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.

The field of special education is constantly evolving, driven by expanding research on best practices and shifting implementation strategies for students with diverse learning needs. This course examines the historical context of special education policies, laws, and practices, tracing their development and current application in schools. Students will explore the evolution of theoretical research and its influence on both established and emerging theories and practices. The coursework emphasizes the development of skills and dispositions necessary to envision and shape the future of special education at both local and national levels.

Effective special education leaders drive meaningful change for students with diverse learning and social needs, champion the implementation of effective practices, and ensure long-term program sustainability across diverse settings. This course explores the qualities of effective leadership in initiating, implementing, and sustaining systemic change. Participants will analyze the critical components of successful change management, including program evaluation, professional conduct, culturally responsive practices, and the role of policy in supporting continuous program improvement.

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.