Education Database Online

This Course Examines The Role Of The Childcare Administrator With Respect To Management Duties, Which Include Financial Planning, State Regulations, Curriculum And Staff Development, Nutritional Responsibilities, And Parent And Community Relations. Prerequisite: Ece111, 9 Credits In Ece Or Permission Of Ece Director

This course is for the student to learn about accounting as an information development and communications function that supports economic decision-making. The course will help students perform financial analysis; derive information for personal or organizational decisions; and understand business, governmental, and other organizational entities.

This course provides information about the exceptional learner. Topics include: history / philosophy/ laws of educating exceptional learners, characteristics of the exceptional child, assessment tools, instructional planning and teaching using individualized strategies with complementary techniques and technologies, home / school /community resources and inclusion.

This course is an introduction to the principles of management and their application in public and private, profit and non-profit organizations. The areas of employee motivation, group behavior, leadership, strategic planning, organizational design, and career opportunities represent a variety of subjects presented and discussed in the course. Emphasis is on the research and techniques available to assist in the development of requisite management skills.

This course emphasizes the psychological development of the child from birth to adolescence. Consideration is given to data, theories, and methods of studying child behavior. Emphasis is placed upon the general characteristics of various stages of development and upon general determinants of the developmental process.

This introductory course explores the connection between curriculum, instruction, assessment and professional development, and the importance of each on student achievement. Leadership, along with change and systems theory, will be presented within the context of developing and implementing a shared vision for student learning that is embraced by all educators and families within a school community. Additionally, participants will be introduced to Walden University’s Richard W. Riley College of Education and Leadership and the requirements of the Education Specialist (Ed.S.) program.

For curriculum design to be effective it must align with a district’s beliefs about teaching and learning. This course offers insight into the current research on learning theory, and explores how various curriculum design models can be used to bring that theory to action. Participants learn how to develop curriculum initiatives that are aligned with standards, are contextualized to content, and focus on the needs of diverse learners across all grades levels. This course emphasizes the importance of building capacity among school leaders by launching learning communities that can lead, monitor, and support successful implementation of curriculum plans.

Content expertise, classroom instruction, and assessment play a vital role in the successful implementation of a system’s curriculum plan. This course explores how to lead a system of school leaders who can implement research-based instructional practices that result in student success. Participants will engage in a process of analyzing achievement data, identifying concerns, and matching appropriate instructional strategies to meet student needs. They will learn how to lead others in making instructional decisions that are intentional, content-specific, differentiated to meet diverse student needs, and result in rigorous learning for all students. This course also includes the design of instructional interventions for struggling students, English language learners, and students who lack prior knowledge.

In an age of accountability, leaders must be able to use multiple forms of data to inform curricular and instructional decisions. This course examines the inextricable link between curricular content, instruction, and assessment within a system. Participants will examine the role of formative and summative assessments in making decisions, the various forms and purposes of assessment, and how the ongoing use of assessment data can move curriculum and instruction beyond mediocrity to support rigorous learning for all students. This course also examines how to select curricular programs that support struggling students. In addition, participants will learn how to articulate a system’s assessment targets to the larger educational community and be able to explain how data is used to lead school reform

Effective professional development is foundational to improving a school system’s ability to raise student achievement. This course examines the history and research that supports the need for ongoing professional learning for teachers, principals, and all adults who interact with students in P-12 schools. By examining case studies of schools and districts that have achieved results, educators will learn the standards of exemplary professional development programs and analyze the attributes necessary for success. This course also looks at the roles and responsibilities of professional developers inside and outside the classroom and career paths for developing leadership skills in the area of adult and student learning.

Professional development that ensures quality teaching for all students is based on a model of continuous improvement that is data-driven and grounded in research-based practices. This course examines a variety of professional development models, and then guides educators to select and plan the most appropriate approach to support the intended goal. Using adult learning theory as a foundation, this course explores models that look at adult learning and change, cycles of improvement, and design strategies that build strong professional development programs that include planning, delivering, follow-up, and impacting its results on teacher practices and student learning.

