Doctor of Philosophy (Ph.D.) Major in Educational and Community Leadership

ADED 7325. Teaching Adults: Principles and Practices.

This course examines methods and techniques for effective instruction of adults across educational and professional settings. The course reviews concepts, theories, and principles that inform the selection, implementation, and evaluation of instructional strategies for adult learners. Emphasis is placed on the critical examination of instructional approaches and the application of theoretical frameworks to teaching practice. Instructional methods include seminar discussions, analysis of scholarly literature, instructional design exercises, and structured teaching demonstrations. By the conclusion of the course, participants are expected to evaluate instructional strategies, integrate theory with practice, and design instruction that reflects advanced understanding of adult learning environments.

ADED 7337. Adult Literacy.

This course provides an advanced examination of adult literacy and adult English as a second language education, with attention to literacy needs, language acquisition, and transition pathways to employment and postsecondary education. Students analyze policy frameworks, funding mechanisms, administrative systems, and instructional models for shaping adult literacy practice. The course uses a seminar and project-based format that includes critical literature review, policy analysis, data interpretation, case studies, and applied program design. Expected outcomes include the capacity to conduct advanced analysis of adult literacy systems, synthesize research and policy, and develop scholarly and practice-oriented contributions to adult, professional, and community education contexts.

ADED 7342. Adult ESL Methods and Materials.

This course reviews traditional and contemporary methodologies used in adult English language teaching across varied adult education contexts. Emphasis is placed on the design of instructional lessons that integrate listening, speaking, reading, writing, and cultural dimensions of language learning. The course also examines strategies for selecting, adopting, and adapting textbooks and instructional materials appropriate for varied adult language learning settings. Instructional methodology includes seminar discussion, analysis of scholarly literature, instructional design activities, and critical evaluation of teaching resources. Through these activities, participants examine theoretical and practical considerations influencing adult language instruction. By the conclusion of the course, participants will demonstrate the ability to analyze language teaching methodologies and design integrated instructional materials for adult learners.

ADED 7343. Organizational Learning and Development.

This course examines organizational change and development within adult, professional, workplace, and community education contexts. Emphasis is placed on theoretical perspectives, organizational change models, and processes used to study and guide planned change across varied organizational environments. Participants analyze organizational learning, stakeholder involvement, and approaches to addressing organizational challenges. Instruction is delivered through seminar dialogue, analysis of scholarly literature, case-based inquiry, and applied organizational assessment activities. Participants engage in structured analysis of organizational scenarios and development tools used in organization development practice. Expected outcomes include the ability to critically evaluate change frameworks, interpret organizational data, and design informed responses to organizational challenges in educational, professional, and community-based settings.

ADED 7344. Designing Contextually Informed Adult Education Programming.

This course examines perspectives across distinct societies through an adult education lens. Readings and projects explore social and contextual factors influencing teaching and learning across adult education programs, workplace training environments, and community-based organizations. Instructional methods include seminar discussions, case analysis, applied projects, reflective writing, and research-based presentations. Doctoral students will engage in structured inquiry and analysis of educational practice in varied settings. By the end of the course, students are expected to demonstrate graduate-level analytical writing, apply theoretical frameworks to practice, and design contextually informed learning experiences for a wide array of adult populations.

COMM 7315. Directed Research in Communication Studies.

This course provides doctoral students with guided instruction and supervised research opportunities in Communication Studies that extend beyond the standard curriculum. Students may engage in scholarly projects such as synthesizing literature, designing methodological approaches, collecting and analyzing data or texts, or writing and disseminating a research paper. Applied projects may focus on translating communication research into practice across various contexts. Working closely with a faculty mentor, students identify research questions, project goals, and appropriate theoretical and methodological frameworks. The course emphasizes independent inquiry, analytical rigor, and the development of skills needed to conceptualize and complete an advanced scholarly or applied communication project. May be repeated with different emphasis for additional credit. Project approval must be obtained from the instructor and the Director of Graduate Studies prior to registration. Prerequisite: Department approval and 3.0 TXST GPA.

ED 7199A. Dissertation.

This course provides one credit of structured time and faculty mentorship to support the independent design, conduct, and completion of original scholarly research. Doctoral students refine research focus, review relevant literature, implement appropriate research methodologies, analyze and interpret findings that contribute to knowledge in areas such as adult education, organizational leadership, professional, workplace, and community education. Instructional methodology includes individualized faculty consultation, guided research planning, and iterative review of scholarly writing and research progress. Through these activities, participants engage in sustained intellectual inquiry and apply principles of ethical research practice and scholarly rigor. A progress grade is assigned when adequate advancement toward research goals is demonstrated, and credit is awarded upon successful completion of the final dissertation defense.

