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Course Descriptions for Doctor of Educational Leadership Program
ED 610 Ethics for Educational Leaders (3 credits)
This course focuses on the principles, practices and issues related to ethics in educational leadership within a variety of institutional settings. The ethical dimensions of leadership will be examined through both traditional and nontraditional paradigms. Students will reflect on personal ethical stances, examine the influence of ethics and values on decision-making, and analyze and critique ethical issues in a variety of contexts to frame their professional ethical perspectives.
ED 612 Leadership, Diversity and Societal Change (3 credits)
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.
ED 614 Organizational and Leadership Theory (3 credits)
This course focuses on organizational and leadership theories as they relate to K-12 and higher education institutions. The central aim of this course is to enable students to understand the structure and function of organizations and leadership from multiple theoretical perspectives. Through the linking of theory to practice, future educational leaders will be empowered to make conscious, deliberate decisions utilizing multiple, and at times divergent, theoretical frames.
ED 616 Public Relations: Issues and Trends for Educational Leaders (3 credits)
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.
ED 623 Educational Technology Leadership (3 credits)
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 K-12 Administration and Educational Technology specializations.
ED 625 Professional Development and Supervision (3 credits)
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 K-12 Administration specialization.
ED 626 Politics and Policy for Educational Leaders (3 credits) This course will explore the roles of public policy and politics in education at the federal, state, and local levels. Through the course students will examine policy models, frameworks, and processes as they relate to policy issues in the K-12 and higher education arenas. A second major area of focus will be the political forces that influence and shape decision-making processes, reform efforts, and community relations.
ED 627 Advanced Issues in Educational Law (3 credits)
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 specializations.
ED 628 Human Resources Development and Labor Negotiations (3 credits)
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 specializations.
ED 629 Strategic Thinking and Planning (3 credits)
Students will learn about a variety of planning models. 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. Required for Ed.D. program/K-12 Administration and Higher Education Administration specializations.
ED 632 Cognition and Learning (3 credits)
This course covers the fundamentals of perception, memory, thinking, and emotion that collectively comprise human learning. This foundation of learning is what instruction, administration, and technology must support to promote student achievement. The last twenty-five years of brain research into learning styles, motivation, and learning science will be used to deduce sound learning and teaching practice.
ED 633 Media Design for Instruction (3 credits)
This course will explore design and production of instructional materials using text, video, audio and photographic formats for use in both distance learning and traditional classroom instruction.
ED 635 Integrating Technology for Diverse Learners (3 credits)
The course will examine best practices for integrating technology into curricular planning and instructional design for all learners. Required for Educational Technology specialization.
ED 639 Internship in Educational Technology Leadership (3 credits)
This course is tailored to meet the needs of students who will work as leaders in technology within educational institutions. The internship is designed to provide experience in the completion of identified tasks related to technology under the guidance of a mentoring administrator. A Leadership Competency Portfolio and internship project will provide evidence of the leadership competencies attained. Prerequisites: Completion of Ed.D. Leadership core and Educational technology courses with the exception of ED 639. Department permission required.
ED 640 Instructional Design and Development (3 credits)
In this course students will analyze various theories of Instructional design through research and application.
ED 643 Trends and Innovation in Instructional Technology (3 credits)
This course will explore the present trends and future vision of technology as influenced by its foundations. Factors that are likely to influence the future of the instructional technology will be explored, such as distance education and virtual environments.
ED 645 Technology Supported Assessment (3 credits)
Students will research and explore traditional methods of educational assessment and consider ways that technology can be used to augment assessment to enhance best practices for teaching and learning.
ED 646 Adaptive and Assistive Technology in Education (3 credits)
This course will provide an awareness of contemporary adaptive and assistive technologies for students with disabilities in an inclusive setting. Students will explore technology to support the needs of English Language Learners and the acquisition of a second language for all learners. Required for Educational Technology specialization.
