Course Description

Introductory Course

EDUC 8100 Foundations: Higher Education and Adult Learning (6 sem. cr.)
The purpose of this course is to engage learners with the environment, expectations, and content of doctoral work in the Higher Education and Adult Learning program. Through participating in the course, learners develop 1) facility with Walden University’s online learning environment and understanding of the university’s and the program’s support systems and expectations and outcomes, 2) knowledge about the field, synthesized with reflection on one’s own experience and goals, and 3) doctoral-level critical-thinking and writing skills.

General Courses

EDUC 8101 How Adults Learn: Theory and Research (6 sem. cr.)
Working effectively with learners in any postsecondary setting, from traditional college classrooms to workplace training, requires a sound understanding of how adults learn. In this course, candidates examine key concepts in adult learning theory, focusing on developmental theory and the wide range of research that supports it. Candidates explore adult learning theories from andragogy to transformation, including phase and stage developmental theories, and they examine effects of gender and culture on adult learning. They also have the opportunity to reflect on the relationship of this material to their own learning or teaching experiences.

EDUC 8102 Applied Research in Education (6 sem. cr.)
In Applied Research in Education, candidates will develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. The course will also focus on methods designed specifically for studying human development and how individuals learn. Methods will be explored through studying the philosophy of research and  particular research strategies, reviewing literature in the field, and through searching for and critically analyzing literature relating to learners’ individual interests.

EDUC 8103 Designing and Assessing Learning Experiences (6 sem. cr.)
Research has considerably expanded our knowledge of adult learning and development in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, students 1) advance their understanding of research methods as they examine literature about design and assessment and 2) apply research-based principles to design a project that develops learning experiences for a specific population of adults, whether on-site, online, or through a blended hybrid model.

EDUC 8104 Facilitating Adult Learning (6 sem. cr.)
Grounded in research and theory about learning differences, this course explores the repertoire of practices that facilitate adult learning from both the teaching and learning perspectives. These practices range from mentoring and coaching to collaborative engagement and reflective practices. Learners deepen their understanding of research methods both through critiquing articles and by designing research studies to investigate specific learning practices.

EDUC 8105 Adult Learning: Trends, Issues, Global Perspectives (6 sem. cr.)
Since our current state of knowledge is guaranteed to change as research and technological innovations continue, it is necessary that we all function as lifelong learners. In this course, we examine some intriguing and potentially critical directions in adult learning; these include brain research, new technologies, and the impact of globalization. Learners have opportunities to examine and reflect on effects of these trends on their own areas of interest, including the possibility of participation (online or physically) at one of the campuses in the Laureate International Universities network.

EDUC 8106 Research in Practice (6 sem. cr.)
This course builds on candidates’ prior explorations of research design and methodology by providing hands-on, in-depth study of specific data collection and analysis skills needed for candidates to become producers of research. Candidates will apply concepts and practice skills in research design, data collection, data analysis, and presentation of results. Practical exercises and discussion will emphasize both qualitative and quantitative research methods.

Doctoral Study Intensive

EDUC 8081 Completing the Prospectus
This doctoral study forum is designed to help students make the transition from building doctoral-level knowledge through courses and residencies to developing their own capstone doctoral study projects. Students will work in this course space with their committee members to formulate the prospectus that will eventually result in a formal doctoral study proposal and the final doctoral study, which is completed during EDUC 8090 Doctoral Study Intensive.

EDUC 8090 Doctoral Study Intensive (12 sem. cr.)
The doctoral study demonstrates a student’s scholarly talents to examine, critique, and synthesize knowledge so that new ideas can be tested; best practices identified, established, and verified; or theoretical or policy constructs evaluated and advanced. In all cases, the doctoral study is to be a rigorous, original inquiry that results in new knowledge, demonstrating its efficacy in the world of practice. The goal of the doctoral study is for the educational leader to conduct an investigation that focuses on learning, teaching, and leading within a designated community. Note: The final two semesters of the Ed.D. program are dedicated to the doctoral study. If the doctoral study is not approved by the end of the second semester, students stay enrolled in 8090 until formal approval is granted. Additional semesters needed for completion of the doctoral study do not earn credit.

Residency Requirement

Students must fulfill one residency requirement. Students are strongly encouraged to fulfill this requirement in either the first or second semesters of their program, and they are required to complete this requirement by the end of their third semester.

Academic residencies give doctoral students the opportunity to work face-to-face with faculty, staff, and other doctoral students. Through seminars, classes, and individual advising sessions, you network with the Walden community and enhance your research, writing, and critical-thinking skills. Academic residencies allow students to share experiences and insights and build a strong support group.

Residencies are held throughout the year at convenient locations across the country. A few residencies for advanced students are held in conjunction with conferences of some professional associations. Most residencies convene for three days. For more information on residencies, including residency locations, please call your enrollment advisor at 1-866-492-5336.