ED 7199B. Dissertation.

This course provides 1 credit of structured time under the direct supervision of a dissertation advisor. Students independently design, implement, and complete original scholarly research that culminates in a written dissertation to contribute to the body of knowledge in the field. As part of dissertation hours, students develop and refine research questions, engage and synthesize relevant literature, identify and apply a methodology that aligns with their study purpose to collect and analyze data and report findings. While conducting dissertation research and writing, students must be continuously enrolled.

ED 7299A. Dissertation.

This course provides two credits of structured time and faculty mentorship to support the independent design, conduct, and completion of original scholarly research. Doctoral students refine research focus, review relevant literature, implement appropriate research methodologies, analyze and interpret findings that contribute to knowledge in areas such as adult education, organizational leadership, professional, workplace, and community education. Instructional methodology includes individualized faculty consultation, guided research planning, and iterative review of scholarly writing and research progress. Through these activities, participants engage in sustained intellectual inquiry and apply principles of ethical research practice and scholarly rigor. A progress grade is assigned when adequate advancement toward research goals is demonstrated, and credit is awarded upon successful completion of the final dissertation defense.

ED 7299B. Dissertation.

This course provides 2 credits of structured time under the direct supervision of a dissertation advisor. Students independently design, implement, and complete original scholarly research that culminates in a written dissertation to contribute to the body of knowledge in the field. As part of dissertation hours, students develop and refine research questions, engage and synthesize relevant literature, identify and apply a methodology that aligns with their study purpose to collect and analyze data and report findings. While conducting dissertation research and writing, students must be continuously enrolled.

ED 7310. Instructional Roles in Counseling, Leadership, Adult Education & School Psychology.

This seminar is intended to prepare graduate teaching and instructional assistants in the CLAS Department to function effectively in various instructional and instructional support roles. Required for first-year teaching assistants and GIAs. This course does not earn graduate degree credit. Repeatable with different emphasis.

ED 7311. Educational Philosophy in a Social Context.

This course examines the philosophical foundations of education from historical through current writings. It frames these foundations through the lens of the educational issues and challenges of today across local, regional, and global contexts. Readings include classical and current writings from literature across the field of education as well as other relevant disciplines. Emphasis is focused on connecting the philosophical foundations of education to policy, practice and scholarship in educational and community leadership.

ED 7312. Leadership and Organizational Change.

This course examines leadership and organizational change through a broad intellectual exploration of theoretical frameworks and contemporary research. Students analyze models of leadership, organizational dynamics, and change processes across varied institutional and professional contexts. Emphasis is placed on understanding how leadership practices influence organizational learning, decision-making, and transformation. Instructional methods include research seminars, case analyses, scholarly readings, and applied leadership assessments. Through critical dialogue and analytical writing, participants evaluate leadership theories and change strategies.

ED 7313. Advanced Studies in Adult Learning and Development.

This course examines advanced research and theoretical perspectives on adult learning and development as they apply to educational and community leadership. Students analyze characteristics of adult learners, models of adult cognitive and psychosocial development, and theories of adult learning, cognition, memory, and intelligence. Emphasis is placed on critically evaluating scholarly literature and applying principles of adult learning to leadership, instructional, and community contexts. The course supports doctoral students in developing theoretical foundations that inform research, professional practice, and dissertation inquiry.

ED 7314. Community Development for Educators.

This course examines theoretical and applied perspectives on learning, teaching, and leadership in community contexts. In this doctoral seminar students analyze community development frameworks, educator roles, and strategies for identifying and mobilizing community resources to support educational and organizational goals. Through engagement with scholarly literature, structured dialogue, and reflection on field-based experiences, participants examine contextual factors that intersect with adult education theory and practice. The course explores relationships among social structures, institutional contexts, and patterns of access and outcomes. Emphasis is placed on advanced analysis, design of learning environments, and the development of scholarly writing and presentation skills appropriate for doctoral-level study.

ED 7315. Models of Inquiry: Understanding Epistemologies.

This course surveys the philosophical paradigms and epistemologies informing different research models of inquiry and examples of how they have been actualized methodologically in educational and social science research. Paradigms to be examined, compared, and critiqued include positivism, post-positivism, constructivism, interpretivism, critical inquiry, transformative inquiry, postmodernism, poststructural inquiry, and pragmatic inquiry. This course will help students understand the multiple theories and methodologies commonly employed for investigating research problems, and to identify a framework for their own independent dissertation research.

