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Doctor of Education in TESOL (Ed.D.)
2. Benati, A. (forthcoming in 2021). Input processing and processing instruction: The acquisition of Italian and Modern Standard Arabic. Benjamins Publishing – Bilingual Processing Series.
3. Chan, M., Benati, A. (2021). Challenges Encountered by Chinese ESL learners in L2 acquisition: Problems and Solutions from complementary perspectives. Springer.
4. Benati, A. (2020) Key Questions in Second Language Teaching. Cambridge University Press.
5. VanPatten, B., Smith, M., Benati, A., (2019). Key Questions in Second Language Acquisition: An Introduction (Cambridge University Press.
6. Schwieter, J., Benati, A. (2019). The Cambridge Handbook of Language Learning. Cambridge University Press.
7. Malovrh, P., Benati, A. (2018). The Handbook of Advanced Proficiency in Second Language Acquisition. Wiley-Blackwell.
8. Benati, A. Yamashita. (2017). S. Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar. London: Palgrave.
9. Benati, A., Angelovska, T. (2016). Second Language Acquisition: A Theoretical Introduction to Real World Application. Bloomsbury: London.
10. Van Patten, B., Benati, A. (2015). Second Language Acquisition: Key Terms. 2nd Edition. London: Bloomsbury (translated into Japanese).
11. Benati, A. (2015) Key Methodological frameworks in Second Language Research. London: Equinox.
12. Benati, A., Laval, C., Arche, M. (2014). The Grammar Dimension in Instructed Second Language Learning. London: Bloomsbury.
13. Lee, J., Benati, A. (2013). Individual Differences and Processing Instruction. London: Equinox.
14. Benati, A. (2013). Key Issues in Second Language Teaching. London: Equinox.
15. Benati, A. (2011). (Ed.) A Guidebook for Language Teaching. High Commissioner For Minority Languages & British Council Macedonia. (translated into Macedonian, Turkish, Serb, and Albanian).
16. Van Patten, B., Benati, A. (2010). Second Language Acquisition: Key Terms. London: Continuum.
17. Benati, A., Lee, J. (2010). Processing Instruction and Discourse. London: Continuum.
18. Benati, A. (2009). (Ed.) Issues in Second Language Proficiency. London: Continuum.
19. Benati, A. (2009). Japanese Language Teaching: A Communicative Approach. London: Continuum.
20. Lee, J., Benati, A. (2009). Research and Perspectives on Processing Instruction. New York: Mouton de Gruyter.
21. Benati, A., Lee, J. (2008). Grammar Acquisition and Processing Instruction: Secondary And Cumulative Effects. Clevedon: Multilingual Matters.
22. Lee, J., Benati, A. (2007). Delivering Processing Instruction in Classroom and in Virtual Contexts: Research and Practice. London: Equinox.
23. Lee, J., Benati, A. (2007). Second Language Processing: An Analysis of Theory, Problems and Possible Solutions. London: Continuum.
24. Benati, A., Van Patten, B., Wong, W. (2005). Input Processing and Processing Instruction. (Teoria e sperimentazione nell'acquisizione dell'italiano come lingua straniera). Roma: Armando.
25. Liverani-Bertinelli, F., Benati, A. (2001). Grammatica: Perchè? Quando? Come? Perugia: Perugia: Edizioni Guerra Perugia.
1. Benati, A., Schwieter, J. (forthcoming in 2022). Input processing in L1 acquisition and simultaneous bilingualism. In Handbook of SLA and Input Processing. Routledge.
2. Benati, A. (forthcoming in 2022). Processing instruction and individual differences. Springer.
3. Benati, A. (2021). Processing Instruction: Research, theory and practical implications of the learning and. teaching of English grammar to Chinese L1 speakers. In M. Chan & Benati, A. Challenges Encountered by Chinese ESL learners in L2 acquisition: Problems and Solutions from complementary perspectives. Springer.
4. Benati, A. (2021). Focus on Form. Cambridge Elements in SLA: Cambridge University Press.
5. Benati. A. (2020). Focus on Form. Entry in the reference book Research Questions in Language Education and Applied Linguistics. Springer.
6. Benati, A., Schwieter, J. (2019). Pedagogical interventions to L2 grammar instruction. In J. Schwieter & A. Benati, A. (Ed.) (475-499). The Cambridge Handbook of Language Learning. Cambridge: Cambridge University Press.
