Courses
EDDHE 735 ACCESS AND EQUITY IN HIGHER EDUCATION 3.0 Credit(s)
Through readings, research, discussions and participant exercises, students examine the historical and current barriers that prevent underrepresented and marginalized populations from accessing and fully participating in higher education. The course includes an examination of two and four year, public and private education in the role of access and equity as well as the data on student access and outcomes
Offered: Fall Semester All Years
EDDHE 745 TEACHING & LEARNING IN HIGHER EDUCATION 3.0 Credit(s)
This course is designed to explore and critically examine key theories, principles and practices related to teaching and learning within the context of higher education. Students will engage with a range of topics, including course design, curriculum development, and assessment strategies. Students will utilize research, scholarly readings, and application to delve into research and best practices in higher education teaching and learning. Emphasis will be placed on understanding diverse learning styles, fostering inclusive and equitable learning environments, and addressing the unique challenges faced by college educators. Participants will gain a deep understanding of effective teaching methodologies, the scholarship of teaching and learning, and the leadership strategies essential for fostering a culture of continuous improvement in higher education.
Offered: Summer Semester All Years
EDDHE 725 LEGAL AND ETHICAL ISSUES IN HED 3.0 Credit(s)
This course examines the legal and ethical frameworks that govern higher education, including constitutional law, statutory law, and common law. Special attention will be given to issues such as academic freedom, academic integrity, intellectual property, affirmative action, and discrimination. Students scrutinize ethical challenges facing higher education leaders, including the competing values of academic freedom, social justice, and institutional responsibility. Through case studies and real-world scenarios, students explore how to balance these values and navigate complex ethical dilemmas. Through a combination of readings, discussions, and research, students develop a deep understanding of the legal and ethical issues facing higher education today
Offered: Spring Semester All Years
EDDHE 720 LEADERSHIP, ORG & GOV IN HED 3.0 Credit(s)
This course examines leadership and governance in Higher Education. Through readings and research; students will develop an understanding of leadership and governance theories as they relate to higher education. Students will examine the structure of educational systems and how they work, as well as the impact of demographic, political, legal and social influences on governance in higher education.
Offered: Spring Semester All Years
SW 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: Late Spring Semester All Years
SW 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. This course culminates in a pilot qualitative inquiry into a problem of social, emotional, and/or academic learning of the students' choosing.
Offered: Spring Semester All Years
ODC 790 DISSERTATION PROPOSAL DEVELOP&DEFENSE 1.0-18.0 Credit(s)
Students in this final course will work independently within a prescribed framework to complete their dissertation. Students will be required to seek out and receive approval of a dissertation committee that will begin to work with the student to draft her or his dissertation proposal. Students will be required to select a topic, draft research questions, construct an appropriate literature review, and conduct/analyze research utilizing research methodologies learned throughout time in the program. Two critical benchmarks must be met in this course: the first entails successfully completing a proposal, while the second necessitates passing the dissertation defense.
Offered: Fall, Spring & Summer Sems All Years
PT 951 PEDIATRIC PT RESIDENCY EDUCATION I 3.0 Credit(s)
This first course in a 3-part residency education series focuses on advanced foundations of pediatric physical therapy care including social determinants of health, motor learning theories, knowledge translation, and movement system diagnoses. The course will focus on the development of gait, postural control, and the musculoskeletal systems throughout childhood. The course will conclude with content focused on pediatric musculoskeletal conditions. Participants will gain psychomotor skills in pediatric biomechanical examination techniques and integrate/apply these skills to patient case examples. Participants will create a professional development plan and begin their independent research project. Participants will demonstrate their knowledge through complex patient presentations as well as live patient examination. Concurrently, participants will be progressing in their first clinical rotation at Connecticut Children's, progressing in clinical competency as per the Physical Therapist Residency Competency Evaluation Instrument.