ED 7316. Advanced Studies in Adult Development.

This course examines contemporary theories and advanced scholarship in adult development, with attention to fundamental developmental changes across adulthood and their implications for educational practice. Students analyze theoretical frameworks and empirical research that inform understanding of cognitive, social, and psychosocial development in adult populations. Emphasis is placed on evaluation of research and the generation of new insights relevant to adult, professional, and community education contexts. Instructional methods include research seminars, critical literature reviews, student-led discussions, and analytical writing. Enrollment is restricted to Ph.D. in Adult, Professional, & Community Education students or with instructor permission.

ED 7317. Instructional Leadership for Organizational Change.

This course introduces students to the major stream of research on instructional leadership and organizational change in the field of education. This literature serves as the foundation for analyzing models of leadership and change in education through various theoretical, conceptual, and epistemological frameworks and lenses. Emphasis is placed on examining the relationship between instructional supervision, professional development, and curriculum development. The course includes experiential applications that bridge theory and practice. Prerequisite: Instructor approval.

ED 7318. Advanced Studies in Adult Learning.

This course examines research and theoretical literature related to adult learning, including characteristics of adult learners, major and alternative learning theories, intelligence, aging and wisdom, and learning in digital contexts. Students engage in advanced analysis of foundational and emerging scholarship to examine conceptual frameworks and empirical findings. Emphasis is placed on critical synthesis, theoretical integration, and the development of original scholarly insights. Instructional methods include research seminars, student-led critiques, comparative theory analyses, and extended analytical writing. By the conclusion of the course, participants are expected to evaluate and synthesize adult learning theories to inform advanced scholarship and design theoretically grounded educational interventions. Enrollment is restricted to doctoral program students in the APCE major or with instructor permission.

ED 7319. Foundations of Educational and Community Leadership.

This course examines the foundations of educational and community leadership from different philosophical, psychological, ethical, technological, and theoretical perspectives. Specific attention is given to interrogating the purpose of education, the history of educational and community leadership in the U.S. and global contexts, and how leadership shapes teaching and learning. Selected topics related to educational and community leadership to be explored include decision and policy making, school contexts, schools as learning communities, the change process, action plans, and research-based school improvement models and networks.

ED 7320. Literature Review for Research Writing.

This course will engage students in an analytical exploration of scholarly literature connected to a selected research topic within adult, professional, community, or lifelong education. Through this process, they investigate how existing publications address their research questions, identify major perspectives in the field, and evaluate the strength of various arguments. The course emphasizes developing the ability to synthesize ideas, construct clear and well supported positions, and recognize areas where knowledge remains limited or underdeveloped. By the end, students produce a coherent literature review that both reflects the current state of research and highlights opportunities for further inquiry. Prerequisite: ED 7352 or ED 7351, all with a grade of "B" or better.

ED 7321. Historical and Philosophical Foundations and Contemporary Issues in Adult Education.

This course explores the historical and philosophical foundations that shape the study and practice of adult, professional, and community education across a variety of settings. Students investigate major intellectual traditions, influential thinkers, and key movements that have informed the field’s development. Attention is given to how philosophical perspectives guide educational purposes, values, and approaches to teaching and learning. By examining historical contexts and evolving practices, students gain a deeper understanding of how adult education has responded to societal needs and how foundational ideas continue to influence contemporary theory, policy, and professional practice. Prerequisite: Core courses or instructor’s permission.

ED 7322. Human Resource and Professional Development.

This course examines the methods, practices, and issues involved in facilitating learning for occupational, professional, and volunteer roles. Emphasis is placed on theory-informed approaches to human resource and professional development across organizational and community contexts. Through seminar discussions, case analyses, and applied inquiry activities, participants analyze models of workplace learning, conduct needs assessments, and examine organizational factors that influence learning and development initiatives. Instructional methods include critical engagement with scholarly literature, collaborative dialogue, and applied design tasks. Expected outcomes include the development of advanced competencies in analyzing, designing, and evaluating workplace learning initiatives and the ability to apply theory-informed frameworks to varied adult, professional, and community education settings. Prerequisite: Core courses or instructor’s permission.

ED 7324. Problems and Strategies in Program Planning Seminar.

