This course orients candidates to the Doctor of Education in the School of Education and the skills and competencies necessary for success in coursework and the dissertation. This course socializes students to what it means to be a doctoral candidate and how learning throughout the program informs multiple outcomes including coursework, research, scholarship, and post-doctoral opportunities.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
This course plays a foundational role in introducing the candidate to the School of Education doctoral program, the nature of doctoral studies, and fostering the development of a conceptual framework for approaching research and scholarship within the program and the discipline.
Textbook readings and presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the candidate will discuss and interact with 5 discussions based on various topics. For Discussion: Stages in the Doctoral Journey, Discussion: Current Issue Introduction, Discussion: Current Issue - Statement of the Problem, and Discussion: Stewardship of the Profession, the candidate is required to create a thread in response to the provided prompt. Each thread must be at least 500–600 words and demonstrate course-related knowledge. For the Discussion: Theoretical Frameworks, the candidate is required to create 3 threads in response to the provided prompt; each thread must be at least 350–450 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads (with the exception of Discussion: Theoretical Frameworks; no replies are required). Each reply must be at least 250–350 words. (CLO: A, C, D, E, F)
Journal Exercise: Doctoral Persistence Plan
The candidate will develop a 500–750-word plan to ensure persistence through the degree. This plan must include 8–10 strategies, use current APA format, and must conclude with a Scripture verse. (CLO: A)
Article Analyses (3)
The candidate will read and critically analyze 3 assigned articles using the provided templates. The critique must follow current APA style and formatting. (CLO: B, C, E)
Current Issue Project
Annotated Bibliography and Outline
The candidate will use the Jerry Falwell Library resources presented in Module 4: Week 4 to research an issue in education and write original abstracts summarizing 10 peer-reviewed, empirical research articles. The annotated bibliography must be followed by an outline of the primary themes or concepts that appear across the 10 articles. This assignment must be in current APA format. (CLO: D)
Building off the Annotated Bibliography and Outline, the candidate will use the provided template to write a 1,000–1,200-word, current APA-formatted research paper explaining an issue in education. (CLO: D)
Using Tinto’s (1975, 1993) concepts of academic integration and social integration as the organizational and conceptual framework for the discussion, the candidate will reflect on his/her growth in the course and articulate goals for integrating academically and socially into the SOE EdD program at Liberty University. The reflection must be 500–750 words, align with current APA formatting, and include a minimum of 5 sources. (CLO: A, C)
Each quiz will cover the Learn material for the assigned module. Each quiz will be open-book/open-notes and will contain 10 multiple-choice and/or true/false questions. Quiz: Student to Scholar and Quiz: Reviewing the Literature have 30-minute time limits, and Quiz: APA Formatting and Style and Quiz: Ethics in Research have 60-minute time limits. (CLO: A, B, F)