Delivering and sustaining professional development requires an understanding of culture and change. This course provides leaders with skills to set expectations, facilitate professional learning, support individual growth, and build collaborative teams. Using change theory, educators can monitor and support adult learning through organizing professional learning communities that focus on student needs and school goals. This course also provides strategies for delivering and providing continuous follow-up and support of professional learning. Educators will learn how to use collaboration, facilitation, coaching, and mentoring skills to involve colleagues, staff, families, and other key stakeholders in making decisions that are based on research-based practices and that support a culture of learning that involves students, educators, parents, and community.

Evaluating the impact of professional development efforts is crucial to ongoing success. This course explores systemic and comprehensive approaches for linking professional learning to student learning and using data to make informed decisions on how to improve the practices of educators and assess the impact on student learning. Based on logic theories, leaders learn to collect and analyze data from student work and teacher practice to make informed decisions that leads to continuous improvement. Communicating and disseminating results to multiple constituents within the school system is emphasized, as well as looking at system approaches that promote shared leadership in continuing, improving, and sustaining effective professional development at the district, school, and classroom levels.

Being a knowledgeable consumer of research requires the ability to understand and process the philosophies, core components, and designs and methodologies in educational research and scholarship. This course provides the skills to critically analyze and interpret research studies and communicate or implement the findings. A consumer of research will confidently assess the reliability and validity of a study, interpret the study, and articulate and/or implement the findings of the study into practice. In addition to focusing on the important aspects of being a consumer of research, this course will concentrate on quantitative methods of design and analysis.

This course builds upon the concepts in EDUC 7745 Applied Research in Education, synthesizing learning from that course with a quantitative methodology application project. An understanding of research design and methodology will be developed, focusing beyond quantitative approaches to include qualitative design and analysis, including mixed methodology. Participants will function as consumers of research, gaining skills for reporting and contextualizing research.

The capstone project concludes the program. This practical, real-world application requires participants to apply the knowledge, skills, and dispositions learned in this program to an actual educational environment. Serving as a consultant, participants will examine a school or district’s curriculum plans against a set of data and make recommendations for improvement and reform.

This course provides an overview of the specialization’s structure, competencies, and requirements and presents the psychological, sociological, and linguistic foundations of reading and writing processes and their instructional applications in various educational contexts. Learners also focus on developing writing skills and building the research competencies needed to be successful throughout their course of study.

This course presents the fundamental components required of leaders in the reading and literacy field and the ways those leaders advocate for technology as an integral component of a literacy philosophy. Learners synthesize knowledge, research, and theoretical components of reading and explore their instructional applications in various educational contexts. Learners also model authentic reading and writing strategies for their students.

In this course, learners examine ways to apply formal and informal reading and literacy assessments to improve student achievement. Learners analyze reading and literacy assessment data, communicate assessment results to various stakeholders, and develop appropriate instruction plans to meet the needs of students. Learners also focus on providing leadership in creating effective instructional assessment models in diverse school settings.

In this course, learners engage in a field experience during which they prepare an action research plan to study a literacy challenge or opportunity within a diverse school setting. Learners diagnose a problem and identify key questions that provide the foundation for the research.

In this course, learners focus on developing the ability to lead and manage literacy program operations and resources. Learners also gain knowledge in leading continuous and data-informed curriculum, instruction, and assessment improvement processes and making legal and ethical decisions.

Learners in this course examine the ways data is used to make decisions associated with reading and literacy programs. Learners prepare themselves to develop a research plan, implement the plan, analyze and evaluate the resulting data and outcomes, and communicate results to stakeholders.

In this course, learners examine and research the implications of local, state, and federal policy on reading and literacy programs. Learners focus on developing the skills needed to effectively write grants and prepare presentations for different audiences. Learners also continue to strengthen their professional research skills.

