Courses

The formulation of doctoral research problems in culture and communication. Planning of relevant methodology; criticism of work in progress.

Evaluation and development of research proposals by doctoral students.

This seminar facilitates the design and critical review of proposed doctoral research. Serves an integrating function for the study prior to undertaking full-scale doctoral research. Course credit is granted only upon completion of a doctoral research proposal.

This workshop serves two purposes: 1) to identify the methods used to collect data and information for students' culminating projects, and 2) to develop procedures for analyzing and writing up results for both qualitative and quantitative data. Students will receive feedback from the instructor, their faculty advisors, and members of their cohort and to assist in completing the analysis and writeup of their culminating project for completion of the Ed.D. degree.

Facilitate the design and critical review of proposed doctoral research for students who have completed a literature review and identified a prospective dissertation chair. Serves an integrating function for the study prior to undertaking full-scale doctoral research.

The course will explore the technology used in the collaborative process in performing arts in a context of creating interactive performances distributed between multiple sites, using the Internet2. Students examine audio and video technology, improvisation, scheduling tools and other factors that must be addressed in creating and implementing distributed performances using synchronous and asynchronous communication, performance, and roduction media, to establish online performances. May be repeated for credit.

This course provides an overview of the psychological & neurological consequences of exposure to profound trauma, & the corresponding clinical & countertransferential implications for art therapists

Examines current issues & research relating to participation & success of students & faculty from different backgrounds in U.S. higher education. Emphasis is on the interplay between ethnicity & institutional, societal, governmental, & personal influences on participation & retention of students & faculty. Considers the extent to which efforts by institutions & governments have been successful in encouraging access & retention in various levels & types of institutions.

Registration for this course will entitle students to use the libraries and other research facilities, participate in University activities, and use the student health services and Coles/Palladium Sports Centers. Students may be given full-time equivalency if they are eligible. These credits will not count toward the student's total point requirement.

The doctoral capstone is an in-depth experience designed to facilitate the development of advanced knowledge and skills in a concentrated area for a minimum of 14 weeks (560 hours). This in-depth experience may be in one or more of the following areas: clinical practice, research, scholarship, administration, leadership, program and policy development, advocacy, education, and theory development. Students participate in full-time supervised practice in an agency or institution. The doctoral capstone experience includes initiation and completion of a capstone project.

This colloquium provides an opportunity for doctoral students to work closely with program faculty in studying major texts/theorists in the field of higher education. Topics will vary from year to year.

Required every semester of all doctoral students who are working on their proposal/dissertations. Taken in lieu of Doctoral Advisement Fee. Provides an opportunity for students to share the most recent development of their proposals/dissertations. Students are expected to report on their own research projects and critique the projects of others in the class. Presentations on research design, statistics, procedures for validity and reliability measures, and grant-writing skills are included.

This seminar examines the challenge of artfully framing research questions and hypotheses and then matching them to appropriate qualitative and quantitative methodologies. In addition to common readings, students identify and individually research articles related to their research interests and critically assess the studies. The major task is to develop a research proposal that informs the direction of the student’s candidacy papers and serves as an initial draft of their dissertation.

Advanced reading and discussion of the foundational literature, principles, and paradigms associated with the study of media, culture, and communication.

Advanced reading and discussion of the foundational literature, principles, and paradigms associated with the study of media, culture, and communication.

This course provides an overview of qualitative and quantitative research methods in the interdisciplinary fields of media, cultural, communication, and technology studies. It examines the philosophical and theoretical assumptions behind various methodologies, the research questions served by different methods, the usefulness and limits of methods, and strategies to design a research project. It serves as an introduction to the research of MCC faculty.

Year long set (10-15) of professionalization classes and writing workshops on topics such as teaching, publishing, fellowships/grants, conferences, and going on the job market.

This workshop focused on literature and case studies drawn from institutional research as a way of helping students translate their interest in a particular problem of practice into a prospectus for an Ed.D culminating project. Students learn about the conduct of institutional research, study the methodologies and designs most frequently used in institutional research projects. The intent of the workshop is to provide opportunities for participants to select and apply methodologies and designs to potential culminating projects and to receive feedback on their efforts from faculty members and others members of their cohort and to assist them in completing the prospectus required for advancement to candidacy.

The formulation of doctoral research strategies in educational theatre. Planning of relevant methodology; evaluation of research problems in progress.

Integrative experience that includes a consideration and evaluation of periodical literature, research studies, and innovations in the field.