CUI 4021 Introduction to Curriculum Models and Application (4 Credits)

This course is designed as an introduction to curriculum theory and to curriculum as a field of professional study. Additionally, this course attempts to answer the question, what do models of education look like in actual practice? One way to understand the system of education in America is a profusion of the possible. There are almost as many models of curriculum as there are philosophies and theories of education. And at the same time there is a nearly universal commitment to form and structure in school, primarily driven by the standards movement, teacher accountability, and the normalizing influences of Western neo-liberal ideologies of individualism, commodification, and modernism. The primary purpose of this course is to investigate theories of education and curriculum and to see how these models are put into practice.

CUI 4022 Curriculum Theory into Practice (3-4 Credits)

This course is designed to help students move from theoretical concepts and decisions involved in curriculum development to actual construction of curricula; survey of potential components encompassed in a variety of curricula followed by participation in designing a curriculum as a member of a student team; final project requires students to develop a curriculum. Prerequisites: CUI: 4021 or instructor's permission.

CUI 4031 Teaching and Learning (3 Credits)

This course builds the biological and contextual foundations for learning, including brain and cognitive development theory. The course also helps students build a framework for culturally responsive classroom management, including rituals, routines, and relationships with students and families. Students apply cognitive development theory and equitable classroom management strategies to analytical case studies. Course restricted to students in TEP program or instructor approval.

CUI 4032 Analysis of Teaching (4 Credits)

By analysis is meant the human to human interaction (conceptual, beliefs, values and experiences) associated with researching, coaching, mentoring and peer-observation; all in the service of improving the quality and effectiveness of teaching. This course examines the questions of what makes for good teaching and how are those qualities measured for the purpose of assessment and coaching? Do standards and frameworks for good teaching, even well-designed and intentional rubrics flatten the act of teaching, limit teacher agency/authenticity, and therefore are inherently problematic? This course will provide several broad conceptual and practical lenses for answering these questions while realizing that no definitive answer or assessment protocol is fully adequate to the task.

CUI 4035 Critical Perspectives in Education (4 Credits)

In this course, students will examine issues related to democracy, power, privilege, ethnicity, class, gender, and abilities in education as interactive systems that impact students, teachers, and school systems. Students will explore White privilege, racism, classism, sexism, ableism, and homophobia in education and the impact they have had and continue to have in public school settings. Theoretical frameworks such as Culturally Relevant Teaching and Critical Race Theory will be introduced in class. The course seeks to engage students in a discussion of strategies and techniques for the empowerment of historically marginalized and oppressed students.

CUI 4039 Transformational Teaching and Learning (4 Credits)

The primary goal of this course is to provide a conceptual and practical framework for transformational teaching and learning grounded in the concepts of excellence, fairness, inclusion, and harmony. Transformational teaching is based on the idea that an instructor's purpose is greater than the delivery of information. Teaching is more than a transactional experience centering on content knowledge, mastery of content knowledge, and grades as a marker of academic success. Rather than being exclusively content-focused, transformational teachers help students become meta-critical participants in the learning process and well-practiced at critical thinking, goal setting and self-reflection. Transformation means both change in understandings of content knowledge and change in understanding of self as learner and engaged participant in the wider community.

CUI 4041 School and Curricular Reform (4 Credits)

A look into school reform movements, why most fail and only a few succeed.

CUI 4047 Humanizing Pedagogies (3 Credits)

This course will provide a foundation in the conceptualization, design, and implementation of a humanizing pedagogy. A humanizing pedagogy is a “revolutionary approach to instruction that ceases to be an instrument by which teachers can manipulate students, but rather expresses the consciousness of students themselves” (Freire, 1970, p. 51). Students in this course will apply their knowledge of humanizing pedagogy to specific content areas, practice, and research through the tenets of a humanizing pedagogy. Moreover, students will explore humanizing literacy and math as fundamental human rights that afford access and equity to historically marginalized communities.