In This Course, Learners Engage In A Field Experience During Which They Apply Research Skills To Promote A School- Or District-wide Literacy Philosophy That Integrates Technology Into The Literacy Environment. Learners Define A Research Problem, Develop An Associated Research Plan And Reflect On The Next Steps Associated With The Research Planning Stage. For Edd Reading And Literacy Learners Only. Prerequisite(s): Concurrent Enrollment In Edd8208 Or Edd8210 Or Edd8212. Cannot Be Fulfilled By Transfer.

This course emphasizes advocating for a philosophy of literary instruction that is supported by theory and research and using it to develop and maintain a culture of literacy in school, district, and community settings. Learners explore the role of leadership in making decisions related to intervention models and demonstrate the belief that all children can learn at high levels.

Learners in this course examine theories and research of adult learning to explore the fundamental characteristics of effective literacy team collaboration. Learners also focus on developing the professional knowledge, skills, and dispositions associated with committing to reflective practice and lifelong learning and needed to coach and enhance the professional development of teachers and other education professionals.

In this course, learners engage in a field experience during which they research a literacy challenge or opportunity associated with leading and managing professional development in literacy. Learners complete the steps of the research cycle, including planning a research study, conducting and implementing the research, and evaluating and reflecting on the research outcomes.

In this course, learners engage in an internship experience during which they participate in professional development exercises, including coaching, supporting teachers, and reflecting on the professional development process.

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

Learners complete the required dissertation milestones and prepare their dissertation for publication.

This course provides an overview of collaboration, consultation models, and problem-solving strategies in various behavioral health settings. The focus will be on the application of professional consultation services with diverse populations.

This course provides an overview of the effects of human behaviors, personalities, and group dynamics on relationships in various organizational settings. The focus will be on the application of organizational psychology strategies and interventions to resolve organizational issues and/or problems.

This course provides a broad understanding of theories of human motivation, including the motivations that underlie both maladaptive and adaptive behaviors. The focus will be on the understanding and application of motivation strategies and intervention with diverse populations.

This course provides a broad understanding of clinical supervision in a variety of behavioral health settings. Clinical supervisory relationships, models of supervision, supervisory assessment instruments, supervisory methods, interventions, and current research will be addressed.

This course provides a broad understanding of professional codes of ethics, the ethics of supervision, the legal standards, and responsibilities as they relate to leadership and supervision in behavioral health settings. An important goal of this course is to help the leaders develop a high standard of ethical performance in their careers.

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

This course focuses on servant leadership and ethical leadership, explores how servant leadership is different from other styles of leadership, and examines how this connects to ethics, accountability, and being a responsible leader

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

The Doctor of Education in Organizational Leadership program develops leaders capable of generating new knowledge and responsibly applying knowledge to achieve organizational outcomes

Students will develop an awareness of the responsibilities of a superintendent from the perspectives of political dynamics and their connections to the policy process.

This course will provide students opportunities to evaluate educational facilities related to planning, financing, design, construction and maintenance

The course will give graduate students the ability to promote the success of students all by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.

Students will study the foundations and contemporary issues in K-12 curriculum and assessment from the perspective of a superintendent.

Provides significant opportunities for candidates to synthesize and apply the skills identified in the national standards.

This Course Examines The Major Features Of The Three Core Functional Areas Of Modern Higher Education. The Course Focuses On The Administration Of Higher Education Institutions And Includes The 1) Student Experience, Including Student Development And Learning; 2) Faculty And Staff Issues, Including Rpt (retention, Promotion, And Tenure), Faculty And Staff Development, Curriculum, Governance; And 3) Infrastructure Concerns, Including Planning, Technology, And Facilities Course Competencies * Synthesize The Diversity Of Postsecondary Institutions Including Their Mission, Organizational Structure, Governance, Clientele, And Leadership Practices. * Summarize The Roles That Faculty, Administrators, Students And External Constituencies Play In The Operation Of Postsecondary Institutions. * Analyze Postsecondary Institutions According To Their Organizational Structure, Administrative Functions, Governance Model, Leadership Practices, And Student Support. Topics And Objectives Reading Week The Diversification Of Higher Education Student Experience Issues Confronting Higher Education Faculty Functional Support Operations On Campus Peripheral Campus Functions Synthesis And Review Prerequisites: Com705