7. Benati, A. (2018). Structured Input. In J. I. Liontas (Gen. Ed.), The TESOL Encyclopedia of English Language Teaching. NewYork: Wiley.
8. Benati, A. (2018). Direct Method. In J. I. Liontas (Gen. Ed.), The TESOL Encyclopedia of English Language Teaching. NewYork: Wiley.
9. Benati, A. (2018). Role Play. In J. I. Liontas (Gen. Ed.), The TESOL Encyclopedia of English Language Teaching. NewYork: Wiley.
10. Benati, A. (2018). Grammar Translation Method. In J. I. Liontas (Gen. Ed.), The TESOL Encyclopedia of English Language Teaching. NewYork: Wiley.
11. Benati, A. (2018). Interlanguage Grammar. In J. I. Liontas (Gen. Ed.), The TESOL Encyclopedia of English Language Teaching. NewYork: Wiley.
12. Benati, A., Schwieter, J. (2017). Input Processing and Processing Instruction: Pedagogical and cognitive considerations for L3 acquisition In A. Tanja & A. Hahn (eds.), L3 Syntactic Transfer: Models, New Developments and Implications (195-223). Amsterdam: Benjamins.
13. Benati, A., Basile, B. (2017). Theoretical and Pedagogical Views on the Role of Grammar Instruction. In A. Benati & S. Yamashita, Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar (7-38). London: Palgrave.
14. Benati, A.(2017). Processing Instruction and the Acquisition of Japanese Morphology and Syntax. In A. Benati & S. Yamashita, Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar (73-98). London: Palgrave.
15. Benati, A. Rastelli, S. (2014). Input processing theory: imparare a processare la seconda lingua", in S. Rastelli, Il processing nella seconda lingua: teorie, dati sperimentali, didattica (139-156). Roma: Carocci.
16. Benati, A. (2014). Second Language Acquisition. In C. Fäcke (Ed.). Language Acquisition (179-197). New York: Mouton de Gruyter.
17. Benati, A. (2013). Proficiency (entry in Encyclopedia). In P. Robinson (Ed.). The Routledge Encyclopedia of Second Language Acquisition. New York/London: Routledge.
18. Benati, A. (2013). Introduction. Grammar Dimension in Instructed Second Language Learning. In A.Benati, C.Laval & M.Arche. The Grammar Dimension in Instructed Second Language Learning (1-25). London: Bolomsbury.
19. Benati, A. (2013). The Input Processing Theory. In P. Garcia Mayo, Contemporary Approaches to Second Language Acquisition (93-110). Amsterdam: John Benjamins.
20. Angelovska, T., Benati, A. (2013). Processing instruction and the age factor: Can adults and school-age native speakers of German process English simple past tense correctly? In J. F. Lee & A. Benati (eds.), Individual differences and Processing Instruction (131-152). Sheffield, UK: Equinox.
21. Mavrantoni, M., Benati, A. (2013). The effects of processing instruction and traditional instruction on two different school-age learners: The case of English present simple tense third person singular. In J. F. Lee & A. Benati (eds.), Individual differences and Processing Instruction (185-210). Sheffield, UK: Equinox.
22. Benati, A. (2013). Age and the effects of processing instruction on the acquisition of English passive constructions among school children and adult native speakers of Turkish. In J. F. Lee & A. Benati (eds.), Individual differences and Processing Instruction (83-104). Sheffield, UK: Equinox.
23. Benati, A., Lee, J., Hikima, N. (2010). Exploring the effects of processing instruction on discourse-level interpretation tasks with the Japanese passive construction. In A. Benati & J. F. Lee, Processing instruction and discourse (148-177). London: Continuum.
24. Benati, A., Lee, J.., McNulty,E. (2010). Exploring the effects of processing instruction on a discourse-level guided composition with the Spanish subjunctive after the adverb cuando. In A. Benati & J. F. Lee, Processing instruction and discourse (97-147). London: Continuum.
25. Benati, A. (2009) Issues in second language proficiency. In A. Benati. (Ed.) Issues in Second Language Proficiency (3-6). London: Continuum.
26. Benati, A. (2009). Secondary and cumulative effects in attaining L2 proficiency in the classroom (with Cecile Laval). In A. Benati. (Ed.) Issues in Second Language Proficiency (189-201). London: Continuum.
27. Benati, A., Lee, J., Houghton, S. (2008). From processing instruction on the acquisition of English past tense to secondary transfer-of-training effects on English third person singular present tense. In A.Benati & J. Lee, Grammar acquisition and processing instruction: Secondary and cumulative effects (88-120). Bristol: Multilingual Matters.
