Program of Study

EdD Program Structure

Program requirements include a minimum of 90 graduate credits. Students must enter the program with a master’s degree comprising a minimum of 36 graduate-level credits, which will be transferred into the EdD program. Students who do not have the required 36 master’s credits may be admitted and must complete the additional graduate-level credits at an accredited college or university prior to or during the program. Students with post-master’s graduate credit completed prior to program admission in related education content may petition for an additional 6 transfer credits of equivalent coursework with appropriate documentation and the approval of the EdD Program Director. Thus, students must complete between 48 and 54 credits at the doctoral level at JHU. In addition to successfully completing all course requirements (Program of Study), candidates must also satisfy written and oral assessments that document attainment of competencies including an Applied Dissertation.

Typically, Doctor of Education students complete their coursework and dissertation in three years. Students are encouraged to discuss a four-year completion schedule with their advisers once they enter the program. Students are required to complete their dissertation within seven years of entering the program. Please refer to the EdD Student Handbook for greater detail related to all aspects of the program.

NOTE: Students who opt for a longer duration program may not be eligible for Federal Financial Aid within a given semester. Students must enroll for at least 4.5 credits (effectively 6 credits) each semester to be eligible for Federal Financial Aid.

The program includes the following required coursework components:

 

Foundations of Education (12 credit hours)

855.710 Multicultural Education
The rapid and explosive demographic shifts in this country among culturally and linguistically diverse students, the fact that these students are projected to comprise the majority of school age students by the year 2020, and the current educational trajectory of students from marginalized groups provide a compelling rationale for identifying strategies and interventions for facilitating transformative multicultural approaches to education. Using Pedersen’s tripartite model of multiculturalism, students will address the requisite awareness, knowledge, and skills for enhancing their multicultural competencies. Students will create a conceptual framework to organize research approaches related to this model and to inform the development of their applied project of practice. (3 credits)
855.712 Multiple Perspectives on Learning and Teaching

This course will survey classical theoretical perspectives on learning and teaching including behaviorism, cognitive, constructivist, sociocultural, social cognitive, and situative perspectives. Students will examine the research literature to identify the strengths and limitations of these perspectives in relation to understanding issues within their organizations. They will create a conceptual framework to organize these research approaches and to inform the development of their Problem of Practice. (3 credits)

855.716 Contemporary Approaches to Educational Problems

In Contemporary Approaches to Educational Problems, students critically investigate methods professionals use to theoretically and empirically examine contemporary issues in education. We introduce improvement sciences as a frame for understanding and intervening in educational problems. Students will investigate research within their area of specialization and build the knowledge and skills to critically analyze existing research literature. The final outcome of this course is a synthesis of literature relevant to factors associated with and underlying causes for their Problem of Practice. The course also includes a focus on academic writing. (3 credits)

855.718 Disciplinary Approaches to Education

Educators use theories, concepts and approaches from sociology, economics, history, anthropology, and other disciplines to make sense of problems in their field. This course introduces the concepts central to these approaches. Students will learn about these theoretical perspectives through reading central texts related to these disciplines of educational theory and will develop a theoretical frame for their Problem of Practice project based on the perspectives examined in the class. (3 credits)

Electives (choose at least one of the following courses depending upon your specialization):

855.708 Mind, Brain Science and Learning

Building on Multiple Perspectives on Learning and Teaching, this course will survey theoretical and empirical research in the study of cognitive development focusing on recent and ongoing studies of memory, attention, language, and social/emotional development. Participants will examine research literature from multiple fields in the brain sciences, including cognitive science, experimental psychology, and neuroscience. General topics include an overview of brain structure and function, imaging technology, normal brain development, and how differences in development may affect learning. They will explore recent findings on topics such as the effects of stress, sleep, and multi-tasking on brain development and learning. Students will consider how research findings inform practice and policies in education and related fields.

855.720 Leadership in Educational Organizations

Through this course, students will examine contemporary educational practices and their relationship to leadership theories, models, and strategies. This course will focus on new and historical perspectives related to leadership development, group dynamics, and effective individual and organizational behaviors, visioning, and transformation. This course navigates the complexities of human behavior and organizational outcomes from psychological and behavioral perspectives and includes empirical findings drawn from neuroscience focused on resilience and the emerging field of neuroleadership. Course participants will continue to frame and examine a contemporary problem of practice significant to their workplaces and develop innovative solutions to these issues.