This course examines advanced problems and strategic approaches in program planning across educational, professional, and community contexts. Emphasis is placed on principles and procedures of systematic planning, contemporary issues and trends, and the use of needs assessment and data-informed decision making. Students will engage with goal setting, stakeholder analysis, and evaluative frameworks to design responsive and sustainable learning programs. Through inquiry and review of theoretical and applied scholarship, the course develops advanced competencies for planning initiatives that address complex human, organizational, and community needs. Prerequisite: Core courses or instructor’s permission.

ED 7325. Socioecological Dynamics in Learning Communities.

This course examines interdisciplinary scholarship from education, history, economics, sociology, and anthropology to analyze socioecological dynamics within learning communities. Students study how individual, organizational, and community‑level factors shape educational contexts using established conceptual and theoretical frameworks. Emphasis is placed on critically analyzing contextual factors in learning environments and evaluating research‑based approaches for understanding systems and processes in schools and educational community settings.

ED 7326. Educational Policy as Practice.

This course examines the historical, theoretical, and philosophical foundations of educational policy as it operates in practice across educational and community contexts. Students analyze how policies are developed, interpreted, implemented, and evaluated at local, state, and federal levels using established policy analysis frameworks. Emphasis is placed on examining institutional norms, governance structures, and documented policy effects relevant to educational and community leadership. The course supports doctoral students in developing research‑informed perspectives on policy design, implementation, and outcomes.

ED 7334. Processes for Educational Evaluation and Analysis.

This course focuses on the development of knowledge and skills to facilitate the evaluation and analysis of educational programs and initiatives in school and community contexts. It addresses assessment and analysis of student learning at the individual, classroom, school, and system levels, as well as teacher and program evaluation. Emphasis is placed on bridging theory and practice through the development and application of educational evaluation and analysis tools to inform pedagogy, leadership, and community development. Prerequisite: Instructor approval.

ED 7341. Dissertation Proposal Development.

This course supports doctoral students in education as they develop a dissertation proposal consisting of an introduction to the study, review of literature, and methodology, as well as appendices and supporting materials to implement a dissertation study. In a seminar format, students commit to the study of a research problem, analyze relevant scholarly literature, and select an appropriate research design aligned with their questions and theoretical/conceptual framework. Instruction strategies may include guided workshops, peer review, faculty feedback, and milestone-based drafting. Emphasis is placed on clarity of argumentation, methodological rigor, and alignment among research components. By the conclusion of the course, students will produce a draft of their proposal suitable for continuing work with their dissertation advisors. Prerequisite: ED 7351 and ED 7352, and ED 7353 or ED 7354, all with a grade of "B" or better.

ED 7345. Human Resources and Instructional Management.

This course provides a comprehensive analysis of human resource administration and instructional improvement. The curriculum integrates the legal frameworks of personnel management with the practical application of staff supervision, appraisal, and professional development. It bridges administrative functions with instructional strategy by examining curriculum planning, curriculum alignment, and student assessment. The course culminates in an original, instructor-directed research project, ensuring students synthesize theoretical knowledge with empirical inquiry.

ED 7347. The Superintendency.

Through a methodology of case study analysis and reflective practitioner inquiry, students will evaluate the complex intersections of administrative theory and local district governance. The scope of this course encompasses Texas-specific leadership standards, school board-superintendent relations, strategic management, and the social responsibilities and ethical standards required to lead public institutions. Students will engage in a targeted investigation of contemporary governance issues and professional ethics as defined by the State Board for Educator Certification (SBEC). As an expected outcome, students will demonstrate mastery of these competencies by designing and executing an original research project that addresses a critical challenge in district-level leadership.

ED 7349. School Finance and Business Management.

This course focuses on how public schools are financed. The methodology for this course utilizes quantitative financial analysis and comparative modeling to deconstruct district funding formulas and budgetary allocations. The scope includes an in-depth investigation of state and local revenue sources, principles of taxation, and the legal frameworks governing school fund accounting and business management. Students will further examine the technical processes of budget development and the ethical implications of resource management in a school environment. As an expected outcome, students will translate theoretical fiscal knowledge into practice by completing an original research project that proposes a data-driven solution to a real-world district financial challenge.

ED 7351. Beginning Quantitative Research Design and Analysis.

This course introduces quantitative research methods and foundational analytic techniques applicable to social science inquiry, with emphasis on adult learning, K-20 education, and human resource development contexts. The course examines philosophical and pragmatic foundations of quantitative inquiry, including ontology and epistemology, as well as principles of measurement, research design, and statistical analysis for experimental and non-experimental studies. Instruction is delivered through seminar discussions, guided statistical exercises, and applied data analysis activities using relevant datasets. Participants engage with methodological literature and practice interpreting statistical findings. Expected outcomes include the ability to design quantitative studies, apply appropriate analytic procedures, and interpret results in relation to research questions in K-20 education, leadership, adult, professional, and community education. Prerequisite: Core and Concentration courses or instructor’s permission.