Course Description: As an orientation to doctoral learning, this course challenges learners to engage in a transformational learning process by positioning themselves within their cultural context, the emerging doctoral community, and the larger field of interest. Learners will develop their critical consciousness as scholars, practitioners, and leaders. Class activities will include critical reading and writing, dialogic interaction, reflexive practice, and collaborative projects. As an outcome of the course, learners will refine their disposition toward the doctoral process and develop theoretical models and practical skills to succeed in the program. Course Competencies * Actualize theory and practice to cultivate personal and group learning. * Integrate critical and creative processes to initiate lifelong leadership development. * Develop a scholar/practitioner/leader voice to communicate across boundaries. * Review and apply models of ethical, inclusive, and compassionate behavior within the doctoral learning community. * Apply research-based reflective processes to understand individual and shared epistemological and ontological positions. Topics and Objectives Critical Reflection Critical Reading Developing a Scholarly Community Engaging in Praxis Leadership and Voice Prerequisites: COM705

Course Description: This Course Presents A Comprehensive Survey Of The Purposes And Educational Developments From Ancient Civilizations In Africa (egypt, Babylonia, Assyria, And Persia), Asia (china And The Indus Valley), Greece, And Rome Through The 20th Century. Hindu, Jewish, Muslim, Christian, And Buddhist Traditions, Zhou Dynasty, Medieval/renaissance/reformation, Enlightenment, Industrial, And Post-industrial Educational Developments Will Be Studied As A Prelude To Investigating Comparative Educational Systems. Course Competencies * Synthesize The Historical, Cultural, Social, Legal, And Economic Foundations Of Postsecondary, Continuing, And Adult Education Systems Or Institutions. * Chart The Development Of Education Through Various Civilizations And Eras. * Analyze The Influence Of Historical, Social, Political, And Transitional Movements On The Characterization Of Education. * Identify The Historic Elements Of Educational Approaches That Are Still Present In Higher Education Throughout The World. * Identify Influential Educators And Their Impacts On Education. Topics And Objectives Reading Week Ancient Education (3000 B.c. To 500 B.c.) Greek, Roman, Hebrew, Hindu, Muslim, And Christian Education (610 B.c. To 1285 A.d.) Renaissance And Reformation Education (1300 A.d. To 1700 A.d.) Enlightenment, Colonialism, And Post-colonialism Education (1650 To 1875) Industrial And Post-industrial Education (1800 To 2000) Current Educational Status (20th And 21st Centuries) Prerequisites: Doc710r, Edu711

Course Description: Why educate This course will commence with basic questions that underlie the purposes of formal and non-formal education. Global perspectives on values, beliefs, and goals of education will be examined from ancient days through current theorists. The course will culminate with the student’s developing a personal philosophy of education that emerges from the study of various philosophies, ethical theories, and purposes of learning. Course Competencies * Trace the development of philosophical and ethical theories of education with an emphasis on higher education. * Compare and contrast philosophical theories of education. * Compare and contrast ethical principles across cultures with reference to higher education. * Articulate the impact of philosophical and ethical theories that affect higher education in a global context. * Identify researchers in higher education since 1960, and evaluate their contributions to the 21st-century philosophy of higher education in a global context. * Articulate a personal philosophy of higher education for the 21st century utilizing philosophical theories of education and ethics. Topics and Objectives Reading Week Ancient Education: 3,000 B.C. – 500 B.C. Traditional Greek, Roman, Hebrew, Hindu, Muslim, and Christian Education: 610 B.C. – A.D. 1285 Renaissance and Reformation Education: A.D. 1300 – A.D. 1700 Enlightenment, Colonialism, and Post-Colonialism Education: A.D. 1650 – A.D. 1875 Industrial and Post-Industrial Education: A.D. 1800 – A.D. 1900 Current Educational Status: 20th and 21st centuries Prerequisites: DOC710R