CUI 4050 Research Seminar: Conducting Systematic Reviews (3-4 Credits)

The Curriculum and Instruction (C&I) Research Seminar (CUI 4050) on conducting systematic reviews is designed to facilitate the understanding of the practical, intellectual, and organizational demands of doctoral work. Specifically, the course is intended to initiate and socialize doctoral students into the world of research of education including scholarly norms, forms of research, rigor, conducting systematic reviews, and the norms and standards of academic writing. It will assist PhD students in thinking about the organizing a proposal and dissertation. In addition, students will learn about current research being conducted by seasoned researchers as well as by fellow C&I students. By understanding their work, students will deepen their knowledge of the research process and standards.

CUI 4058 Teacher as Researcher (3-4 Credits)

This class will introduce you to the emerging philosophical, ethical, and methodological issues that arise when school practitioners undertake research within their own sites. We will discuss different research traditions, develop and refine relevant research skills, and access resources to enable you to define and address challenges in your teaching. The final project for the course is an action research mini-study of a problem of practice in a specific educational context.

CUI 4153 Practicum: Curriculum and Instruction (0-5 Credits)

Designed to fit the educational needs of the individual student who may choose from a wide variety of practicum (internship) experiences, including teaching, curriculum development, museum internships or research projects in curriculum and instruction on or off campus. In the case of taking on a paid position, students should consult the Office of Internationalization about their visa status and requirements. Students should work with their advisor before they plan to register in order to get this course in the class schedule when it will be needed.

CUI 4155 Special Topics (1-10 Credits)

Special topics in the field of education.

CUI 4180 History and Philosophy of Education (3,4 Credits)

In this course, students will learn about the historical and philosophical trajectory of public education in relation to the larger sociopolitical forces of American history. Two premises guide this course: 1. Social and political conditions in society exert intense pressure education, which poses significant challenges to educators and education leaders. 2. Education is a political, economic, and social endeavor that reflects social arrangements. This course will provide an historical view of educational trends and reforms in America, answering the question why modern forms of education look and behave the way they do. Additionally, the course will provide a philosophical foundation of ontology, epistemology, and axiology through which to understand and critique the history of educational reforms and traditions.

CUI 4310 Supporting Apprentice Teachers (4 Credits)

This course is designed to support mentor teachers as they build relationships with the apprentice teachers during the residency or student teaching phase of a teacher education program. It is designed to complement the professional standards-aligned coursework that apprentice teachers complete as part of the licensing process. As such, this course is designed to strengthen the connection between the institute of higher education and the field placement site. In doing so, mentor teachers can support the learning of apprentice teachers in the practical application of theoretical frameworks. This course specifically addresses supporting apprentice teachers as they learn as they learn to create culturally responsive classroom environments and to address the strengths and needs of all students particularly Culturally and Linguistically Diverse (CLD) Learners and students in Special Education. Topics addressed include mentor support for apprentice teachers’ planning, teaching of reading and writing, applying a teacher evaluation framework, designing and interpreting formative and summative assessment, using data to inform instruction and differentiation for ELLs and GT identified students.

CUI 4311 Supporting Apprentice Teachers II (4 Credits)

This course is designed to support mentor teachers as they build relationships with the apprentice teachers during the residency or student teaching phase of a teacher education program. It is designed to complement the professional standards-aligned coursework that apprentice teachers complete as part of the licensing process. As such, this course is designed to strengthen the connection between the institute of higher education and the field placement site. In doing so, mentor teachers can support the learning of apprentice teachers in the practical application of theoretical frameworks. This course specifically addresses supporting apprentice teachers as they learn about developing unit and lesson plans, literacy (specifically reading), and developing competencies in the evaluative framework for residency or student teaching used in a teacher education program.

