Wilkes Course Descriptions - Doctorate of Education (Ed.D)

This course examines the impact of diversity, culture, ethnic origin and societal change on educational institutions and the emerging leadership styles resulting from these factors. This course is designed to better prepare leaders to meet the challenges of cultural diversity and rapid societal change in organizations. Attention is given as to how language, gender, race, tradition, education, economic structure, societal transitions and global events interact with organizational philosophy to create behavioral norms at all levels. The influence of these factors on leaders’ behaviors, as well as their interactions with diverse groups both inside and outside the organization, will be studied.

This course explores different strategies for bringing about change leading to institutional improvement and reform. Current trends in curriculum and instruction are examined with a focus on research-based practices that are proven to be effective and sustainable. Students will consider the many critical factors that shape and influence efforts to bring about reform in educational institutions, including vision, culture and climate, group dynamics, decision-making and communication processes, change theory, and influences of internal and external social systems. Special attention is given to the educational leader’s role in building organizational capacity to change.

This course will focus on understanding contemporary public relations issues and trends with emphasis on public relations in educational institutions, changes in society and in educational institutions, public opinions, and political contexts; understanding of public relations relative to public relations’ theory and practice, legal and ethical aspects, technology, and public relations in a communication context; learning about educational leadership responsibilities relative to planning in public relations; setting goals and developing strategies, working with the media, responding to crisis, collecting and analyzing decision-oriented data, public relations in a funding campaign, and evaluating public relations programs.

This course will focus on how to organize and provide leadership in instructional technology programs, facilities and resource management, including technological in-service training programs. This course will also include the laws and regulations that govern the selection and utilization of media, sources for funding, and collaboration on development of a grant proposal. Required for M.S. program in Instructional Technology and Ed.D. program/K-12 Administration and Educational Technology majors.

This course concentrates on the development and supervision of faculty and staff. A range of models of supervision that can be applied in all educational institutions, such as clinical and differentiated supervision, will be examined for their effectiveness in improving instructional performance. Case studies will be utilized to gain understanding of supervision and evaluation processes. The management and design of induction and professional development programs will be analyzed. The laws and policies that govern these programs, as well as employee rights and termination procedures, will be studied. Required for M.S. program in Educational Leadership and Ed.D. program/K-12 Administration and Higher Education Administration majors.

This course focuses on the most current laws at both the state and federal levels and their impact on the operation of educational institutions for leaders. Both state and federal statutes will be examined with a focus on accurate analysis and interpretation of the law through case reviews. Law, legislation and court decisions that may impact the rights and responsibilities of faculty, students and parents will be studied and analyzed. The course is structured to assist educational leaders in acquiring the knowledge and skills necessary to ensure that the management of their educational institution through adherence to the law produces a safe, efficient and effective learning environment for all students. Required for Ed.D. program/K-12 Administration and Higher Education Administration majors. Prerequisite: ED 518 School Law

This course examines the influences of major theories of personnel leadership on public and private education. Students will learn about the use of resource management, including labor laws, labor negotiation protocols, recruitment, personnel assistance and development, and evaluation procedures. Also, students will learn to develop and implement professional development programs that reflect teacher/faculty development research and strategies that include technology utilization, simulations of various HRD functions such as labor negotiations focusing on differing perspectives that impinge on the process of creating agreement, living with the agreement, and seeking a successor agreement. Required for Ed.D. program/K-12 Administration and Higher Education majors.

Students will learn about a variety of planning models, including the Pennsylvania Department of Education’s Strategic Planning Model and the Strategy Change Cycle — a proven planning process used by a large number of organizations throughout the United States. Students will be provided detailed guidance on implementing the planning process and will acquire specific knowledge and skills to make the planning process work successfully in any organization. In addition, new information will be provided to students on creating public value, stakeholder analysis, strategy mapping, balanced scorecards, and collaboration. Finally, case study analysis and field assignments will serve as important components in this course. Required for Ed.D. program/K-12 Administration and Higher Education Administration majors.

This course is designed to explore the design, development and implementation of web-based courseware. Appropriate strategies for delivering instruction online and the use of various development tools to create interactive, engaging and instructionally sound online instructional materials will be analyzed.

With a focus on the educational environment, this course will discuss the principles of information security, building a clear understanding of the foundations of information security, the principles on which managerial strategy can be formulated and the technical solutions available to technology coordinators. Prerequisites: ED 635 Integrating Technology into the Curriculum and ED 637 Systems Design Analysis.

This course is designed to give specific and realistic examples of how different types of media and instructional technology can complement each other in the computer-age classroom. Emphasis will be given to the design and production of instructional materials using text, video, audio and computer-based and photographic formats for use in both distance learning and traditional classrooms. Required for M.S. in Instructional Technology Program and Ed.D. program/Educational Technology major. Prerequisite: ED 625 (585) Integrating Technology into the Curriculum or equivalent.

