore) with EDUC 202 and SPED 261.
EDUC302 Junior/Methods Field Exp
Prerequisites: EDUC 202, SPED 261, and EDUC 265 This course will be taken with junior-level internships, every day, all day in an inclusive or departmental class/ discipline setting, under the supervision of a cooperating teacher and a university supervisor. Internship assignments will be in the licensure ages/grades. Early childhood methods internships will run for eight weeks all day, every day in a public pre-school setting (ages 3-8). This course will be graded S/U.
EDUC303 Assessment/Evaluation for Middle Childhood, Adol./Young Adult, & Multi-Age
Prerequisites: EDUC 202, SPED 261, and EDUC 265. This course includes the study and design of questioning, test writing, alternative assessment, portfolios, performance assessments, grading systems, interpretation of test results, intervention planning based on test results, and formats for evaluation. Also included are methods of reporting assessment results to students, parents, families, and local communities. This course is part of the methods field experience (junior level) and is scheduled with 356 and appropriate methods classes for the various licenses.
EDUC311 Children's and Early Adolescent Literature
Prerequisites: EDUC 202, 265, SPED 261. This course is a survey of literature for children and early adolescent students. Included are criteria for selection and evaluation of literature, different types of literature (genre), principles of storytelling, and principles involved in teaching and integrating literature across the curriculum at these particular age levels.
EDUC325 Emergent Literacy: Learning To Read
Prerequisites: EDUC 219 This course is designed to pull together knowledge of developmentally appropriate practice into cohesive literacy programs designed for young children (age three to grade 3). Topics include introducing literacy to play environments, creating literate primary environments, building thematic units, reading and writing across the curriculum, expository text structures (techniques for nonfiction), accommodating for individual differences, and integrating children's literature across the early childhood and primary curriculum. Questioning strategies and study skills appropriate to the age range will also be covered.
EDUC326 Literacy with Special Needs Population
Prerequisites: EDUC 219, 325 This course is designed to coordinate aspects of developmentally appropriate practice-integrated thematic teaching, children's literature across the curriculum, expository text structures, content area reading and writing techniques, questioning strategies, study and test-taking skills that apply to special education. In addition, interventions successful with students with mild to moderate disabilities will be explored, including reading style techniques and selecting developmentally appropriate reading materials for inclusion settings. Assessments specific to special education will be a focus.
EDUC333 The School Volunteer Program
Prerequisite: permission of the director of teacher education policy and field experience This program is designed to provide volunteer opportunities for pre-service teachers to gain additional experience with the teaching/learning process in various school settings. Candidates enrolling in this course will volunteer a specified number of in-classroom clock hours based on the recommendations of the director of teacher education policy and field experience and the candidate's program director.
EDUC354 Mgmt for Middle Chldhd, Adlsct/ Yng Adult and Multi-Age
Prerequisites: EDUC 202, 265, SPED 261. This course includes the study of philosophy and structure of classroom environment and the development of rules and procedures for young adolescent and adolescent/young adult settings. Discussion of interdisciplinary teams, teacher-based guidance, flexible grouping, family and community resources, and scheduling, inquiry, and collaboration among colleagues will be included. This course is part of the methods field experience (junior level) and should be scheduled with EDUC 302, 303, 415, and appropriate methods classes for various licenses.
EDUC356 Integrated Organization/ Management for Middle Childhood
Prerequisite: EDUC 151, 161, 260, 299; SPED 134, 261; PSYC 210 or EDUC 227. This course includes the study of philosophy and structure of upper elementary, middle school, junior high, and high school. Classroom environment, development of rules and procedures, and management models will be examined focusing on middle school. Discussion of interdisciplinary teams, teacher-based guidance, flexible grouping, family and community resources, and scheduling, inquiry, and collaboration among colleagues will be included. Materials from NMSA will be used as texts. A minimum of four team facilitated thematic experiences will be scheduled in conjunction with the methods classes. This course is part of the methods field experience (junior level) and should be scheduled with EDUC 303, 415.01, and appropriate methods classes for various licenses.