893.708 Technologies and Creative Learning
Through the latest research in learning in the computer age, this course explores how technology can support creative learning. Henessey and Amabile (2010) state that creativity is essential to human progress. Through evidence-based research, learners will explore the computer culture and how it is shaping instruction. The age of machines is creating an identity crisis, the identity life-cycle will be explored as well as the field of human computer interaction and its effects on creative thinking. The concept of participatory culture and media education will be discussed and how they support developing digital communities of learners. We will also discuss computer- supported collaborative learning and how online communities can be catalysts for interactive media creation. We will also explore disruptive technologies, radical game design, and the new literacies in the digital age. Students will submit a final project related to design and how people create and learn with a particular technology. Part of the project is to write a theoretical or critical reflection on creative learning experiences.

Electives (choose two additional elective courses or other EdD courses as approved by adviser):

855.643 Turnaround Leadership in Schools and Educational Organizations

This course will provide participants with a deep knowledge of the educational challenges school and other educational organization leaders face in turnaround situations as well as what is known about effective instructional, human capital, and change management strategies for turning organizations around. It will combine research from multiple fields with practice examples drawn from existing turnaround schools and organizations. The focus will be on what is needed to design an organization such as a high poverty school for success through effectively implementing high leverage change strategies including distributed leadership, recruitment, training, and evaluation; using data to guide and monitor interventions; and effectively integrating external partners to address critical capacity needs. Attention will also be paid to utilizing these turnaround strategies in educational organizations broadly, depending on the student’s Problem of Practice. This course will offer insights and opportunities to further explore the literature to support proposed solutions and/or interventions to ameliorate the identified Problem of Practice.

855.714 Power, Politics, and Policy in Education

Government entities have increasingly molded public education. In the United States, federal laws and mandates have enormous influence on local schools; state governments have endorsed and implemented national Common Core curriculum standards; and funding is based on top-down distribution while mayors, school boards, parents, students, and other local stakeholders bid for local control of their schools. In this vein, other political groups press for reductions or the elimination of federal involvement in schooling. These transactions involve power relations and concepts of democracy and freedom. Through this course, students will examine various theories, concepts, principles, and dynamics of power, politics, and policy and how these ideas apply to education, organizations, and leadership.

855.851 Research on Effective Professional Development

This course is designed to provide students with an overview of theoretical perspectives and research that provides evidence of effective professional development that fosters instructional change on the preK-16 levels. Foundational to this work are sociocultural, situated learning, and adult learning theories, which will serve as the frame for course topics. Students will explore evidence-based professional development practices that support instructional change and student learning as well as contextual factors that impede or support teacher learning within professional development programs. Finally, students will consider methods for evaluating the effectiveness of professional development programs.

Applied Research and Evaluation (9 credit hours):

883.718 Research Methods and Systematic Inquiry I

This is the first in a two-course series designed to teach students the skills necessary to design mixed methods research focused on problems of practice. The course is structured to introduce students to mixed methodology while focusing on quantitative methods including conceptualizing and identifying problems of practice. The course is based on the premise that research develops and evolves through an iterative process. This research process requires analysis, decisions, judgments, and careful consideration of alternatives. The goals for the class include a greater comfort in reading, reviewing and critiquing educational research, increased understanding of the various designs for research in educational and related fields especially mixed methods research design. Students will design a research project related to a problem-of-practice within the students’ organizational context as partial completion of Year 1 comprehensive assessments.

883.719 Research Methods and Systematic Inquiry II

This is the second in a two-course series focused on mixed methodology research. In this course, students continue deepening their understanding of mixed methods research through course readings, discussions, and assignments. Students will be encouraged to explore, critique, design, and conduct mixed methods research with a focus on qualitative research methodology. This course covers key strategies of qualitative inquiry, common qualitative methods (e.g., observational research techniques and interpretative methodology), and elements of effective qualitative research proposals. Students will design a research project related to a problem-of-practice within the students’ organizational context as partial completion of their Year 2 comprehensive assessments.