The course will present models of instructional design to provide a theoretical framework in the application and integration of computer technology into the K-12 curriculum. Participants will develop a portfolio of computer-generated materials for their classroom. Required for M.S. Programs/Classroom Technology, Instructional Technology, Educational Leadership and Special Education programs and Ed.D. program/ Educational Technology major. Prerequisite: ED 580 Introduction to Educational Computing or equivalent technology experience.

Students will explore the design of present-day computer systems. Topics include computer architecture and hardware, telecommunications, networking and general operating systems. Required for M.S. program in Instructional Technology.

A "wide area" look is taken into technology integration. An investigation into what the responsibilities of a technology coordinator will be — relating technology and thinking processes, the cognitive effects of technology integration, materials acquisition and placement and general administrative strategies. Required for M.S. program in Instructional Technology. Prerequisite: ED 635 Integrating Technology into the Curriculum or equivalent.

This course involves participation in a field experience to observe the use of technology to support instruction, the management of technology resources in educational settings, and the evaluation of effectiveness of technology resources for teaching and learning, and application of technology resources to support instruction in classroom settings. Required for the Pennsylvania Instructional Technology Specialist certification. Prerequisites: ED 623 (587) Educational Technology Leadership, ED 637 Systems Design and Analysis, ED 638 Instructional Technology: Models and Methods (or equivalent) and permission of the director.

This course will explore basic principles of design and analyze various theories of instructional design. Students will design and develop instructional media and materials for use in curriculum development. Required for Ed.D. Program/Educational Technology major.

Students will utilize various learning theories as they explore the tools, techniques and competencies characteristic of expert designers. They will create instructional materials in accordance with current design research and theory and will explore future directions in design theory and practice.

This course will explore the application of instructional design principles to video production. Instructional strategies for higher-order learning will be incorporated into video lessons created by students. Essential camera and editing techniques will be a “hands-on” part of the course. Required for Ed.D. program/Educational Technology major.

This course reviews the intellectual foundations and history of Instructional Technology practice as students explore the implications of current issues dealing with technology in education. Factors that are likely to affect the future of the instructional technology, including developments of newer technologies, contributions of key leaders, and social, political and economic changes, will be explored.

This course will focus on instruction and hands-on experiences in the design and production of computer graphics. Professional, image-editing software will be used for creative and efficient editing, processing and file handling. Simple drawing techniques will be incorporated into the course. The value of graphics in the learning process will be illustrated.

The course will review traditional methods of educational assessment and consider ways technology can be used to augment assessment to enhance best practices for teaching and learning.

This course will provide an awareness of contemporary adaptive and assistive technologies available to improve education. Students will explore technology options specific to a variety of disabilities/situations. Sources of support for acquiring and maintaining assistive technology devices for students will also be discovered. Students explore methods and organizational approaches to integrating assistive and educational technologies in the classroom. Options such as computer laboratories, one computer in the classroom and use of classroom assistive technology stations are explored, evaluated and discussed.

Students will apply the tools, techniques and competencies of expert designers as they create learning activities for the World Wide Web. Contemporary web authoring tools will be used to develop web sites that motivate learners. Required for Ed.D. program/Educational Technology major.

This course will explore cutting-edge technology as it impacts education. Students will research ways to utilize current and developing technologies to improve curriculum design. The value of technology in the improvement of the educational process will be explored.

This course will examine cognitive theories of learning for all learners, with a particular focus on research-based practices in instruction for diverse learners in contemporary school settings. Educational leaders will gain a strong background in differentiated modes of instruction, along with the coaching skills needed to work with instructors as they strive to improve and expand their pedagogy to enhance student learning. Current methods of curriculum and program design, development and evaluation will be studied. Implications for supporting and sustaining high-quality instruction and learning will be addressed through the relationships and importance of coherence among curriculum, instruction, and assessment. Required for Ed.D. program/K-12 Administration major.

The content of this course is composed of professional problems; standards and procedures; the history of special education, special education philosophy, legal provisions, rules and regulations; major developments and trends at federal, state and local levels; services of other organizations and agencies. Required for Ed.D. program/K-12 Administration major.

The content of this course centers on administrative functions related to the management of school finance and facilities in educational institutions. Topics covered are budget planning related to facilities management, as well as resource allocation and scheduling to maximize the use of school facilities; school finance related to sources of revenue for capital projects and the impact of these projects on the allocation of resources, scheduling of programs, and use of personnel will be studied. Additional topics include management techniques, strategic planning approaches, building assessment, energy issues, technology in schools, community development and contract management. Required for Ed.D. program/K-12 Administration major.

This course will prepare future school district leaders for complex situations and specialized functions that are performed as part of district oversight in the central office. Students will review their prior coursework in K-12 Administration by compiling and informally assessing their Internship Competency Portfolio to determine the focus areas for their superintendent internship. Required for Ed.D. program/K-12 Administration major. Prerequisites: Completion of Ed.D. Leadership core and K-12 School Administration courses with the exception of ED 659.

