Courses
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
EDD 706 FOUNDATIONS OF SEL LEADERSHIP 3.0 Credit(s)
Building on the most current research, this third SEL course focuses on how teacher leaders and administrators can operationalize high-quality schoolwide/districtwide SEL by building upon SEL practices and programs, creating an environment that infuses SEL into every part of students' educational experience, and promoting equitable academic and social-emotional outcomes for all.
Offered: As Needed All Years
EDD 708 TRAUMA SENSITIVE CLRMS. PRACT 3.0 Credit(s)
The course uses social-emotional learning strategies and content for recognizing, understanding, and responding to trauma in order to develop trauma-sensitive classroom spaces. Additionally, the course will explore indicators of trauma in students, the impact of violence and other stress on learning, trauma stewardship, the risk of secondary trauma and burnout tools for coping and other strategies that support teachers. Resilience as a factor in response to trauma will be examined.
Offered: As Needed All Years
EDD 709 CREATING A TRAUMA SENSITIVE SCHOOL 3.0 Credit(s)
The course explores characteristics of school settings sensitive and responsive to trauma and toxic stress, staff development and professional support for teachers and staff, and the role of families and community partners in developing a trauma-sensitive school.
Offered: As Needed All Years