EDUC357 Integrated Math Meth/Curr for Middle Chldhd & Adlscent Yng Adl
Prerequisites: EDUC 202, 265, SPED 261. This course includes a concentration on ideas, procedures, and materials for the teaching of mathematics in both young adolescent (MC) and adolescent young adult (AYA) settings. Basic concepts are reviewed with emphasis on a variety of effective teaching methods based on the Ohio K-12 Academic Content Standards for Mathematics. All assignments will be completed in the grade bands of the candidate's license. This course is part of the methods field experience (junior level) and should be scheduled with EDUC 302, 303, 354, 415, and appropriate methods classes for various licenses.
EDUC358 Integrated Language Arts Methods Curr for Middle Chlhd and Adlscent Yng Adult
Prerequisites: EDUC 202, 265, SPED 261. This course includes an overview of both young adolescent (MC) and adolescent/young adult (AYA) language arts curriculum, based on the Ohio K-12 Academic Content Standards for Language Arts. Included will be an investigation of methods in listening/visual literacy, oral communication, creative dramatics, literature, and writing, as well as language acquisition and development, grammar, dialects and usage. Diversity and technological issues will be addressed in all areas. All assignments will be completed in the grade bands of the candidate's license. This course is part of the methods field experience (junior level) and should be scheduled with EDUC 302, 303, 354, 415, and appropriate methods classes for various licenses.
EDUC359 Integrated Science Meth/Curr for Middle Chlhd & Adlscent Yng Adlt
Prerequisites: EDUC 202, 265, SPED 261. Current practices and innovations focusing on the Ohio K-12 Academic Content Standards for Science in young adolescent (MC) and adolescent/young adult (AYA) science curriculum will be examined. This is a hands-on laboratory course with students participating in science activities for adolescent/young adult. The practical application of science is stressed. Both specific and general legal obligations of science teaching will be addressed. All assignments will be completed in the grade bands of the candidate's license. This course is part of the methods field experience (junior level) and should be scheduled with EDUC 302, 303, 354, 415, and appropriate methods classes for various licenses.
EDUC360 Integrated Social Stud. Methods/ Curr for Middle Chlhd and Adlscent Yng Adult
Prerequisites: EDUC 202, 265, SPED 261. This course overviews young adolescent (MC) and adolescent/young adult (AYA) social studies and focuses on 10 strands of the National Council for the Social Studies and the Ohio K-12 Academic Content Standards for Social Studies. It includes a survey of current practices, trends, methods, and strategies which emphasize hands-on experiences, relevant materials, age-appropriate activities, cross-disciplinary planning, and teaming. All assignments will be completed in the grade bands of the candidate's license. This course is part of the methods field experience (junior level) and should be scheduled with EDUC 302, 303, 354, 415, and appropriate methods classes for various licenses.
EDUC365 Drama/Theatre Methods/Mgmt for Multi-Age
Prerequisites: EDUC 202, 265, SPED 261. Drama/theatre methods/management for multi-age licensure includes an overview of the multi-age drama/theatre methods and management techniques, based on the Ohio K-12 Academic Content Standards for the Arts. Also included will be the investigation of methods, strategies, and activities that are age-appropriate and involve all ages of students in various drama and theatre instruction and activities. This course is part of the methods field experience (junior level) and should be scheduled with EDUC 302, 303, 354, and 415.
EDUC366 Foreign Language Methods/Mgmt for Multi-Age
Prerequisites: EDUC 202, 265, SPED 261. Foreign language methods/management for multi-age licensure includes an overview of the multi-age foreign language curriculum, based on learned society guidelines and Ohio K-12 Academic Content Standards for Foreign Language. Also included will be investigation of methods, management strategies, and activities that are age-appropriate and involve all ages of students in various foreign language instruction and activities. This course is part of the methods field experience (junior level) and should be scheduled with EDUC 302, 303, 354, and 415.
EDUC367 Health Methods/Mgt for Multi_Age
Prerequisites: EDUC 202, 265, SPED 261. Health methods/management for multi-age licensure includes an overview of the multi-age health curricula, based on learned society guidelines and the Ohio Academic Content Standards. Also included will be investigation of methods, management strategies, and activities that are age-appropriate and involve all students in various health instruction and activities. This course is part of the methods field experience (junior level) and should be scheduled with EDUC 302, 303, 354, and 415.