CUI 4312 Supporting Apprentice Teachers III (4 Credits)

This course is designed to support mentor teachers as they build relationships with the apprentice teachers during the residency or student teaching phase of a teacher education program. It is designed to complement the professional standards-aligned coursework that apprentice teachers complete as part of the licensing process. As such, this course is designed to strengthen the connection between the institute of higher education and the field placement site. In doing so, mentor teachers can support the learning of apprentice teachers in the practical application of theoretical frameworks. This course specifically addresses supporting apprentice teachers as they learn about developing formative assessment plans, literacy (specifically writing), and developing competencies in the evaluative framework for residency or student teaching used in a teacher education program.

CUI 4313 Supporting Apprentice Teachers IV (4 Credits)

This course is designed to support mentor teachers as they build relationships with the apprentice teachers during the residency or student teaching phase of a teacher education program. It is designed to complement the professional standards-aligned coursework that apprentice teachers complete as part of the licensing process. As such, this course is designed to strengthen the connection between the institute of higher education and the field placement site. In doing so, mentor teachers can support the learning of apprentice teachers in the practical application of theoretical frameworks. This course specifically addresses supporting apprentice teachers as they learn about using data to inform instruction, differentiating instruction for English Language Learners and Gifted and Talented identified students, and developing competencies in the evaluative framework for residency or student teaching used in a teacher education program.

CUI 4401 Nature, Needs, and Psychological Aspects of Giftedness (3-4 Credits)

This course delves into the study of giftedness, exploring the nature and needs of gifted individuals through an examination of current theories, models, research, and case-histories. By developing an understanding of psychological development, students will establish a strong foundation for applying effective practices that foster the psycho-social-emotional growth of gifted individuals. The course places a strong emphasis on synthesizing theoretical knowledge and applying it to specific situations.

CUI 4402 Curriculum for Gifted Learners (3 Credits)

This course is designed to provide participants with an understanding of the conceptual foundations in the design and development of curriculum for gifted and talented students. Includes theories, models and processes for curriculum modification and curriculum design; strategies for adapting educational content, process, product, and learning environment based on the educational characteristics and needs of gifted learners; and curriculum design and development approaches that are effective in the intellectual and personal growth of gifted and talented learners. Content in this course is aligned with appropriate instructional strategies and techniques recommended for use with gifted and talented learners. Lectures, discussions, class activities, assigned reading and projects include topics such as a general overview of curricular principles and perspectives; critical analysis of general curriculum; issues of diversity in curriculum development and modification including cultural congruence; recommended models of curriculum development for gifted and talented learners; and national trends in gifted education.

CUI 4403 Curriculum and Instructional Strategies and Fieldwork for Gifted Learners (3-4 Credits)

This course will provide participants with an understanding of conceptual foundations in the design and development of appropriate curriculum, as well as an understanding of how to apply a variety of instructional strategies and structures that address the specific academic and affective needs of gifted and talented learners. The course includes information as it applies to theories, models and processes for curriculum modification and design, strategies for adapting educational content, process, product, and learning environment based on the educational characteristics and needs of gifted learners, and curriculum design and developmental approaches that are effective in the intellectual and personal growth of gifted and talented learners. Instructional strategies that will be explored include: acceleration, enrichment, differentiation, compacting and telescoping, grouping structures, independent study, integrating depth, rigor, and complexity into assignments, advanced thinking skills, problem-based learning, and concept-based instruction. By identifying and applying specific instructional strategies based on gifted learner profiles and results, educators can meet most needs of gifted learners in the regular classroom. Selected strategies can support identified goals and objectives stated in a student’s Advanced Learning Plan (ALP) in both the cognitive and affective areas. Information within each module, assigned readings, online discussions, and demonstrations of learning will enable students to incorporate new learning and knowledge in order to develop and refine curriculum and implement instructional strategies to meet the needs of gifted learners.

CUI 4405 Practicum in Gifted Education (1-4 Credits)

Students wishing to earn credit for the Practicum in Gifted Education must complete an experience in three of the five areas (Teaching, Assessment, Administration, Research, or Policy). Students must submit a Practicum Proposal outlining the intended practicum experiences. This Proposal must be approved by the practicum faculty supervisor when the practicum experiences are begun.