28. Benati, A., Lee, J., Laval, C. (2008). From processing instruction on the acquisition of French imparfait to secondary transfer-of-training effects on French subjunctive and to cumulative transfer-of-training effects with French causative constructions. In A. Benati & J. F. Lee, Grammar acquisition and processing instruction: Secondary and cumulative effects (121-157). Bristol: Multilingual Matters.
29. Lee, J. F., Benati, A., Aguilar-Sánchez J., & McNulty, E. (2007). Comparing three modes of delivering processing instruction on preterite/imperfect distinction and negative informal commands in Spanish. In J. F. Lee & A. Benati, Delivering processing instruction in classrooms and virtual contexts: Research and practice (73-98). London: Equinox.
30. Benati, A. (2006). The effects of processing instruction and meaning output-based instruction on the acquisition of the Italian subjunctive of doubt. In R. Kiely, P.Rea-Dickins, H. Woodfield, and G. Clibbon (Eds.) Language, Culture and Identity in Applied Linguistics (181-198). London: Equinox
31. Benati, A. (2004). The effects of structured input and explicit information on the acquisition of gender agreement in Italian and the simple paste tense in Spanish (with P. Romero-Lopez). In M. Baynham, A. Deignan, and G.White (Eds.) Applied Linguistics at the Interface (29-46). London: Equinox.
32. Benati, A. (2004). The effects of structured input activities and explicit information on the acquisition of the Italian future tense. In B. Van Patten (Ed.), Processing Instruction: Theory Research and Commentary (207-226). NJ: Lawrence Erlbaum.
33. Benati, A. (1997). Classroom research in second language learning on the effects of different types of form- focused instruction. The input processing type. In S. Efstathiadis. and A. Tsangalidis (Eds.) Proceedings of the 11th International Symposium on Theoretical and Applied Linguistics (61-68). Aristotle University of Thessaloniki.
1. Benati, A. (2021). The effects of structured input and traditional instruction on the acquisition of the English causative forms: An eye-tracking study measuring accuracy in responses and processing patterns. (under review - Language Teaching Research)
2. Benati, A. (2020). The effects of structured input and traditional instruction on the acquisition of the passive constructions: An eye-tracking study. Forthcoming in Instructed Second Language Acquisition.
3. Chiucchiu, G., Benati, A. (2020). The effects of structured input and textual enhancement on the acquisition of Italian Subjunctive: A self-paced reading study. Forthcoming in Instructed Second Language Acquisition.
4. Benati, A., Batziou M. (2019). The relative effects of isolated and combined structured-input and structured-output on the acquisition of English causative. International Review of Applied Linguistics in Language Teaching, 57 (3), 265-288.
5. Benati, A. (2019). The role of instruction: An update. Language Teaching Research Quarterly, 11, 1-11.
6. Benati, A., Batziou M. (2019). Discourse and long-term effects of isolated and combined structured-input and structured-output on the acquisition of English causative form. Accepted and forthcoming in Language Awareness, 28, 1-18.
7. Benati, A., Farhat, A (2018). The effects of motivation and processing instruction in the acquisition of Modern Standard Arabic gender agreement. Instructed Second Language Acquisition, 2, 60-81.
8. Benati, A., Rastelli, S (2018). Special Issue: Perspectives in the neurocognition of the second language teaching-acquisition interface. Second Language Research, 34, 3-7.
9. Benati, A. (2017). The role of input and output tasks in grammar instruction: Theoretical, empirical and pedagogical considerations. Studies in Second Language Learning and Teaching, 3, 377-396.
10. Benati, A. (2017). Classroom-oriented research: Processing Instruction (findings and implications). Language Teaching, 343-359.
11. Benati, A. (2016). Input manipulation, enhancement and processing: theoretical views and empirical research. Studies in Second Language Learning and Teaching, 6, 65-88.
12. Benati, A. (2015). The Effects of Processing Instruction on the Acquisition of English Past Simple Tense: Age and Cognitive Task Demands, International Review of Applied Linguistics in Language Teaching, 53, 249-269.
13. Benati, A. (2015). The Effects of Re-exposure to Processing Instruction on the acquisition of Japanese Passive. International Review of Applied Linguistics in Language Teaching, 53, 127-150.
14. Benati, A. (2010). Grammar Instruction and Processing Instruction in second language acquisition. Journal of Applied Linguistics, 26, 43-58.