883.721 Evaluation of Education Policies and Programs
This course is intended to provide an overview of key elements and topics related to program and policy evaluation and research. Students will become familiar with types of evaluation and their purposes including their role in research and development and program improvement. The course will also cover developing researchable questions and problem identification, logic models and program theory, threats to validity, experimental and quasi-experimental designs, qualitative and mixed methods designs, ethics, and cost-benefit analysis

Applied Dissertation (9 credit hours)

Specialization Area (12 credit hours)

Specialization areas consist of four courses from a selection of courses, which will vary by semester. Students applying to the 2018 cohort may choose from among three specialization areas:

Entrepreneurial Leadership in Education

 

The Entrepreneurial Leadership in Education specialization offers a unique opportunity for school and other educational organization leaders in both public and private educational environments. Students within this specialization of the Doctor of Education program will develop their knowledge, skills, and dispositions as they engage in leading efforts to build new venture opportunities in varied educational organizations. Through multidisciplinary lenses, educational leaders will promote innovation in the paradigms, strategies, values and culture in school systems, social entrepreneurial ventures, and education companies. Each of the courses offers an opportunity to explore leadership theoretical frameworks, identify a Problem of Practice, and create a plan of action, through analysis and synthesis of presentations, readings, and discussion of the current state of multiple educational environments and the visions and challenges for the future.

 Course listings:

  • 855.613 Entrepreneurship in Education

    In this course, students will examine theoretical perspectives and research related to the field of entrepreneurial leadership in education. The education sector, despite the many transformative changes in the last 20 years, remains culturally traditional. Therefore, 21st century education leaders must learn to utilize entrepreneurial thinking, a sub-discipline of management as well as organizational theory, as another tool for innovation and organizational change. Students will study theories of entrepreneurship found in business, education, and other social sciences. They will also research entrepreneurial concepts and leadership traits through the disciplines of sociology, economics, and organizational management. Specific entrepreneurial research theories and practices, such as intra-preneurship and embedding of entrepreneurial leaders into educational institutions, will also be studies as means for promoting social justice, access, and equity for all learners.
  • 855.642 Talent Management & Organizational Finance for Entrepreneurial Leaders
    This course promotes knowledge and application of best practices in the development of primary organizational resources – its talent and financial resources. Students will engage in 1) discovering best practices in the educational and/or organizational theoretical literature; 2) exploring talent management and development (TM) concepts, applications, and solutions through analysis of current case studies from the organizational and educational environments; and 3) actively learning to apply current TM theories, principles, and practices to the student’s organization by appropriately applying these perspectives as they relate to the student’s Problem of Practice. Students will also learn to identify and manage financial resources including grants, philanthropy, and program and product revenues. Students will identify the strategic challenges within talent and financial management and the application of appropriate, yet innovative, solutions to these challenges. Students will provide evidence of a deep and comprehensive understanding of how organizations could better invest in a particular aspect of talent and financial management to achieve greater educational and organizational outcomes related to their Problem of Practice and the leadership required to initiate such an effort.

  • 855.641 Strategic Systems Change and Action Planning
    Education leaders, public and private, need to understand the structures for managing the school and/or organizational environment. These structures include organizational visioning and action planning, budgeting and finance, and the leadership skills that incorporate instructional design, curriculum integration with standards, and logistics of technology implementation, professional development, and evaluation. This course is designed to introduce knowledge management concepts into an organizational or educational context and to provide an in-depth focus on data-driven decision making in organizational and educational institutions. Participants will develop an understanding of how to create and support change through a systems approach. Students will apply these novel concepts and perspectives to continued construction of the literature review to inform their Problem of Practice.
  • 855.640 Building Strategic School, Educational Organization, and Community Partnerships
    This course provides opportunities for students to engage in reflective practice as an educational or organizational leader, while building organizational and community partnerships to leverage multiple resources for addressing a specific organizational systems issue. Students are expected to 1) become familiar with pertinent theoretical literature; 2) understand the internal and external organizational environment and the pressures of those institutional relationships; 3) understand the roles and responsibilities of creating and sustaining dynamic partnerships, including acting as an informal project manager and community advisor; and 4) anticipate the challenges of navigating through politics, policy, fundraising, marketing, social networking, and possible media involvement. This course will include creating multiple strategies for communicating with internal and external stakeholders as appropriate to disseminate findings related to their Applied Dissertation topic.
Instructional Design in Online Teaching and Learning

The Instructional Design for Online Teaching and Learning specialization is designed to prepare expert practitioners to design, deliver, and evaluate online learning programs for K-12 as well as higher education, professional education, corporate universities, training and development, government agencies, and community settings. Emphasis will be on evaluating instructional design models from both theoretical and research bases with a focus on practical application to online and blended learning. The specialization allows students to experience and critically reflect upon high-quality instructional design for online & blended learning, as well as instructional message design for media presentation. It affords the participants to build a depth of knowledge in the research and practice of online & blended teaching and learning through carefully designed programs and coursework, and engage in increasingly complex learning experiences to develop teaching and design skills. Students will be able to design instruction, facilitate learning, engage in strategic administrative decision-making, apply research and effective practice, and evaluate programs and coursework in online & blended learning.