CUI 4407 Current Topics in Gifted Education: Identification and Twice-Exceptionality Applications (4 Credits)

This course is designed for practicing professionals, including teachers, counselors, psychologists, and administrators, who play a role in identifying and programming for gifted and twice-exceptional (2e) students. The course places a strong emphasis on employing multiple assessments, encompassing both quantitative and qualitative approaches, to effectively identify gifted and 2e students within an increasingly diverse population. This diversity includes students who are culturally and linguistically diverse, those who may qualify for early school entrance, and students facing economic disadvantages. Throughout the course, participants will gain a comprehensive understanding of the criteria for an inclusive identification process. They will explore the role of referral committees and Multi-Tiered Systems of Support (MTSS) processes in identifying and providing services for gifted and 2e students. Participants will also acquire skills to utilize data-driven approaches to tailor interventions to meet specific educational needs. The course will provide insights into the unique characteristics of twice-exceptional learners and effective strategies for addressing their educational and social-emotional needs. Topics will include prevalent 2e categories, 2e policies and partnerships, and considerations regarding misdiagnosis. The course will also cover topics such as legal requirements, communication, and professional development.

CUI 4410 Program Development, Leadership, and Communication in Gifted Education (4 Credits)

This course emphasizes the concepts and practices involved in development and management of school- and district-based programs for the special education of gifted and talented children and youth. The course leads to in-depth understanding of program components and systems, program planning and evaluation, program leadership, advocacy in gifted education, and communications. This is an advance graduate course in the sequence of courses offered by the University of Denver’s Morgridge College of Education, Doctorate of Education in Curriculum and Instruction with specialization in Gifted Education. Strong knowledge of strategies in curriculum and instruction is important. Students will be expected to participate in discussions, activities, written work, and presentations to demonstrate and utilize knowledge and skills. Upon completion of this course, students should be able to meet the Colorado Department of Education’s endorsement standards in gifted education listed at the end of this syllabus.

CUI 4411 Wkshp: Gifted & Talented Educ (1-4 Credits)

This blended course is designed to provide participants with an overview of the education of gifted and talented students. Areas of focus within the course include definitions of gifted and talented learners, gifted learner characteristics, educational/academic and affective/psychosocial needs, common identification methods, and research-based instructional strategies for gifted learners. Course restricted to students in TEP program or instructor approval.

CUI 4412 Culturally and Linguistically Diverse Learners in Gifted Education (4 Credits)

Culturally and Linguistically Diverse Learners have inequitable access to gifted programming, curricula and services; therefore, they do not receive instruction that nurtures their learning talents, culture, and emergent bilingualism. This course is designed to address the needs of the Culturally and Linguistically Diverse (CLD) and the Gifted and Talented (GT) learner. Upon completion of this course, students should be able to meet the approved standards for the English Language Learner Professional Development Pathway. In addition to ELL standards, this course is aligned with state gifted education standards.

CUI 4502 Elementary Science and Social Studies Methods for Culturally and Linguistically Diverse Learners (3-4 Credits)

This course will enable students to develop a deeper understanding of science and social studies content and curriculum in the elementary classroom. Students will explore a range of instructional materials and develop teaching strategies with the guidance of state content standards and research on effective classroom instruction for culturally and linguistically diverse students. This course will revolve around discussion of key questions in the following eight areas: The Role of Social Studies and Science; Instruction; Standards; Content Knowledge; Curriculum Integration; Technology; Culturally Responsive Pedagogy; Sheltered Instruction. Course restricted to students in TEP program or instructor approval.

CUI 4503 Elementary Math Methods for Culturally and Linguistically Diverse Learners (4 Credits)

This course prepares students for mathematics instruction in elementary classrooms. We will study theories of learning, the development of children’s mathematical thinking, and research-based instructional practices in mathematics. Students will solve mathematical problems using a variety of methods, practice giving math lessons, engage in continuous instructional improvement activities, grapple with issues of equity—race, class, gender, ability, and the intersections therein—as they pertain to math teaching and explore digital resources related to teaching math for understanding. Course restricted to students in TEP program or instructor approval.

