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Educational Leadership

Course Number Course Name Credits
EDL 700

Doctoral Seminar

Successful completion of doctoral-level coursework and in particular successful completion of the dissertation require a specific set of well-developed academic skills and orientations including the ability to: utilize library resources including databases and information technologies; conduct thorough literature reviews; apply theory to guide both research and practice; and comprehend, interpret, critique and produce academic prose. As such, the course provides students with a foundation for growth throughout the program.

Prequisites: None

3
EDL 701

Organizational Beh Theory & Practice

This course draws upon the social and behavioral sciences to examine theoretical formulations and research studies in public and private administration. It provides an overview of both institutional leadership and the assessment of organizational effectiveness and efficiency. Through the use of cases, incident processes and simulations, it provides dynamic, personalized experience in problem identification and problem solving.

Prequisites: None

3
EDL 702

Organizational Communication

This course examines problems andstrategies in the many environments thatsurround and affect educational systemsand institutions. The course will also focuson the fundamentals of communicationtheory. It is designed to assesscommunication processes; determineproblems, successes and failures incommunications; and improve one’s abilityto communicate in both individual andlarge organizational settings. It emphasizesthe use of cases, incident processes andsurvey methodologies to analyze andimprove institutional communications.

Prequisites: None

3
EDL 703

Law & Policy

This course examines a variety of legal problems and policy issues that are common to the educational system, including both public and private institutions. Among the topics are the rights, privileges and responsibilities of students, parents, teachers, administrators and institutions in which learning takes place. It addresses the concerns for equality of education services, the social imperatives that impact our institutions and the changing view of societal expectations regarding education.

Prequisites: None

3
EDL 704

Contemp.Edu Systems:finances & ControlControl

This course examines the trends, current conditions and future prospects for financing education in the U.S. Demographic, economic and political context are examined as well as the role of federal, state, local and private support of our institutions. Constraints and incentives facing educational leaders in both public and private venues are examined. Emphasis is placed on different strategies employed to review goals, secure needed revenue and control the mission and the personnel required to accomplish the aims of the institutions.

Prequisites: None

3
EDL 705

Cultural Perspectives in Amer.Education

This course examines the linkages between educational theory and practice and the larger context of ethical, philosophical, economic, political, and cultural phenomenon that characterize United States society. It explores major educational institutions in our culture and nontraditional systems. It studies current and projected changes in institutional behavior and examines how educational perspectives are woven into the fabric of our society. While focusing on the cultural perspectives in education, this course addresses the many and varied issues of relevance to diversity and equity. It explores the social, historical, and cultural construction of “difference” and how they play out in personal and professional relationships in educational settings and related human service fields. Attention is given to categories of race, class, gender, ethnicity, religion, sexual orientation, and special needs. Culturally appropriate strategies for creating effective teaching-learning environments are examined.

Prequisites: None

3
EDL 706

Advanced Curricular Issues & Perspective

This course provides an overview of advanced curricular planning andarrangements based on the needs of traditional and nontraditional learners. Newer curricular arrangements are examined including open curricular, distance learning, schools without walls and the extended campus institutions. Emphasis will be placed on the extension and reconstruction of career training and continuing lifelong learning in the light of social and institutional change. The course will encompass issues facing urban, suburban and rural educational institutions in diverse community settings.

Prequisites: None

3
EDL 707

Assess.Issues in Edu.& Intruction

This course examines the advanced evaluation of instructional and educational programs in both traditional and nontraditional institutions. General procedures in educational evaluation provide a framework in which the special problems posed by changing societal expectations are examined. Competency and standardized systems of measurement are considered and alternative forms of measurement are studied as a means of validating instructional outcomes.

Prequisites: None

3
EDL 708

Computers in Education

This course examines the use ofcomputers and technology in educationalinstitutions with an emphasis on theirapplication to instruction, learning,assessment, information collectionand analysis, school management,staff development and social equity.Applications will be made to curricularprograms, student progress, competencyevaluation and institutional amelioration.Students will examine, at length, availablesoftware and programs and will examinethe use of computers and technology intheir own institutions with an eye towardeducational improvement.

Prequisites: None

3
EDL 709

History & Future of Education Reform

This course identifies common themes in educational reform efforts over the past 150 years, and traces the history and future of these efforts within and across educational systems through an analysis of empirical research, historical writings and governmental and non-governmental initiatives. Common strands include reforms focused on: standardization, assessment and accountability; governance; curriculum and pedagogy; teacher training; professionalization; funding and accountability; and the use of technology. Emphasis is given to these themes vis-à-vis a critical analysis of the marketization and commercialization of education. This understanding is applied to ethically navigating the current reform landscape and evaluating current reform efforts.