15. Benati, A. (2007). The effects of processing instruction on the lexical preference principle: generalizability of findings. Rivista di Psicolinguistica Applicata, 7, 93-104.
16. Benati, A. (2006). Some reflections on input and input processing. Scuola e Lingue Moderne, 4-5, 56-60.
17. Benati, A. (2005). The effects of processing instruction, traditional instruction and meaning-output instruction in the acquisition of English past simple tense. Language Teaching Research, 9, 67-93.
18. Benati, A. (2005). Ricercazione nella classe di lingua. Rassegna Italiana di Linguistica Applicata, 2-3, 53-73.
19. Benati, A. (2004). The effects of processing instruction and its components on the acquisition of gender agreement in Italian. Language Awareness, 13, 67-80.
20. Benati, A. (2004). Grammar and grammar instruction in a communicative framework: the processing instruction approach. Studies in Japanese Language Teaching, 11, 53-73.
21. Benati, A. (2003). The role of explicit instruction in instructed second language acquisition: New data from Italian. Rivista di Psicolinguistica Applicata, 2-3, 143-153.
22. Benati, A. (2001) A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense. Language Teaching Research, 5, 95-127.
23. Benati, A. (2001). Focus on form in the classroom. The role of different type of form-focused instruction on the acquisition of a second language: theoretical, empirical and pedagogical issues. Rivista di Psicolinguistica Applicata, 1, 161-179.
24. Benati, A. (2000). What grammar?: A comprehension-based approach to grammar instruction in foreign language teaching. Rassegna Italiana di Linguistica Applicata, 2,109-127
25. Benati, A. (2000). Processing Instruction: un tipo di grammatica comunicativa per la classe di lingua straniera. Il caso del futuro italiano. Italica, 77, 473-494.
26. Benati, A. (1998). Processing grammar instruction: a type of grammar instruction for the language classroom. TUTTITALIA, 18, 22-26.
27. Benati, A. (1997). Evoluzione nella ricerca sperimentale sugli effetti dell'insegnamento formale in programmi comunicativi per l'apprendimento di una lingua due. Annali Università di Perugia, 24, 65-73.
28. Benati, A. (1996). Evaluating oral communicative competence. A pilot test in the Italian classroom. Bulletin of the Society for Italian Studies, 29, 12-18.
29. Benati, A. (1996). L'insegnamento comunicativo della lingua (ICL) nel corso di lingua straniera: un modello di insegnamento. TUTTITALIA, 14, 3-8.
30. Benati, A. (1995). The role of formal instruction: theoretical-empirical and pedagogical consideration. TUTTITALIA 12, 19-26.
Residential Requirements
"I was impressed by who was on the faculty and wished to learn from them. I was also impressed by how responsive the professors were." – Chatham University English Language Program Director & AU Ed.D. in TESOL Graduate Dr. Linh Phung
""Studying online fit my schedule perfectly. I enjoyed the online experience at Anaheim University because it allowed students to work independently as well as collaboratively. It also incorporated weekly live lectures, which were important in pushing us to complete all the necessary work before the lecture. The fact that the students and professor were on camera together once a week created a better sense of community." – Chatham University English Language Program Director & AU Ed.D. in TESOL Graduate Dr. Linh Phung
AU President Emeritus and former Dean of the Graduate School of Education Dean Dr. David Nunan teaching a live webcam class
The Anaheim University Graduate School of Education offers a cutting-edge online Doctor of Education in Teaching English to Speakers of Other Languages (Ed.D. in TESOL) degree program. Experience the following AU advantages:
Learn under globally acclaimed professors through live webcam classes
Receive Doctor of Education in TESOL through the flexibility of online learning
Meet your professors and classmates from around the world face-to-face at 2 residential sessions
Improve your teaching skills and qualifications
16 x 9 week Online Courses + Dissertation
Weekly live webcam classes
New terms begin every 10 weeks
Register for 1 or 2 courses per term
Ed.D. in TESOL Program = 76 Credit Points
2 x 4 day residential sessions. Sessions held annually in California or other select locations
Total duration = 3+ years
"I believe the obtainment of a Ed.D. allows me to be competitive for promotion to higher levels (Associate or Full Professor) at my institution, and adds gravitas and a sense of trust when I apply for grants and federal funding which are important for my career development." – Fukui University of Technology Lecturer & AU Ed.D. in TESOL Graduate Dr. Bradford Lee
The Ed.D. in TESOL degree program aims to develop the knowledge and skills to:
form a critical understanding of the interdisciplinary literature that informs the field of TESOL
evaluate research-based evidence and consider its relevance to TESOL
design and evaluate curricula and instructional materials
undertake a leadership role in TESOL
design and conduct research studies that address pedagogical issues relevant to TESOL
"I would recommend the program to anyone who is currently working as a language teacher and wants to expand their knowledge and have access to leadership, research, and publication opportunities." – Chatham University English Language Program Director & AU Ed.D. in TESOL Graduate Dr. Linh Phung
The Online Doctor of Education in Teaching English to Speakers of Other Languages (Ed.D. in TESOL) degree program consists of 16 courses and a dissertation, and will take approximately three to four years to complete.