CUI 4505 Mathematics across the Content Areas (2-4 Credits)

In this class, prospective secondary teachers study fundamental mathematical ideas and how they apply to various real-world settings. For instance, students may explore the mathematics of gerrymandering and map projections. Students will also engage in mathematical practices such as argumentation and justification. Finally, students will learn about inquiry-based approaches to teaching that they can use in their secondary classrooms with their students.

CUI 4512 High School Mathematics from an Advanced Perspective (3 Credits)

High School mathematics education. Meets Common Core State Standards.

CUI 4529 Foundations of Education for Culturally and Linguistically Diverse Learners in Teaching and Learning (3,4 Credits)

This course will examine the essential knowledge and orientations educators must possess to effectively meet the needs of culturally and linguistically diverse (CLD) learners through the analysis of historical, political, ethical, and legal foundations of language education in the United States. This course will explore the immigrant experience and the experience of CLD learners in schools in order to understand how the psychosocial aspects of the immigrant experience can impact second language learning. Course restricted to students in TEP program or instructor approval.

CUI 4531 Literacy, Language, and Cultural Development for Multilingual Learners (3,4 Credits)

This course provides foundational and applied knowledge about language acquisition, linguistics, and literacy development for culturally and linguistically diverse learners in classroom contexts. Our focus will be on analyzing theories in relation to language or classroom discourse including speech intentions, functions, and organizational patterns, while also considering elements of sociolinguistics, specifically cultural references, registers, dialects, accents, and nonverbal communication. In addition to language development, we will look at literacy development for multilingual learners and the ways language and literacy development and culture impact multilingual learners.

CUI 4536 Literacy, Language, and Culture in Assessment Practices for Multilingual Learners (4 Credits)

The primary goal of this course is to help educators gain the necessary skills, orientations, and competencies to become critical users of both summative and formative assessment instruments in relation to multilingual learners and create classroom assessments that account for the language and literacy needs of multilingual learners. First, this course addresses testing practices and the implications for culturally and linguistically diverse learners in our national and local contexts. Second, this course assists educators in critically analyzing the cultural and language implications of assessments as fair, valid, reliable, authentic, and effective for emerging bilinguals. Third, this course emphasizes both summative and formative assessments and their role in guiding evidence-based practices. In this course students will have first-hand opportunities to develop, select, review, adapt, and administer assessments to make informed teaching decisions based on the cultural, academic, and social emotional needs of multilingual learners.

CUI 4538 Literacy, Language, and Culturally Relevant Strategies for Multilingual Learners (4 Credits)

In this course you will build from the contextual and theoretical background to understand the social, cultural, linguistic, and academic factors that influence the acquisition of language and literacy for culturally and linguistically diverse (CLD) or multilingual learners. Specifically, you will identify and adapt important culturally relevant language and literacy strategies within your content area that include oracy, phonics, phonemic awareness, and fluency, comprehension, vocabulary, argumentative writing, or cause and effect in reading and writing... all with a central focus on the needs of multilingual learners. You will become an expert in your content area and strategy and then teach your classmates key information and model a lesson.

CUI 4540 Curriculum, Instruction and Assessment for Culturally and Linguistically Diverse Learners I (1-4 Credits)

This course explores the theoretical underpinning and practical application of curriculum design. Students design their own curriculum unit aligned to standards, essential questions, big understandings, and social justice themes. Course restricted to students in TEP program or instructor approval.

CUI 4541 Curriculum, Instruction, and Assessment for Culturally and Linguistically Diverse Learners II (1-4 Credits)

In this course, apprentice teachers will explore the theoretical underpinnings and practical application of data and assessment. This course will build essential knowledge and skills in school and classroom assessments, research methodology, and equity in assessment practices. Students will design a series of assessments aligned to unit goals. Course restricted to students in TEP program or instructor approval.

