Courses

RCR 705 QUALITATIVE RESEARCH METHODS   3.0 Credit(s)
This course provides the skills necessary to design, conduct, and interpret qualitative research in educational settings. Students explore approaches to qualitative research, consider the questions qualitative research can answer, critically examine pivotal qualitative studies, and apply essential conceptual, digital, and methodological tools. It culminates in a pilot qualitative inquiry into a problem of social, emotional, and/or academic learning of the student's choosing.
Offered: As Needed All Years

RCR 701 WRITING FOR ACADEMIC PURPOSES   3.0 Credit(s)
This course is designed to introduce students to the foundational elements of academic writing within the discipline of education. The work is sequenced from basic practice to the professional application of elements of clear, concise, coherent writing. Using the process of pre-writing, writing, and revising strategies, students examine purpose, audience, organization, style, flow, and the proper use of grammatical conventions. Students apply these skills to a cogent argument about an idea focused on a problem of practice within the field, writing about data, assessing and using sources, and identifying and evaluating a solution.
Offered: As Needed All Years

RCR 700 READING/RESPONDING TO ED RESEARCH   3.0 Credit(s)
This course is designed to prepare students to become critical consumers of research in Education. Students identify an authentic problem of practice and develop a set of meta-skills to effectively identify, locate, read and evaluate peer-reviewed research articles. Through application of taught strategies, students navigate the key sections of research articles (introduction/statement of the problem, literature review, methods, results and analyses, and conclusion). Students use research skills, along with their writing skills form RCR 701, to summarize current literature on a SEAL-related topic.
Offered: As Needed All Years

RCR 702 QUANTITATIVE RESEARCH METHODS   3.0 Credit(s)
This course builds students' knowledge to comprehend, critique, and develop quantitative research. Students gain a fundamental, working knowledge of various quantitative methods and statistical analyses. While completing the course, students conduct their own quantitative research project on a topic of their choice.
Offered: As Needed All Years

RCR 703 GRANT WRITING   3.0 Credit(s)
This course is designed to prepare students to research potential grant sources/funders and to develop, write, and critique competitive grant proposals consistent with a Request for Proposal. Through a process of examining the details of the components of a grant proposal, students develop the meta-skills of grantsmanship and then synthesize these with the reading and writing skills developed in RCR 700 and 701 to complete a submission-ready grant proposal.
Offered: As Needed All Years

RCR 704 MIXED METHODS   3.0 Credit(s)
This course covers the assumptions and mental models that inform different approaches to research, and the ways in which qualitative and quantitative goals, questions, methods, analysis strategies, and presentation styles can be productively integrated in a mixed methods research approach. Students engage in critical analysis of empirical educational research to better understand the differences between quantitative, qualitative, and mixed methods methodologies as well as the philosophical and theoretical foundations for conducting mixed methods research. Students develop their own research proposal and dissertation prospectus in an area of interest utilizing an integration of qualitative and quantitative approaches, methods, and data for a single study.
Offered: As Needed All Years

NU 822 PROJECT PROPOSAL DEVELOPMENT   1.0 Credit(s)
The second of four project seminars. Under the guidance of faculty, lead, and mentor, the student uses knowledge and skill in the implementation and evaluation of the project. Thestudent completes the project evidence review, recommendations and proposal development. Prerequisite: Take NU-821
Offered: Spring Semester All Years

NU 823 DNP PROJECT PROPOSAL PRESENTATION   1.0 Credit(s)
This course is the third of 4 project seminars. Under the guidance of the course faculty, DNP project lead, and practice mentor, the student synthesizes, integrates, and translates newly acquired knowledge and skills in the implementation and evaluation of the selected project. In this seminar, the student completes the DNP proposal presentation. Prerequisite: Take NU-822
Offered: Summer Semester All Years

NU 824 DNP PROJECT FINAL PRESENTATION   1.0 Credit(s)
This course is the last of the four project seminars. Under the guidance of faculty, lead, and mentor, the student uses knowledge and skills in the implementation and evaluation of the selected project. The studnt completes the final project presentation. Prerequisite: Take NU-823
Offered: Spring Semester All Years

NU 743 EPIDEMIOLOGY & POPULATION HEALTH   3.0 Credit(s)
In this course students expand their focus from individual client care to consideration of populations, community, and economic challenges within the changing environment of healthcare. Students learn methods of interpretation of epidemiological literature to support evidence based practice change, program development or policy/regulatory initiatives. Students learn descriptive and analytic epidemiological methods, to measure disease burden, to apply epidemiological principles to disease causation, to organize epidemiological information, and to measure disease frequencies. Prerequisite: TAKE NU-604
Offered: Spring Semester All Years

FN 914 DBA FIELD SEMINAR I   3.0 Credit(s)
The first doctoral field seminar in finance consists of two components: a. several class sessions covering theoretical foundations and the empirical evidence, and b. student field visits at key financial institutions. The first field seminar focuses on US financial markets and institutions.

EDD 710 SOCIAL JUSTICE FOR EDUCATIONAL LEADERS   3.0 Credit(s)
This course is designed to prepare students to think critically about how key elements of social justice - fairness, equity, excellence for all - intersect with public education. Students analyze the effectiveness of efforts to improve access to high quality schooling and academic outcomes for all students. Using a Social Justice lens, students examine case studies and initiatives at the school, district and state/federal policy level. They develop action plans that advance fairness and equity of opportunity for all students, focusing on the opportunity and achievement gaps between historically privileged and underserved populations.
Offered: As Needed All Years

EDD 711 MORAL & ETHICAL LEADERSHIP IN EDUCATION   3.0 Credit(s)
Through participant exercises, theoretical analysis, discussions, and a variety of readings, participants of this course examine how educators can construct, implement and institutionalize a plan for an ethical classroom, school, and society. An examination of critical issues, which educators commonly face, utilizing case studies and theoretical analysis will lead participants towards a professional ethics and a discipline-appropriate personal creative pedagogy for positively contributing to society.
Offered: As Needed All Years

EDD 704 FOUND. OF SOCIAL & EMOTIONAL LEARNING   3.0 Credit(s)
This course is the first course addressing social and emotional learning (SEL). In completing this foundational course, students will establish an understanding of the history of the field of emotion science, the current SEL research, and related foundations of neuroscience. Looking through the lens of 21st-century societal context and challenges in education, as developing "emotion scientists and practitioners", students will integrate learnings to explore and develop their personal SEL skill set and competencies, as well as examine potential applications of foundational learning to SEL problems of practice in their own contexts.
Offered: As Needed All Years

EDD 705 SEL PEDAGOGY AND PRACTICE   3.0 Credit(s)
This course aims to equip doctoral students with foundational knowledge and practical skills in qualitative research. The course supports students in designing and conducting qualitative research for improvement science dissertations while introducing them to broader qualitative methodologies. By integrating theory with hands-on practice, the course aims to prepare students to critically and ethically investigate problems of practice in education through qualitative inquiry.
Offered: As Needed All Years