EDUC368 Physical Education Methods/Mgmt for Multi-Age
Prerequisites: EDUC 202, 265, SPED 261. Physical education methods/management for multi-age licensure includes an overview of the multi-age physical education curricula, based on learned society guidelines and the Ohio Academic Content Standards. Also included will be an investigation of methods, management strategies, and activities that are age-appropriate and involve all students in various physical education activities. This course is part of the methods field experience (junior level) and should be scheduled with EDUC 302, 303, 354, and 415.
EDUC369 Visual Art Methods/Mgmt for Multi-Age
Prerequisites: EDUC 202, 265, SPED 261. Visual arts methods/management for multi-age licensure includes an overview of the multi-age visual art curriculum, based on the Ohio K-12 Academic Content Standards for the Arts. Also included will be investigation of methods, management strategies, and activities that are age-appropriate and involve all ages of students in multi-levels of visual arts instruction and activities. This course is part of the junior practicum and should be scheduled with EDUC 302, 303, 354, and 415.
EDUC371 Language Arts & Social Studies Strategies for Early Childhood
Prerequisites: EDUC 202, 265, SPED 261. The Ohio K-12 Academic Content Standards for language arts and social studies will be the focus of planning developmentally appropriate instruction and integrated activities designed to promote concept development in young children through the use of the language arts of reading, writing, speaking, and listening/visual literacy. This course is part of the methods of experience (junior level) and should be scheduled with EDUC 302, 372, 373, 415, and SPED 338.
EDUC372 Science & Math: Building Blocks for Early Childhood
Prerequisites: EDUC 202, 265, SPED 261. An integrated approach to giving young children the opportunity to develop the skills and problem solving approaches needed for success in math and science. A hands-on, inquiry-based approach is presented and activities that emphasize manipulatives will be explored in conjunction with Ohio K-12 Academic Content Standards for math and science. This course is part of the methods field experience (junior level) and should be scheduled with EDUC 302, 371, 373, 415, and SPED 338.
EDUC373 Integrating Literature and the Arts for Early Childhood
Prerequisites: EDUC 202, 265, SPED 261. This course will explore the role of children's literature in stimulating language and concept development. The importance of integrating the visual and performing arts, as well as literature, into the curriculum will be modeled and applied. Included are music and rhythm, art, and creative dramatics linked to the Ohio K-12 Academic Content Standards for the Arts. This course is part of the field experience (junior level) and should be scheduled with EDUC 302, 371, 372, 415, and SPED 338.
EDUC415 Content Reading: Reading To Learn
Prerequisites for EC, MC, and IS majors: EDUC 202, 219, 265, 325, and SPED 261. Prerequisites for AYA and MA majors: EDUC 202, 265, and SPED 261. This course will focus on the basics of content area reading, such as test-taking strategies, questioning skills, study skills, textbook reading strategies, expository text structures, and content vocabulary development. In addition, setting purposes for reading and writing, accommodating for individual differences in content area reading and writing, integrating children's and adolescent literature across the curriculum, using library and technology resources for researching, writing research reports, and writing across the curriculum will be covered. This course is part of the methods field experience (junior level).
EDUC418 Capstone Seminar for Middle Childhood, Adoles./Young Adult, and Multi-Age
Prerequisites: satisfactory completion of all required lower-level professional education courses. This course is designed to allow prospective educators to examine education policy issues at the state and national levels from a historical and current perspective. Included are legal rights and responsibilities, licensure standards, professional development, mentorship, performance standards, and assessment, attitudes and values of successful teachers, and foundations of American education. The student teaching portfolio is connected with this course. This course should be taken with EDUC 463.
EDUC423 Assessment/Diagnosis of Reading Difficulties
Prerequisites: EDUC 219, 325, and 415. This final course in the reading core focuses on reading diagnosis and correction techniques. Students will conduct case studies and spend 40 hours within clinical remedial reading settings. Topics include interpreting standardized and informal test results, identifying authentic assessments that provide multiple indicators of student progress, developing appropriate interventions, analyzing assessment tools, and working with classroom teachers to develop effective classroom and home interventions.
