Doctorate Course Descriptions | New England College
Contact Us Calendar Campus Map Social Mashup
Accepted Students Parents & Families Alumni Students, Faculty & Staff

Doctorate Course Descriptions

ED/HEA 8010 Seminar in Educational Research I

The Educational Research Seminars combine the exploration of the research process with the development of specific qualitative and quantitative research skills. Students will gain a fundamental understanding of the statistics, methods, and organizational strategies and data collection tools associated with educational research. The first seminar, Educational Research I, will provide an overview of the modes of inquiry in educational research. Participants will develop the capacity to analyze a variety of types of literature critically and review the processes for connecting appropriate analysis of research data in the development and implementation of quantitative, qualitative, and hybrid research projects. The first seminar will also concentrate on developing competency in qualitative research methods. Students will begin to develop their preliminary research questions in order to apply their learning to their final research dissertation.

ED 8020 Seminar in Critical Issues in the Future of Education   

This seminar will assist students in answering the following essential questions: What critical issues will our students and educational leaders encounter and how can we prepare them to successfully face those issues?  How will educational and other organizations have to change to meet the challenges of our changing world? Participants will review and connect vital issues in education today to the critical issues we foresee in the future of education. This seminar will focus on critical issues in relation to educational organization, pedagogy, curriculum, policies, philosophies, mission, economics, and public policy. Students will begin to develop their critical issues to connect to their dissertations.

HEA 8020 Contemporary Issues in Higher Education

The administration of higher education is fraught with complex debates on topics of concern to internal and external constituencies, and those who work in higher education are required to communicate professional and scholarly positions, institutional commitments, and strategic decisions to a variety of audiences. The class explores the foundations of higher education through critical analysis of contemporary issues in the field. Students will assess potential implications of policy recommendations and administrative decisions in areas such as affordability, access, academic freedom, privacy concerns, and commercialization.

ED 8030 Seminar in Futuristic Organizational Theory

In this seminar students will build on their foundational ideas surrounding the critical issues in education as we begin our approach to building the future face of education. This seminar will answer the essential questions: How will educational and other organizations have to change to meet the challenges of our changing world? What do educators and other leaders say about the future of education in our nation and the world? If we do not know the future, how do we create a vision for it? Students will begin to define the concepts, knowledge and skills necessary for the future success of educational organizations of the future.

HEA 8030 Organizational Leadership and Change

In times of scarce resources and great competition, colleges and universities face growing demands for greater accountability, entrepreneurial leadership, and pedagogical innovation. This course examines organizational change in higher education, with emphases on organizational cultures, constituent perspectives, governance structures, and professional ethics. Students will review current theories of change in educational and other settings and apply these frameworks in case studies.

ED/HEA 8040 Seminar in Educational Research II

Students in this seminar will continue in their process to develop their research skills and designs, with an emphasis on quantitative and survey methods. Participants will also begin their review of the literature in relation to their dissertation topic. Based on their understanding of quantitative and qualitative methods, students will formalize their research questions and connect their dissertation questions to specific research designs and techniques. Students will articulate designs and corresponding data collection tools and analytical processes for their dissertations.

ED 8050 Seminar in the in Creation and Implementation of Best Educational Practices

This seminar will assist students in their quest for the identification, development, implementation and assessment of best pedagogical and assessment practices for future educators and students. In this seminar we will address the following essential questions: What will be the best pedagogical practices in the next twenty years? How do educational leaders incorporate research about the human brain into educational policy and daily practice? Students will develop a futuristic educational philosophy to use as the basis for their pedagogical and assessment endeavors in their work as future educational leaders.

HEA 8050 Advanced Student Development

The development of competencies needed to address and assist diverse populations of students the focus of the course. The seminar will critically explore the evolution of student development theories, including those related to identity development, moral and cognitive development, and learning and engagement. Student will apply theoretical knowledge to the development of programs and services which facilitates student development and achievement.

ED/HEA 8060 Dissertation Seminar I 

The dissertation presents an opportunity for students to develop in-depth expertise in a topic of professional interest and selected research methods. The dissertation seminars build on coursework in educational inquiry and research methods, and they structure the dissertation research and writing process. Students will then finalize their research questions, research design, data collection tools, letters of consent and formal proposal. Upon acceptance of the proposal by their committees students will complete their IRB requests for approval.

ED 8070 Seminar in Reforming Educational Practices

This seminar will review educational reform from two perspectives: 1. What are the elements of successful education reform processes? 2. What will future successful schools, educators and students need to know and be able to do to become successful throughout the 21st Century and beyond? Students will connect their learning to their philosophies of educational leadership and their dissertation work.

HEA 8070 Budgeting and Finance

This course provides an overview of strategic financial resource management in public and private institutions of higher education. Topics include: interpretation financial statements, diversification of sources of revenue, including auxiliary enterprises and fundraising; cost analysis; and budgeting and control procedures. Simulation exercises will be used to illustrate principles and develop budgeting skills.