ED 7352. Beginning Qualitative Design and Analysis.

This course introduces students to the qualitative paradigm, providing them with a foundational understanding of the distinctive features of qualitative research and qualitative methodological traditions. Emphasis is placed on the most common approaches to qualitative research, underlying assumptions and frameworks utilized in this approach, the intricacies of designing a qualitative study, and common techniques and procedures in qualitative research. Topics covered include data collection methods, analysis processes, the role of the researcher, ethical considerations and trustworthiness, and ways to evaluate qualitative research. Prerequisite: Core and Concentration courses or instructor’s permission.

ED 7353. Intermediate Quantitative Research Design and Analysis.

This course extends doctoral students’ quantitative research capabilities through the examination and application of intermediate to advanced statistical modeling techniques relevant to research and evaluation in education, leadership, and organizational improvement contexts. Attention is given to theoretical foundations of measurement, research design, model specification, and statistical inference within general linear and nonlinear analytic frameworks. Instruction is delivered through a seminar format that integrates methodological literature review, guided statistical exercises, and applied data analysis using statistical software such as SPSS, SAS, R, or STATA. Participants examine and apply regression and structural equation modeling approaches using platforms such as AMOS, Mplus, or lavaan. Expected outcomes include the capacity to design, implement, interpret, and report advanced quantitative analyses for educational research and evaluation contexts. Prerequisite: ED 7351 with a grade of "B" or better, or instructor’s permission.

ED 7354. Intermediate Qualitative Design and Analysis.

This course provides an in-depth examination of the design and implementation of qualitative research using a seminar format and applied inquiry model. Emphasis is placed on advanced qualitative research traditions, theoretical foundations, traditional and contemporary scholarly literature. Students engage in fieldwork, systematic data collection, and iterative data analysis. The course incorporates hands-on training opportunities to explore qualitative research software for data management, coding, and analytic memo development. Instructional methods include examination of relevant literature, research design workshops, peer debriefing, guest speakers, research presentations, and methodological simulations. The course focuses on strategies for designing rigorous qualitative studies that are situated within established research traditions. Prerequisite: ED 7352 with a minimum grade of "B", or instructor’s permission.

ED 7357. Advanced Study in Action Research.

This course provides advanced study of action research, emphasizing its theoretical foundations, methodological practices, and ethical and practical issues. Students examine traditions of action research and develop advanced skills in designing, conducting, and evaluating action research studies in educational, professional, and community contexts. Particular attention is given to participatory inquiry, practitioner scholarship, and research quality. The course supports students in applying action research to adult, professional, and community education or educational and community leadership settings and serves as an appropriate elective for doctoral majors in these areas.

ED 7359. Seminar in Quantitative Research.

This course examines processes for developing and refining research problems relevant to educational leadership and adult, professional, and community education contexts. Participants formulate research questions and consider the alignment of research design, measurement, and analysis as integrated components of scholarly inquiry. The course supports the preparation of dissertation proposal Chapters 1 and 3 and introduces structural elements of competitive grant proposals. Instruction is delivered through a student-centered seminar format that incorporates scholarly literature review, methodological critique, and applied data analysis activities. Participants examine and justify appropriate quantitative approaches, including multivariate methods and structural equation modeling, using statistical software. Expected outcomes include the ability to conceptualize theoretically grounded research problems, design methodologically coherent studies, and prepare components of dissertation and grant proposals. Prerequisite: ED 7351 and ED 7353, all with a grade of "B" or better.

ED 7364. Personal, Team, and Professional Development in Education.

This course focuses on the interconnectivity and development of individuals and teams to acquire the knowledge, skills, and dispositions needed in professional education contexts to improve educational organizations, teaching, and learning. Because of its focus on education, it is recommended only for doctoral students preparing for careers in educational settings. Topics covered in the course include models of personal, team and professional development strategies to increase self-awareness and support team dynamics in educational settings, and the implementation of professional development using shared leadership structures, reflective practice, and dialogue.

ED 7378. Problems in Education.

This course examines individual problems or selected topics in education, allowing focused study of specialized or emerging areas within the field. Content varies based on student interests and program needs, and the course may be repeated for additional credit with approval of the program coordinator. Through directed readings, research, and applied inquiry, students engage deeply with a defined topic. Students are expected to produce a substantive scholarly or applied project demonstrating advanced understanding of the topic or issue under study.