Course Duration: Each course is nine weeks long.
EDU 700 Instructed Second Language Acquisition 4 units
EDU 701 Interlanguage Pragmatics 4 units
EDU 702 Individual Learner Differences in Language Learning and Teaching 4 units
EDU 703 Sociolinguistics and Language Teaching 4 units
EDU 705 Language Testing 4 units
EDU 706 Special Topic 4 units
EDU 710 Curriculum Design 4 units
EDU 711 Technology and Language Education 4 units
EDU 712 ELT Materials Development 4 units
EDU 720 ELT Leadership and Management 4 units
EDU 721 Language Teacher Education 4 units
EDU 730 Qualitative Research Methods 4 units
EDU 731 Quantitative Research Methods 4 units
EDU 732 Dissertation Proposal Writing 4 units
EDU 733 Dissertation 12 units
Total number of required units
including two four-day seminars: 76 units
TESOL Residential Session
Doctor of Education in TESOL (Ed.D.) Course Schedule
Real-time online classes are 90 minutes; the first hour is led by the professor and the final half-hour is for student-led discussion. All times are California/Pacific Time. Please note the schedule is subject to change.
Ed.D. TESOL REQUIRED 4-DAY RESIDENTIAL SESSIONS
Ed.D. TESOL students are required to attend two 4-day residential sessions during their program. Each year, an annual residential session will be held in California or other locations around the world on occasion. Details regarding the 2021 residential session are forthcoming.
Term Course Real-time Online Class time (Fridays CA time)
Term 1: January 4 - March 7, 2021 EDU 730 Qualitative Research Methods TBA
Term 2: March 15 - May 16, 2021 EDU 704 Discourse Analysis for Language Teachers
EDU 710 Curriculum Design TBA
Term 3: May 24 - July 26, 2021 EDU 720 ELT Leadership and Management
EDU 732 Dissertation Proposal Writing TBA
Term 4: August 2 - October 3, 2021 EDU 701 Interlanguage Pragmatics
EDU 702 Individual Learner Differences in Language Teaching TBA
Term 5: October 11 - December 12, 2021 EDU 703 Sociolinguistics and Language Teaching TBA
Term 1: January 3 - March 6, 2022
EDU 731: Quantitative Research Methods
EDU 706: Special Topics
These are paired courses and students are expected to register for both in this term.
Term 2: March 15 - May 15, 2022 EDU 705: Language Testing TBA
Term 3: May 23 - July 24, 2022 EDU 712: ELT Materials Development
EDU 700: Instructed Second Language Acquisition
Term 5: October 10 - December 11, 2022 EDU 711: Technology and Language Education TBA
Comprehensive Exams are scheduled according to student need. Students who fail the Comprehensive Exam will be enrolled in a Study Term and assigned a professor to mentor them through the process of studying and synthesizing their coursework. They will pay the standard tuition and records fee for this support and to re-sit the exam.
PLEASE NOTE: Failure to take a required course when one is offered may prevent a student from completing his/her program in the allotted time, as all course work must be completed before a student will be allowed to advance to the dissertation phase of the program. Schedules are subject to change.
Doctor of Education in TESOL (Ed.D) Program Fees
Residential Session Fees
Residential Fee per session attended $ 1,200 / session (Room & Board not included)** $2,400
Degree Program Total $44,375 ++
**We offer a discounted on-campus housing option for the residential session -- the cost varies depending on location. You may opt for alternate accommodations. The cost of travel will vary, depending on your distance from the residential session and your mode of transportation. Anaheim University does not provide visa services. For Doctor of Education (Ed.D) in TESOL students attending the four-day residential sessions, it is the students' responsibility to ensure that they have taken care of proper visa procedures, if required.