Prequisites: None

3
EDL 710

Advanced Statistics & Lab

This course is designed to refresh student knowledge in descriptive and inferential statistics, and through review of this background, to develop a much richer and deeper understanding of the applications of these skills to the reading and interpretation of literature and conducting research in the field of education. Students will review a wide variety of descriptive statistical techniques, then use these techniques to develop deeper understandings of their applications to advanced inferential statistical methods. Students will become familiar with ANOVA models, regression techniques, factor analysis, and multivariate applications, and use these applications to review literature in their field of interest.

Prequisites: None

4
EDL 711

Intra-Institutional Problem Solving

This course will consist of individual or small group research or evaluation experiences within an educational organization related to intra-institutional issues or problems. The question or problem to be studied will be identified and a self-designed learning plan or prescription will be developed by the student under the guidance and supervision of a faculty member and a qualified field mentor. Completion of the course will be marked by faculty, peer and self-review of a submission of scholarly work in the form of a portfolio and presentation of an oral summary at a doctoral symposium.

Prequisites: None

3
EDL 712

Inter-Institutional Problem-Solving

This course will consist of individual or small group research or evaluation experiences in an educational setting where inter-or trans-institutional policy is generated. The question or problem to be studied will be identified and a self-designed learning plan or prescription will be developed by the student under the guidance and supervision of a faculty member and a qualified field mentor. Completion of the course will be marked by faculty, peer and self-review of a submission of scholarly work in the form of a portfolio and presentation of an oral summary at a doctoral symposium.

Prequisites: None

3
EDL 721

Advanced Research Methods in Education

This course will provide tutorial guidanceand advanced preparation in eitherquantitative or qualitative researchanalysis, dependent upon the researchmethodology appropriate to the emergingdissertation questions proposed by thedoctoral student. The course will extendprior graduate training in researchmethodology and will concentrate onthose processes most related to theproposed study. Instruction will beprovided by a faculty member and aqualified field mentor who is acquaintedwith the research being proposed.

Prequisites: None

3
EDL 722

Proposal Identification, Develop & CompCompletion

Under the guidance and supervision of a faculty member and a qualified field mentor, the student will develop a dissertation proposal in the customary form of a statement of the problem to be studied, its significance to the field, a review of the related literature and asset of protocols for the conduct of the study. At the conclusion of the course, dissertation proposal and the competency to defend it in an oral presentation to the dissertation committee.

Prequisites: None

3
EDL 731

Doctoral Seminar

Successful completion of doctoral-level coursework and in particular successful completion of the dissertation require a specific set of well-developed academic skills and orientations including the ability to: utilize library resources including databases and information technologies; conduct thorough literature reviews; apply theory to guide both research and practice; and comprehend, interpret, critique and produce academic prose. As such, the course provides students with a foundation for growth throughout the program.
Offered in: Fall Only
Prequisites: None

3
EDL 732

Advanced Statistics & Lab

This course is designed to refresh student backgrounds in descriptive and inferential statistics, and through review of this background, to develop a much richer and deeper understanding of the applications of these background skills to the reading and interpretation of literature and conducting research in the field of education. Students will review a wide variety of descriptive statistical techniques, then use these techniques to develop deeper understandings of their applications to advanced inferential statistical methods. Students will become familiar with ANOVA models, regression techniques, factor analysis, and multivariate applications, and use these applications to review literature in their field of interest.
Offered in: Fall Only
Prequisites: None

4
EDL 733

Quantitative Research Design

This course is designed to extend prior graduate training in quantitative research methodology to develop a much richer and deeper understanding of the applications of these background skills to the reading and interpretation of literature and conducting research in the field of education. Students will review a wide variety of quantitative techniques, including pre-experimental, true experimental and quasi-experimental designs. Students will conduct literature reviews on their topics of interest, and apply their understandings of quantitative research methodologies to literature in their field of interest. Students design a study of their choice applying all aspects of the course, including APA writing style, literature reviews, and a detailed methods section covering their applications of research design to their topic of choice.
Offered in: Spring Only
Prequisites: EDL-732