ED 7379. Independent Study.

This course provides students with the opportunity to pursue advanced, self-directed inquiry in a specialized area aligned with their scholarly and professional interests. Under the supervision of a faculty mentor, students design a focused plan of study that integrates relevant theory, research, and critical analysis. Emphasis is placed on intellectual rigor, methodological clarity, and scholarly production. The course supports individualized learning goals, contributes to doctoral research development, and fosters advanced competencies in independent scholarship and academic inquiry.

ED 7389L. Writing for Publication.

This course focuses on developing scholarly writing skills for publication within students’ fields of study. Under instructor guidance, students draft, revise, and refine a manuscript suitable for submission to a peer‑reviewed outlet. Emphasis is placed on developing a clear scholarly rationale, integrating relevant literature, selecting appropriate frameworks, aligning methodology and findings, and drawing well‑supported conclusions. The course also addresses identifying suitable journals, adhering to disciplinary writing styles, and navigating the manuscript submission and review process.

ED 7389P. International Comparative Adult, Community, and Higher Education Research and Study: Italy.

This course examines international and comparative research in adult, community, and higher education through an in-depth study of educational contexts in Italy. The course develops advanced theoretical knowledge, comparative frameworks, and methodological skills for analyzing educational systems across cultural and national settings. Particular attention is given to adult, community, and higher education within Italy’s complex educational environment. Instruction is organized through a university-based seminar combined with supervised fieldwork in Italy, incorporating scholarly readings, structured discussion, and guided observation. Participants analyze educational practices using comparative research frameworks and document findings through academic writing and presentation. Prerequisite: Should the student not be able to participate in the international component of the course, a domestic alternative can be discussed prior to enrollment.

ED 7389Q. Schools, Communities and Race in a Democratic Society.

The class explores race through a personal lived perspective. This class will view race as a social construct. Students will interrogate the phenomena of race through multiple lens and frames, including but not limited to, an ontological perspective, its use in organizations, and its use in re-segregating society.

ED 7389R. Understanding the Self in Scholarly and Leadership Contexts.

This course examines theoretical and interdisciplinary perspectives on self, professional identity, and context as they relate to educational and community leadership. Students analyze how contextual influences shape professional roles, leadership practice, and scholarly inquiry. Emphasis is placed on critically examining conceptual frameworks that support self‑understanding as an analytic lens within schools, organizations, and communities. Through engagement with scholarly literature, students develop research‑informed perspectives that support leadership development, reflective practice, and ongoing doctoral study in educational and community leadership.

ED 7389S. Human-Centered Perspectives and Approaches in Education.

This course examines interdisciplinary theories, frameworks, and methodologies associated with human‑centered perspectives and approaches in education. Students analyze how human‑centered approaches are conceptualized and applied across educational research, policy, and practice. Topics may include learning environments, personalization, knowledge construction, community‑based learning, and emerging applications such as human‑centered design and artificial intelligence. Emphasis is placed on critically evaluating scholarly literature and considering how human‑centered frameworks inform educational inquiry, leadership practice, and dissertation research within educational and community contexts.

ED 7389U. The Theory and Pedagogy of Paulo Freire.

This course introduces students to the major theoretical and pedagogical contributions of Brazilian educator and philosopher Paulo Freire, situating his work within broader traditions of social and educational theory. Although Freire wrote primarily about education, the course is appropriate for graduate students in education and across the social sciences seeking to examine theories related to classroom pedagogy, literacy, adult education, and education policy, including perspectives on education and social change.

ED 7389V. Applied Linguistics for English Language Teaching Instructors.

This course provides an advanced examination of the linguistic foundations necessary for teaching English to adults in varied educational settings. Emphasis is placed on morphology, syntax, semantics, phonology, and sociolinguistics, with attention to their application in grammar, vocabulary, spelling, and pronunciation instruction. The course also explores discourse and conversation analysis as analytical tools for interpreting oral and written language in adult learning environments. Instructional methodology includes critical analysis of linguistic research, applied text analysis, and the design of research-informed instructional models. Expected outcomes include advanced analytical competence, the integration of linguistic theory with pedagogy, and scholarly contributions to adult English language education.

ED 7389W. Literacy and English Language Teaching Assessment and Evaluation.