Offered: Fall Semester All Years
PT 952 PEDIATRIC PT RESIDENCY EDUCATION II 3.0 Credit(s)
The second course in the 3-part residency education series focuses on teaching and learning practices, pediatric therapy services provided under IDEA, and management of neurological and oncologic conditions. Participants will be required to assist in a DPT pediatric laboratory and reflect on their use of various teaching strategies. Participants will continue to expand their clinical reasoning and research inquiry via critical article appraisal. The course will include hands-on practice of pediatric neurological examination techniques. Complex case presentations will focus on interdisciplinary care and decision making. Participants will complete live patient examinations and interventions to demonstrate their progress towards advanced pediatric care. The course will include continued progression in their independent research study and reflection on their individualized professional development plan. Concurrently, participants will be transitioning from their first clinical rotation to their final clinical rotation at Connecticut Children's. Performance will be progressed as per the Physical Therapist Residency Competency Evaluation Instrument. Participants will also participate in observations of school and early intervention settings. Prerequisite: Take PT-951
Offered: Spring Semester All Years
PT 953 PEDIATRIC PT RESIDENCY EDUCTION III 3.0 Credit(s)
The third course in the 3-part residency education series focuses on advanced clinical reasoning with cardiopulmonary and hematological conditions as well as the influence of COVID-19 in pediatrics. The course will also focus on special settings and diagnoses that can be encountered in advanced pediatric practice with hands on skill focus of concussion/vestibular examination and intervention. Participants will expand upon their teaching practices through creation and delivery of guest lectures to DPT students as well as in-service to Connecticut Children's staff. Participants will demonstrate their knowledge through live patient assessment as well as presentation of their independent research project. The course will culminate in review of individualized professional development plan with reflection on progression throughout the program duration. Concurrently, participants will complete their final clinical rotation at Connecticut Children's. They will progress towards graduate competency requirements on the Physical Therapy Residency Competency Evaluation Instrument. Prerequisite: Take PT-952
Offered: Late Spring & Summer Semesters All Years
FN 917 ESG AND CLIMATE FINANCE 3.0 Credit(s)
This course surveys some classical and recent research literature relating to Corporate Social Responsibility (CSR); Environmental, Social, and Governance (ESG); and Climate Finance-to jump-start research for DBA students. We will highlight recent accounting, management, and finance research, including disclosure, analyst forecasts, and the costs of equity capital and their linkage with ESG and climate issues. The seminar is particularly useful to DBA students with the following backgrounds: specialists in sales and security trading who interact with research departments, and professionals with a background in asset allocation, management, and accounting.
Offered: Late Spring Semester All Years
ODC 700 WRITING FOR SCHOLAR-PRACTITIONERS 2.0 Credit(s)
Writing for Scholar-Practitioners focuses on scholarly and academic writing and reading, both of which are skills students develop throughout this program in working toward the dissertation project. The course focuses on the fundamentals of scholarly and academic writing at the doctoral level. The course is not designed to teach students how to write, but it is designed to re-familiarize students with academic writing, and to familiarize students with doctoral writing and program requirements and expectations.
Offered: Summer Semester All Years
ODC 730 ORG DESIGN, ASSESSMENT, & STRATEGY 4.0 Credit(s)
This course challenges students to embrace a systems view of leadership and change at the organizational level. Students compare, contrast, and critique assessment models and designs utilized to effect change in the organization. Students are required to apply their own models of organizational change, strategy, and organizational capacity building to their work experiences.
Offered: Spring Semester All Years
ODC 705 GROUP FAC, CONSULT & TEAM DEV 4.0 Credit(s)
This experientially-focused course examines the leadership process using team and group dynamics as a context. Students will investigate contemporary issues related to team building, interpersonal and group relations, and learn to utilize effective problem-solving and decision-making skills. Special emphasis is placed on effectively initiating collaborative approaches with internal and external stakeholders.
Offered: Summer Semester All Years
ODC 715 FOUNDATIONS & EVOLUTION OF ORG DEV 4.0 Credit(s)
This course provides a comprehensive overview of the foundations and evolution of the field of organization development and change. The course also explores systems theory and other OD theories and concepts to better understand the dynamics of change at various organizational levels, as well as the contributions of the field to the practice of organization development and change in local and global contexts. Students will explore key aspects of the OD consulting process and OD interventions and have an opportunity to apply their knowledge through various experiential learning activities and assignments.
Offered: Summer Semester All Years