This internship will include a minimum of 90 hours of field-based central office administrative experience. The candidate will engage in specific leadership tasks, behaviors and projects to achieve the program’s competencies and document the attainment of these competencies through an Internship Competency Portfolio. Required for Ed.D. program/K-12 Administration major. Prerequisites: Completion of Ed.D. Leadership core and all K-12 School Administration courses.

This course engages doctoral students in an investigation of the history and development of higher education institutions, with emphasis on the adult learners who attend them. Included in this course is a comparative study of the philosophies, objectives and functions of various types of higher education institutions and the adult learning population in contemporary colleges and universities. The various settings in which adults learn and the variety of objectives adults have for learning are also studied. Required for Ed.D. program/Higher Education Administration major.

The purpose of this course is to provide an intensive introduction to the organization and governance of American colleges and universities. It is designed to familiarize students with the faculty, academic and administrative contexts and organizational cultures within which they may work. The focus of study will include both individuals and groups (organizational behavior) and organizations themselves (organizational theory). Required for Ed.D. program/Higher Education Administration major.

The purpose of this course is to expose students to both theoretical and applied concepts of higher education financial management concepts and practices. Emphasis will be placed on developing familiarity with the financial terminology and competencies that are necessary for successful administrative performance within a higher education institution. Upon completion of the course, students should possess a greater understanding of the subject matter and inherent issues of higher education financial management. Required for Ed.D. program/Higher Education Administration major.

This course enables doctoral students to refine the knowledge, skills and dispositions needed to plan and execute sound and innovative approaches to advance the institution’s mission by increasing private and public financial support, promoting awareness of the institution to key publics, and involving constituents in the life of the institution. Students will be involved in problem solving and decision-making related to institutional advancement. Traditional and evolving sources of financial support will be examined with an emphasis on grant writing. Required for Ed.D. program/Higher Education Administration major. Prerequisite: ED 664 Financial Management in Higher Education.

This course examines the comprehensive nature of student affairs as a vital component in the evolving learner-centered environments of higher education. Theory and effective practice are used to guide the discussion, investigate the issues, and generate solutions. Students investigate and seek potential solutions to authentic problems facing leaders in student affairs, such as those concerning student enrollment management, student diversity, student induction, advising and counseling, placement testing, career development, residential life, food services, health services, student activities, Greek organizations, athletics, security and discipline. Required for Ed.D. program/Higher Education Administration major.

This internship is tailored to the needs and interests of the candidate in higher education and designed to familiarize students with at least three administrative service units within an institution of higher education. A portfolio giving evidence of competencies covered, projects executed and evaluations will be submitted at the termination of the internship. Periodic meetings will be scheduled for evaluation, discussion and examination of technique and progress. Required for Ed.D. program/Higher Education Administration major.

This course is designed to provide foundational knowledge of quantitative and qualitative research methodologies and to develop skills to select an appropriate approach for a given research problem. Attention is given to research design factors such as sampling, validity, reliability and the need for ethical safeguards. Students examine and critique published research, learn to conduct a thorough and professional search of research-based resources on a selected topic, and apply APA (American Psychological Association) guidelines to written research.

A primary goal of this course is to provide each candidate with the basic statistical skills necessary to read, understand and evaluate professional articles in refereed journals and other sources of professional research. Another goal is to provide the knowledge and skills necessary to conduct their own research activities. The topics covered in this course will provide students with sufficient skills to begin a research project. Students will learn statistical methods commonly found in research in an effort to enable them to publish a paper, a thesis or a dissertation. The overall goal of this course is to give students the basics of statistics needed to be a competent professional, enabling them to do their own work rather than depending on an outside source to answer the scientific or academic questions often associated with educational research.

Students will learn how to design qualitative, quantitative and mixed-research studies. Methodologies will be fully reviewed so that each candidate can then construct the most appropriate design for their study. Emphasis will be on the design, collection, management, analysis and interpretation of data as a mode of inquiry into educational issues. Students will refine their knowledge and skills through the critical analysis of various research studies and through the use of the above three research techniques. Prerequisites: ED 681 Introduction to Educational Research and acceptance into the Ed.D. program.

This seminar is for doctoral students to develop and refine ideas for the doctoral dissertation. Students will utilize research resources, identify a research problem, select an appropriate research design for the given problem, and state the principles for analyzing and evaluating subsequent findings. This course should be taken during or after the last semester of course work in the doctoral program. Prerequisites: Acceptance into the Ed.D. program and successful completion of doctoral core and major coursework. Department permission required.

Doctoral students are required to register for six credits of ED 698 (either in one semester – for financial aid eligibility – or over two consecutive semesters) to fulfill their individual dissertation requirements under the advisement of their mentor and dissertation chair. This course is graded pass/fail. Prerequisites: ED 697 Dissertation Proposal Seminar. Department permission required.

Doctoral students are required to register for three billable credits of ED 699 each semester (fall and spring) to fulfill their individual dissertation research requirements under the advisement of their dissertation committee chair until the successful completion and defense of the dissertation. This course is not graded. Prerequisites: ED 698 Dissertation. Department permission required.