 Course listings:

  • Instructional Theory in Online Teaching and Learning
    This course will provide an empirical and theoretical foundation for effective online teaching and learning. Participants will explore cutting-edge research, theory, and practice of online instruction and engage in collaborative inquiry to address common assumptions about online and blended learning including cultural competence and ethical issues. Participants will draw upon relevant instructional theories, conceptual frameworks, and effective best practices as criteria for selection, implementation, and integration of online learning environments, and apply these theories and frameworks as they begin to construct a literature review to inform the intervention that addresses underlying causes and factors related to their Problem of Practice.
  • Instructional Design Theories & Models
    In this course, participants will examine theory and research in instructional design (ID), evaluate the various ID models, and learn to evaluate and apply effective instructional design to enhance interdisciplinary learning experiences in online and blended educational environments. Instructional design theories and approaches will be discussed and contrasting views and perspectives of instructional design will be presented. A user-centered, iterative approach to design will be examined and applied to online and blended learning environments. Contemporary issues and trends in instructional design and a systems approach to design will be presented. The basic philosophical premise of the course is that there is not one method for design but rather an approach that considers the content, context, audience, and method of delivery in design. Participants will learn to effectively integrate and apply technology into instruction and will continue constructing a literature review that addresses underlying causes and factors related to their Problem of Practice.
  • Instructional Message Design in Online Learning Environments
    This course will explore theory and research as it relates to instructional message design and its effectiveness in enhancing student learning outcomes, satisfaction, message readability, and better presentation in traditional and digital media learning environments. Message design is the study of manipulating visual symbols and presentation in order to enhance learning. It presupposes that the effective manipulation of symbols modifies the cognitive, psychomotor, or affective behavior. The concepts of message design are grounded in what Dewey (1900) referred to as “linking science” between learning theory and educational practice (Fleming & Levie, 1993). The course will discuss the application of perception theory, communication theory, and systems theory to design and effectively present digital media. Participants will learn message design principles for promoting learner engagement and motivation. They will explore instructional implications, best practices, and learning activities and objectives that benefit their students in the classroom as well as inform their personal and professional development. Participants will apply these novel perspectives as they complete constructing a literature review to inform the intervention for their Problem of Practice project.
  • Trends and Issues in Instructional Design, Message Design & Online Learning
    This course explores trends and issues of current and historical significance to instructional design, message design, and online learning. The course prepares participants to make and defend policy decisions and become conversant with current trends and issues in the field. Readings will include contributions of key scholars, past and present, and topics covered include the history of instructional design, message design, and distance education. Critical issues, current trends and future prospects for the field are addressed as well as, research, theories, and approaches and their impact on present and future applications of instructional design, message design, and distance education. Participants will apply these novel perspectives as they begin to consider findings from their intervention study. 

 

Mind, Brain, and Teaching

The Mind, Brain, and Teaching specialization is designed for educators interested in exploring research from cognitive theories and neurosciences and its potential to inform the field of education. Courses will promote integration of diverse disciplines that investigate human learning and development. The specialization builds upon basic and applied research from the fields of cognitive science, psychology and brain sciences, neurology, neuroscience, and education. It provides educators with knowledge of how emerging research in the learning sciences can inform teaching and learning. Students who pursue this specialization will gain the knowledge and skills to interpret basic and applied research and apply relevant findings to educational practices and policies. This specialization is designed to support the development of knowledge, insights, and competencies among students with two different levels of prior knowledge in the learning sciences: those who have had limited formal exposure to the learning sciences, and those who have a master’s degree or master’s certificate in the learning sciences.