3
EDL 734

Qualitative Research Design

This course is designed to extend prior graduate training in qualitative research methodology to develop a much richer and deeper understanding of the applications of these background skills to the reading and interpretation of literature and conducting research in the field of education. Students will review a wide variety of qualitative techniques, including interviews,focus groups,content analysis and ethnography. Students will conduct literature reviews on their topics of interest,and apply their understandings of qualitative research methodologies to literature in their fields of interest. Students design a study of their choice applying all aspects of the course,including APA writing style, literature reviews, and a detailed methods section covering their applications of research design to their topic of choice.
Offered in: Summer Only
Prequisites: EDL-733

3
EDL 735

Case Study Method and Design

This course introduces and instructs students in case study method & design. The course applies previous coursework in statistics, quantitative methods, and qualitative methods to evaluating and conducting case studies in education. As a method for researching "how and why" questions regarding "real world" (or "natural" settings such as neighborhoods,schools, or academic departments),the unique features and appropriate applications of case study method and design are described and analyzed. Published case studies of education (education-related)endeavors are reviewed and evaluated.
Offered in: Fall Only
Prequisites: EDL-734

3
EDL 737

Persistent Problem Inequality

This course examines the history and current status of the relationship between education and various forms of social inequality. Relying on both historical writings and current empirical research, the course analyzes the various ways in which formal educational institutions have been and are related to sustaining, increasing and reducing various forms of social inequality. Emphasis is given to using this analysis to evaluate current educational policy and practice, especially with respect to the transition to post-secondary education.
Offered in: Spring Only
Prequisites: EDL-731

3
EDL 738

History & Future of Education Reform

This course identifies common themes in educational reform efforts over the past 150 years, and traces the history and future of these efforts within and across educational systems through an analysis of empirical research, historical writings and governmental and non-governmental initiatives. Common strands include reforms focused on: standardization, assessment and accountability; governance; curriculum and pedagogy; teacher training; professionalization; funding and accountability; and the use of technology. Emphasis is given to these themes vis-à-vis a critical analysis of the marketization and commercialization of education. This understanding is applied to ethically navigating the current reform landscape and evaluating current reform efforts.
Offered in: Fall Only
Prequisites: EDL-737

3
EDL 739

Cultural Perspectives in Education

This course draws from the fields of culture studies and multicultural education to understand cultural phenomenon in relation to education. It identifies and analyzes cultural issues at the institutional, organizational and classroom level.Emphasis is given to reviewing theoretical perspectives, empirical research, and demographic trends. The course also identifies and analyzes effective teaching-learning environments in the classroom at primary, secondary and post-secondary educational levels.
Offered in: Spring Only
Prequisites: EDL-737

3
EDL 752

Dissertation Proposal I

This is the first of a two-course sequence, in which students identify the final dissertation topic,and develop the major sections of a complete dissertation proposal for research of the topic under the guidance and supervision of an Educational Leadership faculty member. This course guides the student in all aspects of dissertation proposal design,format,and sequence. Students will provide a fully detailed topic for research of significance to the field,assemble a dissertation committee,and prepare the major aspects of the dissertation proposal, including introduction, theory for the research,review of the related literature,and a set of protocols for the conduct of the study.

Prequisites: None

3
EDL 753

Dissertation Proposal II

This is the second of a two-course sequence, in which students prepare the final dissertation proposal,including all elements of written work in Edl 722,and preparing IRB applications,any applicable contact letters,and proposal defense presentation material under the guidance and supervision of an Educational Leadership Faculty member. This course guides the student in all aspects of dissertation proposal finalizing,defense,and application materials for IRBs. Students will provide all elements of the final written dissertation proposal,follow guidelines regarding its final presentation to the dissertation committee,scheduling of defense and any required revisions following the defense.

Prequisites: EDL-752

2
EDL 789

Special Topics



Prequisites: None

3
EDL 801

Conduct,analysis, and Final PreparationOf the Dissertation

Under the guidance of the dissertation committee, the doctoral candidate will complete the dissertation following the approved content and protocols of the proposal. Following the defense of the completed dissertation and the approval of the committee, the doctoral student will present an oral report on the findings and conclusions of the study to a faculty-student symposium.

Prequisites: None

1
EDL 831

Dissertation Guidance

Under the guidance of the dissertation committee,the doctoral candidate will complete the dissertation following the approved content and protocols of the proposal. The student will prepare and defend the completed dissertation and obtain the approval of the dissertation committee.

Prequisites: EDL-753

1
EDL 999

For Transfer Credits and Degree Audit



Prequisites: None

3