This course examines the crucial link between current social change issues and their impact on educational practices. Participants will evaluate relevant research, critically assess existing teaching and learning practices for their potential to promote positive social change, and apply research-based strategies to develop inclusive, equitable, and socially just educational practices. The course also explores how current teaching, assessment, and curriculum practices affect learners from diverse backgrounds, equipping educators to create more supportive and equitable learning environments.

This course equips K-12 educators and leaders with the skills to examine technology’s use in education. Doctoral students will learn how to best design and implement technology-enhanced learning experiences. Emphasizing Universal Design for Learning (UDL) principles, students will explore adaptive, assistive, and collaborative technologies to personalize learning and improve student outcomes. Aligned with ISTE Educator Standards, the course focuses on data-driven decision-making, using technology for formative and summative assessment, and fostering digital literacy to address diverse learner needs.

This course explores the theoretical and conceptual foundations of reading, literacy, and assessment practices in education. Participants will analyze key models and frameworks, applying them to real-world challenges in these areas. The course emphasizes developing evidence-based solutions grounded in relevant theory, evaluating current practices through a theoretical lens, and proposing strategies for meaningful change in curriculum, instruction, and assessment. Participants will learn to leverage theoretical and conceptual models to create more effective and impactful learning environments for all students.

This course equips educational leaders with the knowledge and skills to champion social justice, equity, and inclusion within educational settings. Participants will develop strategies to ensure all learners have access to high-quality education, articulate a compelling vision for transformative change that benefits both schools and communities, and design initiatives to improve educational policy aligned with equity and social justice. The course also emphasizes evaluating evidence-based approaches to address educational challenges and cultivate a truly inclusive educational culture.

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.