This course is designed to provide students with an overview of quantitative research approaches and their application to decision making in complex organizations. Various methodologies for data collection and statistical analyses will be discussed, with an emphasis on the ways in which quantitative analyses are utilized in professional settings. Course Competencies * Demonstrate understanding of fundamentals of quantitative data analysis procedures, which include: descriptive and inferential statistical procedures; assumptions—what they measure— and their appropriateness to different types of research designs and data commonly used in institutional and organizational research. * Demonstrate understanding of fundamentals of quantitative methods and their applications to different types of research problems within organizations. * Demonstrate understanding of fundamentals of quantitative research designs, how they differ, and their appropriateness to different types of educational problems. * Identify knowledge gaps in a selected subfield of study, synthesize relevant information, and formulate focused quantitative research questions to address these gaps to expand the body of knowledge in the field of study. * Demonstrate understanding of applied research within organizations and how the results of quantitative research can inform decision-making, policy-making, and programming. * Critique published research in the field of education that implements and reports research designs. * Demonstrate understanding of ethical implications and human subjects policy associated with research endeavors in the field of education. Topics and Objectives Reading Week Research Design – Introduction and Overview Data Collection, Assessment and Measurement, Statistical Validity and Reliability Descriptive Statistics, Variables, and Correlations Statistics Surveys and Sampling, Data Preparation, Analysis, Inference, and Interpretation Inferential Statistics and Categorical Variable Analysis Ethical Considerations in Research and Regression Analysis Prerequisites: DOC710R

This course will assist learners in determining their dissertation topic. Learners will work on their own dissertation prospectus/proposal as well as discuss the work of the other learners in the class. Upon completion of this course, learners will develop their problem statement, purpose statement, and determined the most effective research tradition to use for their dissertation. At the end of this course, learners will have incorporated this information to form the first chapter of their dissertation proposal. Course Competencies * Formulate an appropriate dissertation topic. * Identify knowledge gaps in a selected field by synthesizing relevant literature. * Define a problem to address the current issues and gaps in knowledge. * Select an appropriate research design and methodology for a topic of inquiry. * Develop research questions and hypothesis to address knowledge gaps. Topics and Objectives Reading Week Epidemiology in Health Care Overview Use of Epidemiologic Assessments at the Population Level Epidemiologic Tools and Assessments Use and Evaluation of Epidemiologic Analyses in Community Health Financial and Economic Evaluations of Epidemiologic Data Applications of Epidemiology in Health Care Organizations Prerequisites: DOC710R

Course Description: Learners will undertake research into the intertwined aspects of social and political constructs as they impact ethical decision-making in higher education. Stakeholders, economics, political agendas, beliefs, values, cultures, and spirituality will be examined within a framework of ethical theories of problem-solving and resolution strategies. Students will conclude the course by designing a 21st century higher education institution based on social, political, and ethical constructs. Course Competencies * Analyze the social aspects and stakeholders of campus, city, state or nation, and global communities of higher education. * Evaluate the impact of political aspects of campus, city, state or nation, and global communities of higher education. * Integrate ethical and spiritual components of social and political contexts into the decision making processes within higher education. * Evaluate the application of social, political, and ethical concepts to higher education situations across a variety of cultures and constituencies. Topics and Objectives Reading Week Social Aspects of Higher Education and Their Application Stakeholders and Their Influence Political Aspects of Higher Education and Their Application Ethics, Spirituality, and Culture Application of Social, Political, and Ethical Theory in Higher Education Across Cultures The 21st Century Campus Prerequisites: DOC720

