The professional development of becoming teachers involves in-depth understanding of social contexts and identities (e.g., race, gender, class, sexuality, ability, etc.), power systems (e.g., white supremacy, whiteness, patriarchy, capitalism, hetero-aggression, able-bodiedness, etc.), and complex social and educational foundations, philosophies, and theories (e.g., Critical Race Theory, Critical Whiteness Studies, Queer Theory, DisCrit, Black Feminism, etc.) that are not often easy to talk about in public, let alone learn about academically and professionally.

A mixed methodology conceptual framework is used to examine various approaches for designing, implementing, and analyzing practitioner data generated in a variety of instructional settings. Topics include epistemological, methodological, and ethical issues involved in action research, classroom discourse analyses, and mixed methods curriculum inquiry.

Critical analysis, design, and implementation of curricula. Survey of theoretical foundations, in-depth applied research experiences, design of curriculum resource materials, and implementation of curriculum designs.

Students will apply their knowledge of instructional systems design in a real-life setting. The work setting will be selected based on the professional goals of each student and student work will be supervised and reviewed by the internship coordinator. May be repeated to a maximum of nine credits.

Residency credit for dissertation research after the qualifying examination. Students may register for this course in the semester of the qualifying examination. A minimum of two semesters are required as well as continuous enrollment (Fall and Spring) until the dissertation is completed and defended.

Residency credit for dissertation research after the qualifying examination. Students may register for this course in the semester of the qualifying examination. A minimum of two semesters are required as well as continuous enrollment (Fall and Spring) until the dissertation is completed and defended.

Residency credit for dissertation research after the qualifying examination. Students may register for this course in the semester of the qualifying examination. A minimum of two semesters are required as well as continuous enrollment (Fall and Spring) until the dissertation is completed and defended.

Residency credit for dissertation research after the qualifying examination. Students may register for this course in the semester of the qualifying examination. A minimum of two semesters are required as well as continuous enrollment (Fall and Spring) until the dissertation is completed and defended.

Residency credit for dissertation research after the qualifying examination. Students may register for this course in the semester of the qualifying examination. A minimum of two semesters are required as well as continuous enrollment (Fall and Spring) until the dissertation is completed and defended.

Residency credit for dissertation research after the qualifying examination. Students may register for this course in the semester of the qualifying examination. A minimum of two semesters are required as well as continuous enrollment (Fall and Spring) until the dissertation is completed and defended.