EDUC425 Research in Reading
Prerequisites: EDUC 219, 325, 326, 415, 423. This course will explore the research in reading both historically and currently. Students will identify current issues in the teaching of reading in their licensure area and compile a literature review of research pertinent to their topic. A seminar format will allow in-depth discussion of the various topics. Candidates will also prepare in-service materials on a topic choice.
EDUC463 Senior Internship/Student Teaching
Prerequisite: satisfactory completion of all required lower-level professional education courses. This class is a 16-week internship in the grade levels and grade bands of the candidate's projected license. A cooperating teacher and a University supervisor will supervise the COE candidates. EC majors should schedule this course with EDUC 473 and 478. MC, AYA, and MA candidates should schedule this class with EDUC 418. IS candidates should schedule this course with SPED 485.
EDUC473 Prog Eval & Public Policy in Early Childhood
Course is designed to allow prospective early childhood educators to become current and articulate regarding early childhood public policy issues at the state and national levels. Students will investigate state and local resources available to support early childhood education, legislative mandates, and will develop skills necessary to contribute to program development and evaluation. This course should be taken with EDUC 463 and 478.
EDUC478 Career Professionalism for EC
Career professionalism will provide the springboard from the college setting to a professional workplace; a transition from student to employee. As reflective practitioners, students will be expected to create LPDC-like professional development plans which they will act on during the semester. In this senior-level class, students will present their completed professional development portfolio, and will begin development of an employment portfolio to be used in job interviews at The University of Findlay Job Fair. Mock interviews with parents of varying dispositions will provide topics for discussion with guest principals and superintendents. Students will participate in and understand the process of PRAXIS III clinical- practice assessment during student teaching, but linked to this course. This demonstration of their understanding of the learner-centered teaching learning cycle, and exploration of district-level mentoring programs, will prepare them for the Induction Year experience. This course should be taken with EDUC 463 and 473.
EDUC491 Mazza Institute
This course will develop skills for teachers to become a resource person for children's literature. With the current emphasis on the teaching of reading through a literature based, whole-language approach, the teacher leader must be well versed in the area of children's literature. As a resource person to his/her peers, he/she will be expected to recommend books at various ability levels and with a wide range of interest areas. With a good background of the art and writing of picture books the teacher will be in a position to take a leadership role in organizing school-wide author/artist studies along with young authors' conferences. This course may be repeated up to three credit hours.
EDUC495 Seminar/Independent Study
Guided research or study in a particular area selected by the student and the major professor.
EDUC500 Being an Educational Leader
This course provides an orientation to the graduate program. Characteristics of the educational leader, the importance of self-reflection and one's role as an educational leader in the profession will be examined. Such topics as understanding self and relating to others, interpersonal styles, work team effectiveness and resolving interpersonal conflict and problem solving will be covered throughout the course.
EDUC502 Collaboration: Education and Community
Understanding ourselves is the first step to working effectively with children and their parents. Next, a historical perspective on the trends and issues that have influenced education leads to today's issues of communication, collaboration and consultation in the education community. Resources available in the community for both teachers and parents of children with special needs are also explored.
EDUC505 Research-Educational Leader
PREREQUISITE: 12 hours of graduate work at The University of Findlay
Research appropriate to the teaching profession will be reviewed and critiqued. Topics appropriate for research will be explored. Methodologies for conducting quantitative and qualitative research will be introduced, studied and applied.
EDUC514 Children's Literature Across the Curriculum
This course presents ways in which selections of the best in children's literature can be integrated with such curricular areas as art, language arts, mathematics, music, reading, social studies and science to enable educational leaders to provide their students with enjoyable experiences that promote an increased understanding not only of academic subjects, but also of the world around them. Discussion questions and activities are developed by the students in this course.
EDUC515 The Art of Picture Books
An in-depth study of children's picture books emphasizing the books' formats, the styles of the artists and the various art media used is provided as resource material for the educational leader. Students will be directly involved in the Mazza Museum, acquiring firsthand experience with the original art from picture books.