Course Listings:

  • 887.616 Fundamentals of Cognitive Development
    This introductory course surveys theoretical and empirical work in the study of cognitive development. A variety of methodological approaches are addressed, with a focus on cognitive processes related to learning. The course proceeds from behaviorist, cognitivist, and sociocultural perspectives of the early and mid- 20th century to recent and ongoing research in the neuro- and cognitive sciences. Topics include the development of language, motivation, and intelligence, as well as the acquisition of skills and concepts related to mathematics, reading, writing, and problem-solving. Implications for education are considered.
  • 887.617 Neurobiology of Learning Differences
    This course is intended to prepare educators with information about how differences and disabilities in brain development impact the abilities of school aged children and adolescents to participate in instructional activities. Particular attention is given to autism spectrum disorder (ASD), specific learning disabilities (SLD), attention deficit disorder and attention deficit disorder with hyperactivity (ADD and ADHD), and psychiatric disorders that are found in the constellation of disabling conditions identified as emotional disturbance (ED). The course will include case studies of students with each disabling condition, with a focus on how the disability affects learning, the current status of imaging technologies, and the current uses of medications for assisting students in school settings. Students taking this course will review research and link information from lecture to the creation of an instructional unit demonstrating knowledge of how a disabling condition can be accommodated in school.
  • 887.618 Cognitive Processes of Literacy & Numeracy
    This course is designed to offer students an opportunity to study, discuss and explore aspects of brain function that influences learning, remembering, and utilizing textual and numeric concepts. The inter-relationship of developmental factors, prior knowledge, instructional design and implementation, and assessment mandates will be investigated and discussed. Current research, differentiated strategies, technologies and the impact of disabilities will be included.
  • 887.619 Special Topics in Brain Sciences
    This capstone course addresses specific topics in brain research and encourages the participants to apply research to inform instructional practices.

EdD Program of Study

Year 1

Fall Semester

  • 855.718 Disciplinary Approaches to Education
    Educators use theories, concepts and approaches from sociology, economics, history, anthropology, and other disciplines to make sense of problems in their field. This course introduces the concepts central to these approaches. Students will learn about these theoretical perspectives through reading central texts related to these disciplines of educational theory and will develop a theoretical frame for their Problem of Practice project based on the perspectives examined in the class.

  • 855.716 Contemporary Approaches to Educational Problems
    In Contemporary Approaches to Educational Problems, students critically investigate methods professionals use to theoretically and empirically examine contemporary issues in education. We introduce improvement sciences as a frame for understanding and intervening in educational problems. Students will investigate research within their area of specialization and build the knowledge and skills to critically analyze existing research literature. The final outcome of this course is a synthesis of literature relevant to factors associated with and underlying causes for their Problem of Practice. The course also includes a focus on academic writing.

Total Credits: 6

Spring Semester

  • 855.712 Multiple Perspectives on Learning and Teaching
    This course will survey classical theoretical perspectives on learning and teaching including behaviorism, cognitive, constructivist, sociocultural, social cognitive, and situative perspectives. Students will examine the research literature to identify the strengths and limitations of these perspectives in relation to understanding issues within their organizations. They will create a conceptual framework to organize these research approaches and to inform the development of their Problem of Practice.
  • 883.718 Research Methods and Systematic Inquiry I
    This is the first in a two-course series designed to teach students the skills necessary to design mixed methods research focused on problems of practice. The course is structured to introduce students to mixed methodology while focusing on quantitative methods including conceptualizing and identifying problems of practice. The course is based on the premise that research develops and evolves through an iterative process. This research process requires analysis, decisions, judgments, and careful consideration of alternatives.  The goals for the class include a greater comfort in reading, reviewing and critiquing educational research, increased understanding of the various designs for research in educational and related fields especially mixed methods research design. Students will design a research project related to a problem-of-practice within the students’ organizational context as partial completion of Year 1 comprehensive assessments. (3 credits)

Total Credits: 6

Summer Semester

  • 883.849 Dissertation Research
    Doctoral students prepare the dissertation proposal and conduct research under the direction of the appropriate research committee in the School of Education. Written approval of the proposal must be received from the major adviser prior to registration.