++Assumes completion in 19 terms.
TESOL Residential Session in California
The list of tuition fees does not include textbook fees. Textbooks average approximately $100 - $200 per course. Dissertation publishing and textbook fees are extra.
Note: Anaheim University makes certain provisions in order to provide access to library resources and library services for all students enrolled directly through Anaheim University. However, students enrolled in Anaheim University's online graduate degree programs are required to have an additional reserve fund to be used for the purchase of journals and research - materials that will aid them in their studies by providing information specific to their unique areas of interest and research - and to provide access to software and other resources that may help them in the completion of their studies. The research reserve fund is $1,500 for master's degree students and $2,000 for doctoral students to be used over the duration of their program. Students are not required to spend the entire research fund - only that amount necessary in order to carry out their research.
The above itemizes all of the fees and charges for which the student is responsible. You may find the refund policy in the section on Policies & Procedures.
Each course is US$2,000.00 for tuition excluding books, materials and other costs as follows. Students must pay the required tuition fee prior to commencing their next course. The student is not required to pay this tuition fee until the student wishes to register for his or her next course.
Students interested in inquiring about non-interest bearing monthly payment plan options should e-mail This email address is being protected from spambots. You need JavaScript enabled to view it.
Tuition may be paid on a course-by-course basis. Students who pay all program fees at one time are eligible for a 10% discount on tuition. Students may make payment by check, credit card (Visa, MasterCard, American Express or Discover), money order or bank transfer (the student is responsible for any transactions fees imposed by the institution).
An application for the TESOL Doctor of Education (Ed.D) Program must include the following:
One recent color photograph (digital is okay).
Official transcripts, licenses or certificates. The Ed.D in TESOL Program requires a Master's degree in TESOL or Applied Linguistics or in a relevant area of Education required from an accredited institution recognized by the US Department of Education and/or CHEA, or by the government of the country in which the degree was awarded, and with an overall GPA of no less than 3.0 on a 4.0 scale, or equivalent from non-USA Institutions.
A resume documenting a minimum of 4 years experience in some aspect of TESOL (teaching, teacher education or publishing).
An outline (1,000 words) of the possible research that the applicant envisions undertaking for the dissertation that demonstrates his/her research experience and abilities.
Three reference letters (on letterhead with contact information) attesting to personal and professional qualifications. One reference must be from each of the following:
A recent employer.
A TESOL professional who can attest to the applicant's potential as a doctoral student.
A member of the academic faculty where the applicant completed his/her MA.
Transfer Credits: Anaheim University will accept up to two graduate semester classes or 8 units awarded by another institution toward an Ed.D degree at Anaheim University. The entering student will be required to clearly demonstrate the equivalency of a transfer course through relevant documents (syllabus, catalog, course outline) and justify its acceptance through petition. No course will be considered for transfer with a grade lower than a "B" or its equivalent. Petitions are directed to the specific Dean for the affected program. There is a fee of $75 (Ed.D) per course of credit transferred, and the overall program cost will be adjusted to reflect credit for the approved class(es). All petitions for transfer credit must be submitted as part of the student's initial application to the University. Credits awarded as part of another degree will not be accepted for transfer.
Residential Sessions (Residentials)
The Residentials are an integral part of Anaheim University's Ed.D. in TESOL and MA TESOL programs, and they are widely considered by students to be their favorite component of the program. The Residentials have two primary aims:
To complement the existing curriculum by focusing on specific topics that are introduced in the online courses but not addressed in detail
To enhance the sense of community among the students and faculty members in the programs through face-to-face communication.
At the Residentials, formal lectures are kept to a minimum. Instead, students work collaboratively, engage in debates, make presentations, and focus on practical assignments and tasks in ways that are limited in an online environment. The Residentials also provide the instructors with an opportunity to model pedagogical practices. By taking part in simulations, debates and other activities, students get to see firsthand how these activities can be incorporated into their own instruction. They complete a series of experiential application tasks that complement the theoretical and empirical input provided through the online courses.
Students must attend two four-day Residential sessions during their program. Students who register for a Residential will receive information prior to the start of the program that contains details about accommodations, schedule, pre-residential tasks and pre-residential reading. Typically, there are two groups -- one for the MA students and one for the Ed.D. students -- along with three plenary sessions that bring the two groups of students together. The tuition for the Residential Session is included in the total program price, but students must pay for their own travel, room and board. The Residential Session typically alternates between California and Asia.