CUI 4542 Curriculum, Instruction, and Assessment: Theory and Practice III (1-4 Credits)

This is the third and final quarter of an academic year-long weekly seminar to foster reflective, research-based classroom practice. Teacher candidates will deepen their understanding of teaching and learning in contemporary schools through a guided teaching apprenticeship with a trained mentor teacher, focused observations of a myriad of classrooms, readings, interviews, discussions, critical writing, and presentations. Course restricted to students in TEP program or instructor approval.

CUI 4610 Learning & Teaching of STEM (4 Credits)

In this course, students will be introduced to foundational research literature on learning and teaching in STEM education. The research introduced will focus extensively on theories of learning and how these theories are influencing P-16 STEM curriculum, instruction and assessment. The literature base introduced is foundational to research conducted in STEM education.

CUI 4620 Research on Diversity, Equity, and Social Justice in STEM Education (4 Credits)

The goal of this course is to help future STEM education leaders understand the current context of issues of diversity, equity and social justice in STEM education and explore its implications for access and opportunity for traditionally marginalized students. Two premises guide this course: 1. Social and political conditions in contemporary society exert intense pressure on STEM fields and STEM education. 2. Education in general — and STEM education in particular — are political, economic, and social endeavors that reflect social arrangements. This course will enable students to view their specialization as part of a complex and larger milieu; that is the U.S. educational system.

CUI 4630 Technology in STEM Education (4 Credits)

The goal of this course is to help students understand the role of technology in teaching and learning, particularly in Science, Technology, Engineering, and Mathematics (STEM) courses. Three premises guide this course: 1) Technology offers great potential for innovation in education, but it also can be dangerous if used inappropriately and indiscriminately; 2) Social and political conditions in society exert intense pressures on technology in STEM education, which poses significant challenges to STEM education leaders; and, 3) Education in general — and STEM education in particular — are political, economic, and social endeavors that reflect social arrangements. This course will enable students to view their specialization as part of a complex and larger milieu; that is the U.S. educational system.

CUI 4640 Improving STEM Instruction (4 Credits)

For as long as the United States has implemented public education—well over 100 years—many features of schooling have stayed the same. Despite waves of curricular and policy reforms, widespread anxiety over student achievement (especially in comparison to other countries), and concerted efforts to “disrupt” education, many elements of teaching and learning persist. In STEM education, especially, scholars and practitioners have been advocating for the same things for decades: teaching for conceptual understanding, using rich tasks that encourage student collaboration, incorporating discourse in the classroom, and supporting students to engage in STEM practices like proof, argumentation, and the scientific method. We know that these things can support meaningful student learning. But most K-12 STEM classrooms are centered on memorization and standardized testing. Why is it so hard to change? The short answer: It’s complicated. In this course, students will critically examine various instructional improvement efforts, identifying both the ways in which these efforts are potentially productive and potentially destructive. We’ll juxtapose these efforts with relevant research on teacher learning and organizational change in order to critique reform efforts. Ultimately, students will become more critical consumers of instructional improvement efforts and will be better prepared to translate research into practice. Although STEM is the focus of this class, the overarching ideas of the course are applicable to many other subjects.

CUI 4700 Cognitive, Creative, and Learning Theories and Applications (3-4 Credits)

Cognitive, Creative, and Learning Theories and Applications is an introduction to and survey of various creativity and cognitive theorists and their work. Students will explore and compare theories, examining key elements, contexts, and settings. Theoretical applications will be explored in both practice and research, with a focus on integrating and synthesizing concepts and evaluating their applicability. By the end of the course, students will have a comprehensive understanding of numerous approaches, critical analysis skills, cognitive theories, and the ability to apply these concepts in various contexts.

