Distance Learning Courses
EDU 7000 Learning & Cognition
Educational practice is based on theories and philosophies of learning and cognition. These accepted theories have evolved, from idealism to realism, pragmatism to constructivism, and are incorporating new research in brain-based learning. This course will focus on theories and philosophies of learning and cognition along with ways in which these theories are studied and applied in educational practice.
EDU 7100 History of Education & Social Change
This course examines the history and philosophy of education, as well as a systematic analysis of the effect of social change on education and vice versa. Adult learning and higher education settings are a focus in this course.
EDU 7120 Transformative Issues & Trends in Education
This course examines current issues in education, and explores how changing social trends affect educational systems and practices bound by decades of tradition. Topics include applicable federal and state policies and regulations, national education standards, access to education, and others.
EDU 7200 Strategies for Teaching & Learning
In this course students will examine strategies and approaches used in teaching and student learning. They will investigate and research current issues, with an emphasis on theories, learning, learning communities, and educational systems.
EDU 7220 Educational Leadership: Challenges & Opportunities
This course explores current trends in higher education with an emphasis on challenges and opportunities that administrative leadership will face in the next ten years due to changing demographics, technology, structures, and resources. The 21st century education administrator faces a number of challenges including student preparedness, campus safety, reduced institutional aid, programmatic costs, environmental concerns, and a myriad of other factors that make appropriate problem assessment and decision-making a priority. This course will focus on diagnosing the root causes of common institutional problems and apply appropriate solution-based critical thinking skills.
EDU 7240 Diversity in Education
Students will identify and analyze the socio-cultural, institutional, historical, legal and political resources, policies, and needs associated with serving diverse populations in an educational setting. They will be prepared to advocate for underserved communities and for constituents with diverse needs and learning processes. Students will grapple with complex situations and propose strategies for resolution.
RES 7400 Research Design & Methods – Quantitative
This course involves the advanced study of research design, and the quantitative methods that can be used in addressing research questions. Students will gain experience developing their own research ideas and learning how to select and apply appropriate research designs to test those ideas. Through the process of critiquing research articles, students will also learn how to evaluate which research designs would be appropriate to test various areas of inquire, as well as how to communicate the methods and results of particular quantitative studies. Students will be required to complete a training on ethics in research, as well as complete a quantitative research proposal in an area of interest, which may include dissertation related research.
RES 7410 Research Design & Methods – Qualitative
This course involves the advanced study of research design, in general, and the qualitative inquiry, in particular, that can be used in addressing research questions. The epistemological assumptions underlying the qualitative methodology will be explored as students become familiar with the philosophical issues underlying how we know what we know. The ability to choose a researchable topic and create associated research questions will be emphasized. Students will become familiar with a variety of approaches including ethnography, grounded theory, phenomenology, narrative, participatory action research, and case study. A variety of common data collection methods will be studied, such as observation, interviews, surveys, and historical document collection. Validation and reliability standards, as well as evaluation criteria for qualitative approaches will be addressed. Students will be required to complete training on ethics in research, as well as complete a qualitative research proposal in an area of interest, which may include dissertation related research.
Student selects one 3-credit course from the research courses listed at the bottom of this page.
EDU 8310 Research into the Effective Use of Technology in Education
Two decades of experimenting in the use of technology in teaching, training, and learning have resulted in both unexpected successes and misspent millions. This course explores the use of technology to support student achievement. Students will critically review the history not only of the success and failure of technology integration, but also will critically evaluate the research that has been conducted on technology integration in education. Students will prepare an analysis of the research as part of a proposal to their educational institutions regarding the most effective use of technology to support student achievement.
EDU 8320 Change in People, Society, Bureaucracies, & Institutions
This course explores the contradictory roles of educators and educational institutions in both preserving the past and preparing students for the future. The impacts of recent innovations and advancements in technologies have not been fully realized and will be the foundation of exploration in this course. The role of change agents, early adopters, and the diffusion process on the acceptance of innovation will be investigated.
EDU 8330 Bridging the Digital Divide
Differences in access to technology are emerging among countries, institutions and individuals, and having distinctive effects on communication and opportunities. This course addresses these effects and efforts to diminish and resolve the Digital Divide, from Voice for America to One Laptop per Child to the ubiquity of the smartphone.