  • Elective 1 (choose one)
  • 855.708 Mind, Brain Science and Learning
    Building on Multiple Perspectives on Learning and Teaching, this course will survey theoretical and empirical research in the study of cognitive development focusing on recent and ongoing studies of memory, attention, language, and social/emotional development. Participants will examine research literature from multiple fields in the brain sciences, including cognitive science, experimental psychology, and neuroscience. General topics include an overview of brain structure and function, imaging technology, normal brain development, and how differences in development may affect learning. They will explore recent findings on topics such as the effects of stress, sleep, and multi-tasking on brain development and learning. Students will consider how research findings inform practice and policies in education and related fields.
  • 855.720 Leadership in Educational Organizations
    Through this course, students will examine contemporary educational practices and their relationship to leadership theories, models, and strategies. This course will focus on new and historical perspectives related to leadership development, group dynamics, and effective individual and organizational behaviors, visioning, and transformation. This course navigates the complexities of human behavior and organizational outcomes from psychological and behavioral perspectives and includes empirical findings drawn from neuroscience focused on resilience and the emerging field of neuroleadership. Course participants will continue to frame and examine a contemporary problem of practice significant to their workplaces and develop innovative solutions to these issues.

  • OR 893.708 Technologies and Creative Learning
    Through the latest research in learning in the computer age, this course explores how technology can support creative learning. Henessey and Amabile (2010) state that creativity is essential to human progress. Through evidence-based research, learners will explore the computer culture and how it is shaping instruction. The age of machines is creating an identity crisis, the identity life-cycle will be explored as well as the field of human computer interaction and its effects on creative thinking. The concept of participatory culture and media education will be discussed and how they support developing digital communities of learners. We will also discuss computer- supported collaborative learning and how online communities can be catalysts for interactive media creation. We will also explore disruptive technologies, radical game design, and the new literacies in the digital age. Students will submit a final project related to design and how people create and learn with a particular technology. Part of the project is to write a theoretical or critical reflection on creative learning experiences.

  • Elective 2 (choose an additional elective)

Total Credits: 9

Year 2

Fall Semester

  • 883.719 Research Methods and Systematic Inquiry II
    This is the second in a two-course series focused on mixed methodology research. In this course, students continue deepening their understanding of mixed methods research through course readings, discussions, and assignments. Students will be encouraged to explore, critique, design, and conduct mixed methods research with a focus on qualitative research methodology. This course covers key strategies of qualitative inquiry, common qualitative methods (e.g., observational research techniques and interpretative methodology), and elements of effective qualitative research proposals. Students will design a research project related to a problem-of-practice within the students’ organizational context as partial completion of their Year 2 comprehensive assessments.

  • Specialization Area Course I (3)

Total Credits: 6

Spring Semester

  • 883.721 Evaluation of Education Policies and Programs
    This course is intended to provide an overview of key elements and topics related to program and policy evaluation and research. Students will become familiar with types of evaluation and their purposes including their role in research and development and program improvement. The course will also cover developing researchable questions and problem identification, logic models and program theory, threats to validity, experimental and quasi-experimental designs, qualitative and mixed methods designs, ethics, and cost-benefit analysis.

  • Specialization Area Course II (3)

Total Credits: 6

Summer Semester

  • 855.710 Multicultural Education
    The rapid and explosive demographic shifts in this country among culturally and linguistically diverse students, the fact that these students are projected to comprise the majority of school age students by the year 2020, and the current educational trajectory of students from marginalized groups provide a compelling rationale for identifying strategies and interventions for facilitating transformative multicultural approaches to education. Using Pedersen’s tripartite model of multiculturalism, students will address the requisite awareness, knowledge, and skills for enhancing their multicultural competencies. Students will create a conceptual framework to organize research approaches related to this model and to inform the development of their applied project of practice.

  • 883.849 Dissertation Research
    Doctoral students prepare the dissertation proposal and conduct research under the direction of the appropriate research committee in the School of Education. Written approval of the proposal must be received from the major adviser prior to registration.

Total Credits: 6

 

  • Comprehensive Examination
  • Dissertation study proposal

 

Year 3

Fall Semester

  • Elective 3
  • Specialization Area Course III (3)

Total Credits: 6

Spring Semester

  • Elective 4
  • Specialization Area Course IV (3)

Total Credits: 6

Summer Semester

  • 883.849 Dissertation Research

    Doctoral students prepare the dissertation proposal and conduct research under the direction of the appropriate research committee in the School of Education. Written approval of the proposal must be received from the major adviser prior to registration.

    Total Credits: 3

    Final Dissertation Defense