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Education
| Course Code |
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| Title |
Action Research |
| Course Outline |
Course Outline |
| Description |
Action research is the second and final research course in the C & I program. The primary focus of the course is to provide students the skills to use action research methods to improve education through data driven decision making. In this course, students carry out action research (which has been designed in ED 603) by collecting and analyzing data, and developing a plan of action and a plan for sharing results. The major requirement for this course is the submission of a paper in a manuscript format that integrates the research questions, methodologies and literature review developed in ED 603 with the findings and action plan developed in ED 696. |
| Course Code |
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| Title |
Independent Study |
| Course Outline |
Course Outline |
| Description |
Selected readings and/or research for individual students under faculty supervision. |
| Course Code |
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| Title |
Continuing Registration |
| Course Outline |
Course Outline |
| Description |
Continuing enrollment in graduate studies. This option is to be used for registration after completion of all course requirements, including thesis or capstone project; required during the semester of the oral defense examination. May not be used to fulfill degree credit requirements or financial aid minimum requirements. |
| Course Code |
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| Title |
Thesis (Plan A) |
| Course Outline |
Course Outline |
| Description |
Research and writing of the master's thesis under the supervision of the faculty chair and the thesis committee. Maximum 4 credits allowed. |
| Course Code |
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| Title |
Introduction to Advanced Graduate Scholarship and Leadership |
| Course Outline |
Course Outline |
| Description |
This course introduces students to the theories and principal elements of research and scholarly writing. Students will consider a critical analysis of philosophy of research and epistemology as applicable to theory development. Students will learn how to discern principal arguments, analyze research questions, and identify the key scholarly attributes to journal articles and other sources of scholarly data. This course also introduces learners to the University’s overarching values and beliefs regarding education, research and the responsibilities scholars have in continuing a tradition of contributing to an ever-growing body of knowledge. This course will assist students in developing a framework for acceptable academic writing. As such, students will be engaged in evaluating journal articles; developing a topical outline in relation to their topic of interest and/or research question; and writing a literature review in preparation for dissertation work and/or specific publications. Learners will explore approaches to synthesizing literature and the application of the major components of APA form and style, and learn to coordinate literature searches. |
| Course Code |
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| Title |
Quantitative Methods in Educational Research |
| Course Outline |
Course Outline |
| Description |
This course is designed to provide doctoral level students with theoretical and practical preparation in quantitative research design including: instrumentation; data collection; statistical analysis; ethics and politics of the conduct of research; and development of analytical skills for critiquing quantitative research. |
| Course Code |
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| Title |
Qualitative Methods in Educational Research |
| Course Outline |
Course Outline |
| Description |
This course is designed to provide doctoral level students with theoretical and practical preparation in qualitative methods including: data collection and analysis; ethics and the politics of the conduct of research; and critical analytical skills for review and critique of qualitative research. |
| Course Code |
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| Title |
Adult Learning |
| Course Outline |
Course Outline |
| Description |
This course deals with recent research concerning adult learning within the context of planning and operating effective adult education programs. The goal of this course is to provide an overview of concepts, practices, and opportunities related to adult learning. |
| Course Code |
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| Title |
Educational Law and Policy: Historical, Political and Global Perspective |
| Course Outline |
Course Outline |
| Description |
A review of public policy processes and legislation related to educational systems. School case law is reviewed from multiple perspectives with an emphasis on fairness, justice and equity. Analyzes the legal structure of higher education including, academic freedom, employment, due process, student rights, accreditation issues, desegregation, tort liability, and other issues.