EDUC541 Educational Leader/Change Agent
PREREQUISITE: EDUC 500
Organizational change has become a way of life for all education professionals. New technology, organizational restructuring, budget cuts, state and federal educational standards and legal mandates all contribute to the changing scene. Educational leaders are challenged to maintain performance in a positive manner under radically changing conditions. This course will look at how the educational leader can effectively manage his/her responsibilities while providing leadership for peers during system change involving risk.
EDUC552 Culminating Project in Education
PREREQUISITE: EDUC 505
The course content will address elements of program evaluation, as well as provide a structure for implementation of the project proposed in EDUC 505. The two types of disciplined inquiry, research and program evaluation will be defined and explored. Models of program evaluation will be introduced, studied and applied.
EDUC650 Increasing Effectiveness thru Principle-Centered Leadership
The purpose of this course is to empower people and organizations to significantly increase their performance capability as they work to achieve worthwhile purposes through understanding and living principle-centered leadership. This course will be taught utilizing The 7 Habits of Highly Effective People program, which will provide a holistic, integrated approach to personal and interpersonal effectiveness.
EDUC700 Writing as a Doctoral Scholar
COREQUISITE: EDUC 701
This course will focus on writing with the proficiency required of doctoral candidates. The course will review writing skills, grammar, style, sentence structure, paragraph development, referencing in APA format and writing requirements for research papers reflecting scholarly voice. Candidates will analyze the writing style utilized in peer-reviewed journal articles.
EDUC701 Orientation to Doctoral Study
COREQUISITE: EDUC 700
This course will introduce candidates to the expectations of the doctoral program within the College of Education at The University of Findlay. Candidates will explore the connections between issues they face in their professional settings and what research evidence suggests as solutions. Candidates will explore the kinds of evidence that practitioners draw upon as they inform their practice. This exploration allows candidates to begin thinking about topics for their dissertation research. This course includes identifying appropriate research topics, using library services effectively, and organizing information.
EDUC703 Policy Analysis: Political and Legal Principles
This course focuses on the political and legal principles of policymaking. Areas of emphasis are the context of educational policies, the political theories upon which educational policy is based, and the interrelation of law, policy, and practice. Candidates will apply critical thinking to major legal and policy issues through case studies. They will also explore reasons to change educational policy and techniques for influencing it.
EDUC705 Strategic Planning & Continuous Improvement
This course focuses on strategic planning and continuous improvement as ongoing processes that evaluate and guide organizations. Candidates will assess the organization's current and future needs and set goals and strategies to meet all existing and potential needs. Candidates will recognize the importance of strategic planning and the need to review the goals of the strategic plan. Candidates will be responsible for exploring research-based best practices that support continuous improvement.
EDUC707 Global Dimensions & Perspectives on Diversity
This course will focus on local and global dimensions of diversity and their impact on leadership and organizational success. The diverse world in which we live is a composite of many cultures, values, and ways of interacting with one another. The dimensions of diversity include such things as gender, religious beliefs, race, marital status, ethnicity, parental status, age, education, physical and mental ability, income, sexual orientation, occupation, language, and geographic location. Candidates will explore local contexts of diversity to determine the issues that could impact their organization and will determine ways to address the issues proactively. In addition, candidates will explore globalization and how international comparisons are impacting America today.
EDUC709 Performance Mgmt Practices for Effective Leadership
This course focuses on leadership theories, models, and strategies that have laid the foundation for the evolution of many leadership practices that exist today. Areas of emphasis will include such things as talent management, organizational culture, team member selection, and the art of persuasion. Candidates will explore each of these leadership theories and strategies and identify appropriate practices to address an identified leadership problem or issue.
EDUC711 Influential Thinkers: Selected Readings & Critical Analysis
This course, taught in seminar format, focuses upon critical analysis of influential thinkers and their impact on past and current professional practices. Candidates will construct a timeline of how these influential thinkers' ideas developed. They will read and discuss primary resource material from the pivotal thinkers, allowing them to expand their depth of understanding not only of the ideas each put forward, but also how their ideas influence public policy today.
