Practitioner Inquiry I lays the groundwork for the Doctor of Education (EdD) program, introducing aspiring educational practitioners to inquiry-based practice and data-driven decision-making. This course provides an overview of practitioner-focused inquiry methods for examining available qualitative and quantitative data, preparing students to conduct effective evidence-based projects. Students will develop a foundational understanding of basic qualitative and quantitative approaches, exploring their applications and limitations in practical improvement efforts. The course emphasizes needs assessments and root cause analysis techniques to identify and address specific problems of practice. A key deliverable is a draft of Section 1 of the evidence-based project capstone document, articulating a clear and well-defined problem of practice for capstone topic approval.

The future of education presents an unprecedented opportunity to shape systems that better serve individuals, communities, and society at large. To seize these opportunities, leaders must not only imagine the future but also guide others through the complex, adaptive changes required to realize new visions. This course is designed to equip future leaders with tools for self-reflection and growth, enabling them to understand their own reactions during change, manage both personal and adaptive challenges, and develop the self-awareness and resilience necessary to lead transformational efforts. As a core course for all leadership specializations, it introduces foundational intrapersonal theories and models, offering a critical framework for leading change effectively.

In today’s dynamic educational landscape, strategic thinking is a critical competency for leaders who must navigate uncertainty, drive innovation, and guide their schools or organizations toward a future characterized by excellence and equity. This course delves into the foundational principles of strategic thinking, equipping educational and organizational leaders with the skills needed to confront complex challenges and plan for sustainable growth. Through an in-depth analysis of current issues, emerging trends, and future workforce demands, participants will develop the ability to lead innovative, adaptive changes within complex systems and craft key solutions to problems with change. Key skill development will include leveraging data for strategic decision-making, forming impactful partnerships, and fostering a culture of forward-thinking leadership. The course also emphasizes personal leadership development, helping leaders continue to enhance their emotional intelligence. Participants will explore strategies for understanding others during times of change and fostering collaboration.

This course provides a comprehensive examination of major theories and frameworks in adult learning, exploring the unique skills required to effectively engage and teach adult learners. Students will trace the historical development of adult learning theory, analyze contemporary perspectives, and apply these principles to diverse learning contexts. The course delves into adult learning and developmental theory, including andragogy, transformative learning, phase and stage developmental theories, and the impact of social determinants of health (SDOH), race, gender, sexual orientation, and age on adult learning. Educators will reflect on how the course material connects with their own experiences as adult learners. Emphasizing the scholar-practitioner model, the course bridges theory and practice. Through a variety of practical assignments, participants will develop skills in communicating complex concepts, critiquing prominent theorists, applying adult learning and development theories, and articulating their own positions on adult learning as scholar-practitioners committed to positive social change within organizations. This course significantly contributes to the progressive development of the student's capstone project.

This course focuses on the completion and refinement of the Evidence-Based Practice Capstone Project, encompassing Sections 1-4 with the necessary appendices. The Evidence-Based Practice Capstone Project represents the culminating activity in the degree program demonstrating students’ development as cutting-edge, evidence-based practice scholar-practitioners. Students will ensure the quality of their capstone project document by confirming originality through a Turnitin report, meticulously documenting sources in a reference section, assessing scholarly writing quality using Grammarly, and acknowledging any appropriate use of Generative Artificial Intelligence (GAI). Students will present their capstone project to a peer group for feedback. Finally, students will select and prepare to complete one of the following Project Application Deliverables: A Practice Improvement Plan, a Grant Application Proposal, an Article Manuscript, or a Practitioner Presentation to Stakeholders.