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| Course Code |
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| Title |
Ethics, Communication and Leadership |
| Course Outline |
Course Outline |
| Description |
This course emphasizes a review of current research and reflective practice in ethical communication and leadership. An emphasis on relational, distributed, transformational and compassionate leadership is studied. Cross cultural communication, public communication techniques and analysis of technology, communication with public media and data presentations are also studied. This course provides ethical frameworks and components in leadership experiences in both education systems and public service organizations. It provides opportunities to interpret, apply, and evaluate theoretical frameworks, resources for choices, and impacts of decisions. |
| Course Code |
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| Title |
Social Justice, Culture, Diversity & Ethical Practice for Ed. Leaders |
| Course Outline |
Course Outline |
| Description |
This course will facilitate the development of a student’s critical understanding of the larger concept of culture within the notion of multiculturalism. Students will examine how cultural processes are intimately connected with social justice and ethical leadership practice. They will also explore how culture involves power, which serves to produce inequalities in the abilities of individuals and social groups to define and realize their needs. In addition, culture will be analyzed as a site of social difference and struggle. |
| Course Code |
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| Title |
Fiscal Management for Educational Growth and Change |
| Course Outline |
Course Outline |
| Description |
Focuses on the skills needed to integrate the processes of planning, budgeting and financial management, utilizing data from performance accounting, measurement and evaluation systems. Compares and contrasts for-profit, not-for-profit, and public organizations; examines the conventions of revenue and expenditure budgeting; presents the basic principles of fiscal proposal writing and grants writing. |
| Course Code |
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| Title |
College Student Development |
| Course Outline |
Course Outline |
| Description |
This course will review many of the current theories of development that inform student affairs practice. Students will consider the four major categories of college student development theory which include: 1) cognitive-structural, 2) psychosocial, 3) typological, and 4) person-centered environments. Given that these four categories represent a high degree of breadth, students will review each of these areas in detail. Individual theories and their application to higher education will be broadly explored. |
| Course Code |
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| Title |
Organization and Administration of Educational Leadership |
| Course Outline |
Course Outline |
| Description |
Throughout this course, theory and practice of leadership is applied to educational settings. Students are exposed to leading educational and managerial organizational leadership theories and change theory with emphasis on their implementation in practical educational settings. Students will analyze philosophical and values anchors, vision casting, shared priorities and commitments, and vision through policy and program development. This course engages students in the study of major organization theories that inform educational leadership research. Students will use theory to help inform their own research interests. |
| Course Code |
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| Title |
Instructional Models for Learners and Leaders |
| Course Outline |
Course Outline |
| Description |
This course is designed to expand the participants’ repertoire of teaching models within a student-centered learning environment, to foster deeper understanding of key concepts. This course focuses on specific contemporary thinking skills and model programs. Emphasis is placed on helping teachers adapt strategies, choose materials, and design a lesson that integrates subject areas across a non-textbook, student-centered curriculum. The course is designed to help develop teaching/learning strategies and to integrate curriculum in the classroom. |
| Course Code |
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| Title |
Instructional Models |
| Course Outline |
Course Outline |
| Description |
This course deals with the investigation of current practices and trends in instructional models. Emphasis is on the relationship of current research to contemporary practice. |
| Course Code |
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| Title |
Emerging Issues in Supervision and Administration |
| Course Outline |
Course Outline |
| Description |
This course examines issues for educational leaders. Students will engage in research, discussion, and writing about topics that are selected for review. |
| Course Code |
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| Title |
Strategic Assessment and Accountability in Education |
| Course Outline |
Course Outline |
| Description |
This course addresses the key role of leaders in educational systems for the development, articulation, implementation, and supervision of an assessment process that provides accountability for all stakeholders. This course examines the establishment of a shared mission, vision, and goals among both internal and external stakeholders as the foundation for both short-term and long-range strategic planning in education. Professional and facilities development is addressed in the context of education master planning. |
| Course Code |
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| Title |
Building a Compassionate Community of Scholars |
| Course Outline |
Course Outline |
| Description |
This course describes theories of compassionate leadership, studies the relationship between leadership style and organizational change, and examines the implementation process of a leader's vision. Leaders in Education are often taught to lead with their heads and not with their hearts. Good leadership is often defined as strategic, rational, and bottom-line business people who focus on results. Yet, recent research on successful leaders suggests a different style of leader—one that exhibits kindness, compassion and empathy. This course examines relations with stakeholders, including boards, learners, parents, faculty, staff, and the community at large. Attention is given to creating and sustaining a diverse learning infrastructure through faculty and staff professional development, alumni relations, and the building of scholarly communities. This course uses team building, group dynamics, and interpersonal sensitivity to motivate and inspire students to work together toward common goals. |
| Course Code |
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| Title |
Teaching and Learning at the University Level |
| Course Outline |
Course Outline |
| Description |
This course analyzes current teaching methods and strategies at the community college and University level. This course will explore topics such as adult learning, societal issues dealing with gender, race, racism, ethnic, and cultural factors and their impact on teaching at the collegiate level. The course covers a variety of teaching and learning styles and gives the students an opportunity to participate in undergraduate classroom teaching. |
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