EDUC713 Innovation & Info Literacy
This course will focus on information literacy in today's society, including developing conceptualization and communication skills, creative problem-finding and problem-solving skills, decision-making abilities, knowledge of modes of delivery, and the ability to communicate appropriate innovative solutions to complex problems. Candidates will build their proficiency in finding and implementing appropriate technologies to enhance communication.
EDUC715 Inviting Environments to Facilitate the Affective Domain
This course will focus on a framework for systematic examination of communication in schools and other organizations that results in learning and human development. Candidates will examine practical strategies for creating effective, nurturing environments in schools and other organizations wherein each person can achieve his/her fullest potential. Current research and movements relating to the affective domain will also be explored.
EDUC750 Research I: Literature Review
COREQUISITE: EDUC 751
This course, the first in a four course research series, will focus on the use of the scientific approach in educational research, to ensure informed decision-making that is grounded in empirical research. Candidates will narrow the field of topics for their dissertation based on a problem in their workplace or field of interest. Utilizing APA style, candidates will develop a comprehensive review of the research literature relative to multiple aspects of their dissertation topic. The concept of institutional research review boards (IRB) will be introduced. Within this course, candidates will successfully complete a training and assessment program in preparation for their upcoming IRB proposal related to their dissertation.
EDUC751 Research I Dissertation
COREQUISITE: EDUC 750
This course is the first of three courses to focus on the candidate's production of a doctoral dissertation. During this course, the candidate will secure a dissertation committee chair and two additional committee members. This course will allow the candidate time for regularly scheduled meetings with his/her dissertation chair. During this course the focus of the candidate/chair meetings will be on the dissertation topic and the related review of research literature.
EDUC760 Research II: Education Resrch and Measurement
This course will focus on concepts and methods of descriptive and inferential statistics used in educational research. Candidates will develop the statistical background required for doctoral-level research. Candidates will develop an in-depth knowledge of measurement procedures appropriate to education and human services. This is the second course in the research series.
EDUC770 Research III: Resrch Design and Proposal Development
COREQUISITE: EDUC 771
This course focuses on the concepts of single and multiple group research design, as well as mixed-methods approaches, incorporating both quantitative and qualitative methods. Candidates will solidify their research questions and determine the appropriate methodology for their dissertation research. At the conclusion of the course, the candidates will submit their IRB proposals to the University of Findlay's research review committee. This is the third course in the research series.
EDUC771 Research III Dissertation
COREQUISITE: EDUC 770
This course is the second of three courses to focus on the candidate's production of a doctoral dissertation. This course will allow the candidate time for regularly scheduled meetings with his/her dissertation chair. During this course the focus of the candidate/chair meetings will be on the development of the dissertation proposal and the related research design. At the conclusion of the course, the candidates will submit their completed dissertation proposal to their dissertation committees for approval.
EDUC780 Research IV: Statistical Analysis Coaching
COREQUISITE: EDUC 781
This course will focus on supporting candidates as they work on the data analysis phase of their dissertations. Prior to enrollment, candidates should have completed their data collection. In this course, they will analyze and interpret their data, determine effective displays of data, and write the discussion and conclusions chapters of their dissertations. At the conclusion of the course, the candidates' dissertations should be ready to submit to their dissertation committees for final approval. This is the fourth course in the research series.
EDUC781 Research IV Dissertation
COREQUISITE: EDUC 780
This course is the last of three courses designed to focus on the candidate's production of a doctoral dissertation. This course will allow the candidate time for regularly scheduled meetings with his/her dissertation chair. During this course the focus of the candidate/chair meetings will be analyzing and interpreting the data and drawing conclusions for their dissertations. At the conclusion of the course, the candidates will submit their dissertations to their dissertation committees for final approval at an oral defense.
EDUC790 Dissemination of Research
This course will focus on assisting candidates to communicate their research findings upon approval of their dissertations. Candidates will explore appropriate platforms to disseminate the findings of their dissertations and determine how to adjust the format to the type of presentation, whether written or oral. Upon completion of the course, candidates will submit an article for publication and present their research at a public forum. (Key Assessment 7- Submission of dissertation research for publication in peer-reviewed journals)