This course examines language assessment and evaluation practices for adult learners, with emphasis on literacy and English language learning. Doctoral students review assessment constructs and the social and historical contexts that have shaped evaluation practices in adult literacy and English language teaching programs. The course explores traditional evaluation and alternative assessment concepts, including issues of reliability, validity, accountability, holistic assessment, portfolio assessment, formative and summative assessment. Instructional methodology includes seminar discussions, analysis of assessment instruments, case studies, research reviews, and applied test design projects. This course develops advanced skills to critically analyze evaluation frameworks, interpret assessment data, and design contextually appropriate language assessment tools for adult learning settings.

ED 7399A. Dissertation.

This course provides three credits of structured time and faculty mentorship to support the independent design, conduct, and completion of original scholarly research. Doctoral students refine research focus, review relevant literature, implement appropriate research methodologies, analyze and interpret findings that contribute to knowledge in areas such as adult education, organizational leadership, professional, workplace, and community education. Instructional methodology includes individualized faculty consultation, guided research planning, and iterative review of scholarly writing and research progress. Through these activities, participants engage in sustained intellectual inquiry and apply principles of ethical research practice and scholarly rigor. A progress grade is assigned when adequate advancement toward research goals is demonstrated, and credit is awarded upon successful completion of the final dissertation defense.

ED 7399B. Dissertation.

This course provides three credits of structured time under the direct supervision of a dissertation advisor. Students independently design, implement, and complete original scholarly research that culminates in a written dissertation to contribute to the body of knowledge in the field. As part of dissertation hours, students develop and refine research questions, engage and synthesize relevant literature, identify and apply a methodology that aligns with their study purpose to collect and analyze data and report findings. While conducting dissertation research and writing, students must be continuously enrolled.

ED 7599A. Dissertation.

This course provides five credits of structured time and faculty mentorship to support the independent design, conduct, and completion of original scholarly research. Doctoral students refine research focus, review relevant literature, implement appropriate research methodologies, analyze and interpret findings that contribute to knowledge in areas such as adult education, organizational leadership, professional, workplace, and community education. Instructional methodology includes individualized faculty consultation, guided research planning, and iterative review of scholarly writing and research progress. Through these activities, participants engage in sustained intellectual inquiry and apply principles of ethical research practice and scholarly rigor. A progress grade is assigned when adequate advancement toward research goals is demonstrated, and credit is awarded upon successful completion of the final dissertation defense.

ED 7599B. Dissertation.

This course provides five credits of structured time under the direct supervision of a dissertation advisor. Students independently design, implement, and complete original scholarly research that culminates in a written dissertation to contribute to the body of knowledge in the field. As part of dissertation hours, students develop and refine research questions, engage and synthesize relevant literature, identify and apply a methodology that aligns with their study purpose to collect and analyze data and report findings. While conducting dissertation research and writing, students must be continuously enrolled.

ED 7699A. Dissertation.

This course provides six credits of structured time and faculty mentorship to support the independent design, conduct, and completion of original scholarly research. Doctoral students refine research focus, review relevant literature, implement appropriate research methodologies, analyze and interpret findings that contribute to knowledge in areas such as adult education, organizational leadership, professional, workplace, and community education. Instructional methodology includes individualized faculty consultation, guided research planning, and iterative review of scholarly writing and research progress. Through these activities, participants engage in sustained intellectual inquiry and apply principles of ethical research practice and scholarly rigor. A progress grade is assigned when adequate advancement toward research goals is demonstrated, and credit is awarded upon successful completion of the final dissertation defense.

ED 7699B. Dissertation.

This course provides six credits of structured time under the direct supervision of a dissertation advisor. Students independently design, implement, and complete original scholarly research that culminates in a written dissertation to contribute to the body of knowledge in the field. As part of dissertation hours, students develop and refine research questions, engage and synthesize relevant literature, identify and apply a methodology that aligns with their study purpose to collect and analyze data and report findings. While conducting dissertation research and writing, students must be continuously enrolled.

ED 7999A. Dissertation.

This course provides nine credits of structured time and faculty mentorship to support the independent design, conduct, and completion of original scholarly research. Doctoral students refine research focus, review relevant literature, implement appropriate research methodologies, analyze and interpret findings that contribute to knowledge in areas such as adult education, organizational leadership, professional, workplace, and community education. Instructional methodology includes individualized faculty consultation, guided research planning, and iterative review of scholarly writing and research progress. Through these activities, participants engage in sustained intellectual inquiry and apply principles of ethical research practice and scholarly rigor. A progress grade is assigned when adequate advancement toward research goals is demonstrated, and credit is awarded upon successful completion of the final dissertation defense.