CUI 4991 MA Independent Study (1-10 Credits)

CUI 4995 Independent Research (1-10 Credits)

CUI 5980 Research as Problem Analysis (3,4 Credits)

Curriculum and Instruction (C&I) is designed to facilitate the understanding of the practical, intellectual, and organizational demands of doctoral work. Specifically, the course is intended to initiate and socialize doctoral students into the world of research of education including scholarly norms, forms of research, rigor, and the norms and standards of academic writing. It will assist doctoral students in thinking about the organizing a proposal and dissertation. In addition, students will learn about current research being conducted by seasoned researchers as well as by fellow C&I students. By understanding their work, students will deepen their knowledge of the research process and standards. Students are advised to complete this course no later than the fall of their second year in the doctoral program. The course objectives include: (a) understand the rigorous scholarly research norms and standards for doctoral students in educational research, and b) Identify and describe the key components of the C&I comprehensive exam and dissertation proposal.

CUI 5981 Research as Intervention (3 Credits)

This course is the second of three culminating research courses for students in the Ed.D. in Curriculum and Instruction and is designed to help candidates finish collecting their data and analyze their data. This course will also introduce and develop the evaluation or analysis section of the doctoral paper and the beginning steps of the dissemination of the research project.

CUI 5982 Applied Research (3-4 Credits)

This is a seminar type course with each student working on his or her own research project. While time will be devoted to data collection during this course, students should be collecting and analyzing data prior, during, and following this course. These tools will help with the development of emerging understandings related to answering the research questions and support the writing of chapter 4, “Findings” or “Results” of the dissertation in practice. This course will build on previous research courses and will develop research skills related to the process of data collection and data analysis. This course will provide the opportunity to further develop the skills and knowledge associated with applied research. By the end of the course students will be able to present a draft version of the first 4 chapters of the dissertation.

CUI 5983 Defense of Research (1-2 Credits)

This course will build on the “persistent problems of practice” and research questions identified in CUI: 5980, data collection and analysis in CUI 5981, and applied research skills in CUI 5982. By the end of the course you will be able to schedule and present your doctoral research project for defense. Completion of CUI: 5982 "Research as Applied Research" or permission of the instructor.

CUI 5991 PhD Independent Study (1-10 Credits)

CUI 5992 Research as Intervention and Applied Analysis (4 Credits)

This is a seminar type course with each student working on his or her own research project. While time will be devoted to data collection during this course, students should be collecting and analyzing data prior, during, and following this course. These tools will help with the development of emerging understandings related to answering the research questions and support the writing of chapter 4, “Findings” or “Results” of the dissertation in practice. This course will build on previous research courses and will develop research skills related to the process of data collection and data analysis. This course will provide the opportunity to further develop the skills and knowledge associated with applied research. By the end of the course students will be able to present a draft version of the first 4 chapters of the dissertation.

CUI 5993 Dissertation in Practice (1-4 Credits)

Doctoral research credits for doctoral research project toward the EdD. Prerequisite: Must be an EdD student in C&I; must have completed C&I doctoral research courses (CUI 5980, CUI 5981, and CUI 5982).

CUI 5995 Dissertation Research (1-10 Credits)

This course provides students the opportunity to present and defend the conceptual foundations of research, the applied research and subsequent impact on the field. The course builds on the dissertation introduction, research questions, methodology, data collection, data analysis and discussion of implications as identified in previous courses. Time is devoted in this course to considering rational and defense of research data analysis, reporting, discussion of implications and dissemination. This is a seminar type course with each student writing on their own area of research within their own project. In-depth analysis of applied research will occur through reading, discussions and critiques. Students will hone their own research analysis and the process of communicating study results. The concept and application of completed studies and community communications will be thoroughly examined as students complete and defend their own final work. Students will be finishing the Institutional Review Board process and collecting and analyzing data prior to enrolling in this course. Students are expected to have successfully completed all research methods courses prior to enrollment in this series. Students will be expected to complete extensive readings, participate in discussions, activities and written work, and prepare and deliver presentations and documents to demonstrate knowledge and skills.