This course examines the structure of higher education organizations and the ways in which leaders manage these organizations through change. Learners will focus on the cultural aspects of educational organizations, the ways in which organizational strategies are designed and implemented, as well as the organizational contexts that affect structure and change. Course Competencies * Develop knowledge of organizational theory and its application to organizational planning and change as a leader within higher education. * Explain how higher education administrators may utilize organizational theory to improve leadership/management decisions and organizational outcomes through planning and change. * Analyze the influence of leadership style on the application of organizational planning and change. * Create operational and strategic plans to improve the efficiency and effectiveness of higher education organizations including continuous improvement and evaluation processes. * Analyze the dynamics of change, how to lead change, and the impact change has on students, staff, faculty, and other stakeholders. Topics and Objectives Reading Week Organizational Theory in Higher Education Organizational Planning and Change Leadership in Educational Organizations Individual and results-oriented leadership Community Partnerships in Planning & Change Executing Organizational Change Prerequisites: DOC710R

This course introduces and examines the major features of the financial functions operative within various types of higher education institutions. The financial functions of various types and sizes of post-secondary institutions will be presented. Specifically, the financial functions of the following kinds of colleges and universities will be compared and contrasted: types of degree-granting institutions; public and private, non-profit and for-profit entities; small, medium, and large entities; urban, suburban, and rural entities; and unionized and non-unionized entities. In each case, traditional, non-traditional, and emerging income streams will be explored, in conjunction with traditional cost centers, non-traditional cost centers, and emerging cost centers. Financial management in the context of an institution’s Business Office will be addressed. Traditional, new, and emerging administrative practices being utilized by financial managers to control the economic dynamics engendered by various combinations of the above variables will be discussed. Course Competencies * Articulate the value of higher education and the interrelationships among social forces, policy, politics, costs, and investments in individuals and society. * Evaluate the influences of global market forces, global funding of higher education and comparative funding models in developed and developing nations on higher education policy. * Relate basic budget philosophies, approaches, processes, allocations, and accountability to institutional strategic planning. * Analyze the roles and functions of the office of budget and management and the responsibilities of the chief financial officer. * Describe the contributions and ramifications of philanthropy, special interest groups, and private enterprise in financing higher education. * Synthesize complex issues of higher education funding, including a synopsis of ethical issues and a description of emerging higher education finance policy issues. Topics and Objectives Reading Week Value of Higher Education Global Higher Education Finance Campus Financial Management Campus Budget Processes Ancillary Sources of Funding Emerging Financial Policy Issues Prerequisites: DOC710R

This course will foster an enhanced understanding of college students through an examination of the psychosocial, cultural, cognitive-structural, identity, and typology theories related to college student development. Application and use of theory to everyday practice and a broad range of students in higher education will be discussed. Course Competencies * Synthesize student development theory across all age groups. * Analyze the application of student development theory to everyday practice in higher education. * Analyze the role of student development theory in different areas of campus management and life. * Evaluate the effect of potential developmental issues in a diverse student population. Topics and Objectives Reading Week Introduction to Student Development Theory and Application Moral Development and Its Application Psychosocial Theories and Their Applications Adult Development, Learning, and Intelligence Theories Identity Development Global Approaches in Practice of Theory Prerequisites: DOC710R

This 3-week, online course provides doctoral program applicants with an introduction to advanced communication strategies for academic success within the University of Phoenix's adult learning model. Topics include the scholarship-practice-leadership model, scholarly writing practices, and Learning Team effectiveness. Learners who successfully complete COM/705 are eligible to enroll in the doctoral program.

This 2-week online orientation introduces learners to key components of the doctoral program. Through structured activities and facilitator-guided dialogue, learners gain a foundational understanding of the doctoral program goals, structure, and culture. Learners develop strategies for successfully engaging in doctoral learning and building an effective doctoral community.

This Non-credit-bearing, 3-day Course Is Required Only When A Learner Has Not Completed The Dissertation Within 12 Months Of Completing All Courses, Excluding Doc/733 And Doc/734. This Residency Session Is Designed To Allow For Concentrated Time Between The Learner And A Faculty Member, Focusing On Dissertation Completion. This Annual Renewal Residency Is Required For Every Full Year A Learner Remains In “all But Dissertation” Status.