ED 7999B. Dissertation.

This course provides nine credits of structured time under the direct supervision of a dissertation advisor. Students independently design, implement, and complete original scholarly research that culminates in a written dissertation to contribute to the body of knowledge in the field. As part of dissertation hours, students develop and refine research questions, engage and synthesize relevant literature, identify and apply a methodology that aligns with their study purpose to collect and analyze data and report findings. While conducting dissertation research and writing, students must be continuously enrolled.

EDCL 7348. Campus Leadership and School Law.

This course develops campus leadership skills in elementary and secondary schools, focusing on the role and functions of the principal. It surveys legal issues encountered by school leaders, including constitutional provisions, statutory laws, court decisions, and regulations governing public schools, with attention to state and federal relationships. The course examines legal frameworks as they relate to policy development, student rights, personnel management, and school operations. Emphasis is placed on analyzing legal requirements and their implications for decision-making in educational leadership contexts.

EDCL 7387. Field Practicum, Part I.

This course provides a field-based practicum in elementary and secondary school leadership, focusing on the strategic, operational, and interpersonal responsibilities of the principalship. Students engage in administrative tasks that connect educational theory to practice through a site-based practicum developed in collaboration with a practicing principal and a university supervisor. The course includes activities aligned with the Texas Principal Standards and documentation of leadership practices related to instructional leadership, school operations, and campus collaboration.

EDCL 7388. Field Practicum Part II.

This course provides a field-based practicum in elementary and secondary school leadership, focusing on the strategic, operational, and interpersonal responsibilities of the principalship. Students engage in administrative tasks that connect educational theory to practice through a site-based practicum developed in collaboration with a practicing principal and a university supervisor. The course includes activities aligned with the Texas Principal Standards and documentation of leadership practices related to instructional leadership, school operations, and campus collaboration.(Note: Students who took EDCL 6388 may not repeat these courses for doctoral credit).

EDCL 7389. Superintendent Practicum I.

This course provides a field-based practicum experience for candidates pursuing district-level leadership. It includes supervised engagement in central office operations across two consecutive semesters under the mentorship of a practicing superintendent and a university supervisor. The course focuses on the application of leadership frameworks, administrative processes, and district-level decision-making aligned with Texas Superintendent Standards. Activities include participation in organizational planning, data-informed decision-making, and documentation of leadership practices in a district context. Prerequisite: ED 7347 with a grade of "B" or better. Corequisite: ED 7345 with a grade of "B" or better.

EDCL 7390. Superintendent Practicum II.

This course provides a continuation of the field-based practicum experience for candidates pursuing district-level leadership. It includes supervised engagement in central office operations under the mentorship of a practicing superintendent and a university supervisor. The course focuses on the application of leadership frameworks, administrative processes, and district-level decision-making aligned with Texas Superintendent Standards. Activities include participation in organizational planning, data-informed decision-making, and documentation of leadership practices in a district context. Prerequisite: EDCL 7389 with a grade of "B" or better.

SAHE 7178. Independent Study.

This course provides students with the opportunity to pursue independent research or a specialized project within a selected area of student affairs and higher education administration. Working closely with a faculty supervisor, students design and complete an individualized course of study focused on developing knowledge in a selected topic. The course supports exploration of emerging issues, specialized functional areas, and topics relevant to varied institutional contexts and student populations within higher education settings.

SAHE 7378. Independent Study.

This course provides students with the opportunity to pursue independent research or a specialized project within a selected area of student affairs and higher education administration. Working closely with a faculty supervisor, students design and complete an individualized course of study focused on a selected topic. The course supports exploration of emerging issues, specialized functional areas, and topics relevant to varied institutional contexts and student populations. Emphasis is placed on independent inquiry, use of scholarly and professional resources, and development of a structured project or research outcome.

SAHE 7382. Project-Based Applications in Higher Education and Student Affairs.

This course, taken in two consecutive semesters, provides an orientation to the graduate program and the steps required for capstone completion. Topics include the discussion of research interests, critiquing literature, and topic selection. Students engage in developing a research proposal, selecting a capstone committee, and practicing principles of ethical conduct. Instruction emphasizes professional development and the communication skills necessary for the successful dissemination of psychological science within academic and professional contexts.

SAHE 7384. Professional Development in Student Affairs.

This course will allow students to learn more about professional development, professional associations, and conferences. Students will also create a professional development plan and will develop a conference proposal that they could submit to a professional conference. Professional development plays an important role in student affairs.