EDU 8340 Laws, Legislation, & Policy in the Use of Technology
This course explores the legal and ethical issues and challenges that facilitate or constrain the use of technology in higher education. Legal principles covered include academic freedom, fair use and copyright, the Digital Millennium Copyright Act, the TEACH Act, FERPA and ADA compliance, and CFAA. The course is structured to assist educational leaders with the legal and ethical frameworks necessary to lead in evolving technology-rich environments.
EDU 8350 Technology Infrastructure Plans
Technology infrastructure plans detail hardware, software, and training needs for an organization, and should include both maintenance and new investments. Students will critique five-year plans for technology use for their accuracy and creativity in aligning with an organization's vision and mission as well as managing resources. Students will outline a technology infrastructure plan for their own organization.
EDU 8360 Distance Learning Concepts & Configurations
This course examines the current issues in distance learning through an exploration of the multiple venues and modalities that currently identify the term "distance learning." Students are expected to analyze the various methodologies associated with distance learning by providing realistic solutions to selected institutional problems.
EDU 8370 Involvement & Advocacy in Distance Learning
Distance learning leaders have a responsibility for involvement in policy decisions and student advocacy at the national and international level. This course explores ways distance learning leaders can share their experiences and voice their opinions as advocates for the advancement of human knowledge and opportunity. Students will develop a plan of advocacy to advance a topic of interest on both the national and international stage that will achieve this result.
EDU 8770 Doctoral Capstone Seminar^ (4 credits)
This seminar provides students the opportunity to apply what they learned in their doctoral coursework related to their fields of specialization for the doctorate. Students will review, analyze, and evaluate material related to important topics in education and will demonstrate the ability to apply the content by preparing a final integrative project. Students will contemplate complex questions posed by their instructor, reply to those questions, and respond to other students’ analyses and evaluations. Additionally, segments of the final integrative project will be submitted for review and feedback at intervals throughout the course. The final project will comprehensively demonstrate the student’s critical thinking on the core issues in the doctoral program in education.
RES 8910 Dissertation Planning I (1 credit)
In this course students begin drafting their dissertation under instructor supervision. Students working individually on their dissertation drafts focus on the description of their topic, refinement of their research questions, and outlining their review of the literature with feedback and recommendations for revisions from their instructor. Final approval of these drafts of portions of the dissertation rests with the student's individual dissertation committees, as described in the current University of the Rockies Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during, or after their enrollment and completion of Dissertation Planning I and II.
RES 8912 Dissertation Planning II (1 credit)
In this course students continue drafting their dissertation from Dissertation Planning I under instructor supervision. Students working individually on their dissertation drafts focus on further refinement of the description of their topic, the final draft wording of their research questions, and beginning to write their review of the literature and research methodology with feedback and recommendations for revisions from their instructor. Students will exchange research concepts and proposed approaches about their research methodology with other students proposing similar methods (qualitative, quantitative, mixed, action). Final approval of these drafts of portions of the dissertation rests with the student's individual dissertation committees, as described in the current University of the Rockies Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during or after their enrollment and completion of Dissertation Planning I and II.
RES 8990 Dissertation (1 credit per term, 5 terms)
Students writing a dissertation must complete a total of 5 credits by registering for five consecutive terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices and procedures in the Dissertation Handbook.
Total Credits 59
^ This course may not be transferred in.
* Choose from the following Research Courses (3 credits each):
RES 7415 Advanced Statistics
This course emphasizes inferential statistical concepts related to methods most appropriate to data and theories. The focus is on a quantitative approach to the concepts and methods of statistical inference. Topics include hypothesis testing, probability, multiple correlation and regression, t-tests, Analysis of Variance, Analysis of Covariance, and Multivariate Analysis of Variance, and nonparametric tests. Research design issues are addressed, with a focus on selecting data analysis techniques to appropriately address research questions and apply the concepts covered to various research problems and real life situations. Emphasis is on developing skills for interpreting statistical results presented in scholarly research articles.
RES 7440 Advanced Study in Qualitative Research
Students with interest in qualitative research, or with a desire to utilize this methodology for their respective doctoral dissertation, will be given an opportunity to greatly expand their existing knowledge base on qualitative research methodology. Students may elect to begin working on a preliminary proposal for their doctoral dissertation (or select and explore a topic of interest that may become the dissertation topic) for the culminating project in this course.