ED 8080 Seminar in Visionary Educational Leadership

In this seminar students will investigate existing leadership theories and theories about future leadership. The purpose of this seminar is to assist participants in the development of their own philosophy and theory of futuristic educational leadership. Students will be asked to produce an educational philosophy based on sound theory of how to create transformational educational institutions. The course will also concentrate on the organization of decision-making systems used by institutions. Students will develop their ideas in relation to communication and decision making patterns for their organizations.

HEA 8080 Strategic Management in Higher Education

Demographic, social, legal, financial, and geographic factors all affect the educational capacity of higher education institutions. This course will explore the strategic use of institutional resources and planning to enhance college and university students. Topics will include enrollment management, external affairs, campus planning, and institutional research. The use of assessment and other data to plan and facilitate change will also be addressed.

ED 8090 Seminar in Recreating Educational Policy

This seminar works from the premise that education policy development should be based in large part from the work done in the field by professional educators. Education leadership must be developed throughout the system and professionals have a responsibility to conduct and consume research in order to develop schools and colleges that will move students into the future. This seminar will give students an understanding of the role and processes of policy development and implementation.

HEA 8090 Public Policy in Higher Education

This seminar examines the roles of the states, the federal government, coordinating and governing boards, media, scholars, and other interested parties in shaping the public-policy context of higher education. The course will explores selected public policy issues and the dynamic political processes that affect higher education.

ED 8100 Seminar in Brain Research and Learning

Participants in this seminar will review the latest research on the brain and what the research means for motivation and learning. Students will develop applications for the use of brain research in the organization, culture and instructional practices in schools at the k-12 and higher education levels. During this seminar participants will also formulate strategies for raising the levels of pedagogical and student thinking, learning and academic achievement.

HEA 8100 Teaching and Learning in Higher Education – – Beliefs That Guide Practice

Through discussion, reflection and reading in critical pedagogy, sociology and philosophy of education, students in this course will define their personal philosophy that informs their practice. In addition, the course provides a laboratory for students to experience a shift in the balance of power in the class through setting, designing and assessing their own learning goals.

ED/HEA 8110 Dissertation Seminar II

In this seminar students will focus on the organization and analysis of data and the writing of the dissertation.  Students are expected to have made significant progress in data collection by the beginning of year 3 of the program. The seminar will assist students with rigorous analysis of data as appropriate for their chosen methodologies, synthesis of findings, and strategies for writing and presenting the work.

ED/HEA 8120 Promoting Access, Retention and Achievement

Building on previous coursework in educational policy, student learning and development, and organizational leadership, this course investigates the challenges of access, retention, and completion from K-12 through postsecondary settings. Students from the K-12 and higher education administration concentrations will analyze collaboratively issues such as preparation and articulation. Effective strategies for the promotion of access and retention will be explored.

ED 8130 Seminar in Curriculum Development for the Information Age

The goal of this seminar is the assist students in their work to develop concepts for the future curriculum processes for educational institutions. Since the world is an ever changing environment students will work to develop curriculum processes that will assist educators in maintaining a forward looking approach to teaching and learning and the recreation of important curriculum models. The essential questions for this seminar are: How is technology going to help us change the face of education? What kind of curriculum and curriculum development process will be necessary to help our students be successful in the future of their world?

HEA 8130 Preventative Law

Legal issues influence educational and administrative practices on college campuses in direct and indirect ways. This course provides an understanding of the broad scope of higher education law, the contemporary legal environment and general legal principles relevant to higher education, and the role of law and risk management on campus. Through discussion of a diverse range of case law, scholarly literature, and administrative problems and practices with legal implications, students will explore emerging legal issues and best practices and will develop their problem-solving, risk management, and supervision skills related to legal issues in higher education.

ED/HEA 8140 Dissertation Completion, Presentation and Action Plan

Students will finalize their Dissertation, Final Dissertation Presentation and their Final Action Plan. Students will pass their final Dissertation and Action Plan into their committee two weeks prior to their final presentation. Prerequisite: successful completion of Seminars in Dissertation ED/HEA – 8060 and 8110 and ED/HEA – 8150 Comprehensive Project.

ED/HEA 8150 Comprehensive Project

The comprehensive project challenges students to synthesize their learning in the doctoral program and their professional experiences. Students will work with their advisors to develop a project plan which integrates at least three areas of learning in the program and will produce a professional product (e.g., scholarly article, business or program plan, policy analysis, curriculum) which demonstrates integrative learning and advanced skill. In this seminar students will finalize comprehensive projects. Upon acceptance of their comprehensive project plan, students will prepare their final projects both in a written and presentation formats. Students will present their written products to their committee two weeks prior to their final presentation. (Note: Students will begin work on comprehensive projects in year 2 and present the final projects at the beginning of year 3) 

Ongoing Independent Study:

This 1-credit independent research course provides the opportunity for the doctoral student to continue working on her/his dissertation with the assigned chair and allows the student access to all NEC resources. The student will take the 1-credit each term after the 60 credits of the program are completed until the dissertation is approved by the committee and accepted by the program director.