ED 647 Web Design and Development for Learning (3 credits)
Students will apply the tools, techniques and skills of competent designers as they construct web-based learning activities. Topics such as creative applications and project-based learning will be explored. Required for Educational Technology specialization.
ED 650 Curriculum, Instruction and Assessment
This course is designed to assist practicing school leaders to implement, analyze and monitor the various processes and components of a comprehensive curriculum, instruction and assessment system in a school district. 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. This course will introduce students to the tools and resources available to fully analyze and utilize data driven decision-making. The role of structures for school improvement will be examined, including professional learning communities, supervision and professional development and communication. Students will develop and submit an applied research project in the form of an Action Plan for School Improvement based on the current research and evidence of best practices. Required for Ed.D. program/K-12 Administration specialization.
ED 652 Special Education Administration (3 credits)
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 specialization.
ED 654 School Finance and Facilities Administration (3 credits) 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 specialization.
ED 658 Advanced Studies in School District Leadership (3 credits)
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 prior coursework in K-12 Administration by compiling and informally assessing their Leadership Competency Portfolio, and determine the focus areas to begin the superintendent internship. Prerequisites: Completion of Ed.D. Leadership core and K-12 Administration courses with the exception of ED 659. Department permission required.
ED 659 Superintendent Internship (3 credits)
This course will prepare future school district leaders for complex situations and specialized functions that are performed as part of district-wide oversight in the central office. Students will continue the superintendent internship, review prior learning in K-12 administration using the Leadership Competency Portfolio, and implement and complete the internship project. Prerequisites: Completion of Ed.D. Leadership core and K-12 School Administration courses. Department permission required.
ED 660 Higher Education Institutions and Adult Learners (3 credits)
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 specialization.
ED 662 Faculty and Academic Governance in Higher Education (3 credits)
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 specialization.
ED 663 Faculty Development & Curriculum Management (3 credits)
This course will focus on faculty development related to scholarship, teaching, and service. The relationship between faculty development and curriculum, instruction, and assessment will be examined. Topics related to curriculum management will include syllabus development and program design, instructional delivery models, and assessment at the program and institutional levels, as well as the relationship of assessment to accreditation. Required for Ed.D. program/Higher Education Administration specialization.
ED 664 Financial Management in Higher Education (3 credits)
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 specialization.
ED 665 Institutional Advancement in Higher Education (3 credits)
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 specialization.
ED 668 Student Services and Enrollment Management in Higher Education (3 credits)
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 specialization.
ED 669 Internship in Higher Education Administration (3 credits)
This internship is tailored to address the leadership needs and goals of students in higher education administration. It is designed to provide experience in the completion of identified administrative tasks within an institution of higher education under the guidance of a mentoring administrator. A Leadership Competency Portfolio and internship project will provide evidence of the leadership competencies attained. Prerequisite: completion of Ed.D. Leadership core and Higher Education Administration courses. Department permission required.
ED 670 Curriculum Theory (3 credits) This course will focus on the theory of curriculum and its philosophical and historical foundations and the ideologies that influence and shape curriculum. Governance, control, and macro and micro perspectives of curriculum will be examined.
ED 671 Measurement and Assessment (3 credits)
This course provides an introduction to issues in educational measurement and assessment with an emphasis on applications in both k-12 and higher education settings. Topics include: types of assessments including standardized tests, portfolios, performance tasks, computer adaptive tests; test development; item writing and analysis; test administration; evaluating tests and items including reliability and validity; and interpreting test results.
ED 672 Curriculum Design and Instructional Models (3 credits) This course will engage students in the practical aspects of curriculum design and implementation, its evaluation, and the alignment of curriculum, instruction, and assessment. Instructional models appropriate to addressing the needs of diverse learners in varied learning environments and delivery formats will be examined. Prerequisite: ED 670and ED 671
ED 673 Controversies in Curriculum, Instruction, and Assessment (3 credits) This course explores the varying attitudes and beliefs of teaching, learning, and assessment as they relate to present-day curricular controversies. Students will analyze the cultural and social contexts of early childhood education, K-12 schooling, and post secondary schooling. Specific emphasis will be given to the relevant salience of class, race, age, and gender as they relate to the study of everyday inequities in pre-K-20 education.
ED 679 Internship in Curriculum and Instruction (3 credits)
This course is tailored to meet the needs of students who will work as leaders in curriculum and instruction within educational institutions. The internship is designed to provide experience in the completion of identified tasks related to curriculum and instruction under the guidance of a mentoring administrator. A Leadership Competency Portfolio and internship project will provide evidence of the leadership competencies attained. Prerequisite: Completion of the Ed.D. Leadership core and Curriculum Instruction courses/Department permission required.
ED 681 Introduction to Educational Research (3 credit) This course focuses on the major methods and techniques of educational research and provides students with the knowledge and skills necessary for the critical evaluation of educational research. Required to be taken in the first year of the Ed.D. program.
ED 682 Statistical Methods for Educational Research I (3 credits) Thintroductory statistics course will provide students with the ability to use data to make informed decisions. The course will use hands-on activities and emphasize the interpretation of data. Topics include descriptive and inferential statistical including probability, random sampling, tests of hypotheses, estimation, simple linear regression, and correlation. Statistical software is used throughout the course. Prerequisite: ED 681 Introduction to Educational Research
ED 683 Qualitative Methods in Educational Research I (3 Credits) This course will provide students with a foundational knowledge of qualitative research focusing on designs and methodologies, theoretical and interpretive frameworks, ethical considerations, standards of validation, and introductory data collection, analysis, and reporting. Prerequisite: ED 681 Introduction to Educational Research
ED 684 Special Topics in Educational Research (1-3 credits) This is a one to three credit hour course open to students in the doctoral program in Educational Leadership, but specifically for those who have a background in educational research. Topics are designed to further student’s understanding of educational research and can include topics like survey design and analysis, mixed method approaches, qualitative data analysis, or an in-depth look at a particular method of research. Prerequisites: ED 681, ED 682 or equivalent, ED 683 or equivalent. Department permission required.
ED 685 Statistical Methods for Educational Research II (3 credits)
This second-level statistics course will provide students with the knowledge and skills necessary for using a variety of statistical methodologies in the analysis phase of research. Students will gain an understanding of the logic, concepts, methods, applications, and limitations of analysis of variance (ANOVA), analysis of covariance (ANCOVA), multiple regression, and logistic regression with an emphasis on the application of these procedures in the context of research in education. Statistical software is used throughout the course. Prerequisite: ED 681and ED 682
ED 686 Qualitative Methods in Educational Research II (3 credits)
This course is intended for students interested in pursuing qualitative research. It is designed to provide students with an in-depth understanding of qualitative designs and methodologies as well as practice applying these designs and methodologies in original research. Through this course, students will build on the knowledge and skills learned in ED 683, with an increased focus on data collection, analysis, and reporting. Prerequisite: ED 681and ED 683
ED 697 Dissertation Proposal Seminar (3 credits)
This seminar will provide doctoral students with information on the dissertation process and proposal format and enable them to develop and refine ideas for potential research. This course is to be taken during the last semester of course work in the doctoral program. This course is graded pass/fail. Prerequisites: Acceptance into the Ed.D. program and successful completion of doctoral core and major coursework. Department permission required.
ED 698 A & B Dissertation (6 credits)
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.
ED 698C Proposal Continuing Maintenance (3-6 credits, may be taken twice )
Doctoral students are required to register for three billable credits of ED 698C each semester (fall and spring) as needed to complete the dissertation proposal under the advisement of the dissertation committee chair until achieving a committee-approved proposal. This course is graded pass/fail. Prerequisites: ED 698A and B Dissertation. Department permission is required.
ED 699 Dissertation Maintenance (0 credits)
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 698A and B Dissertation. Department permission required.