Leadership Core: 9 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. (Required first course)
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 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.
Research: 12 Credits
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.
This introductory quantitative methods course will provide students with a fundamental understanding of the types of quantitative designs and statistical techniques used in education research. The course will use hands-on activities and emphasize the interpretation of data. Statistical software is used throughout the course. Prerequisite: ED 681 Introduction to Educational Research
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
This second-level quantitative methods course will provide students with the knowledge and skills necessary for using a variety of statistical methodologies in the analysis of educational research. This course covers advanced topics in quantitative research designes and statistical techniques. Statistical software is used throughout the course. Prerequisite: ED 681and ED 682.
Dissertation Research: 9 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.
Doctoral students are required to register for 3 credits of dissertation proposal each semester until the proposal is successfully defended and meets all departmental requirements, at which time 3 credits will be awarded. Prerequisites: ED 697 Dissertation Proposal Seminar and passing Doctoral Comprehensive Examination. Department permission required.
Doctoral students are required to register for 3 credits of dissertation each semester until the dissertation is successfully defended and meets all departmental requirements, at which time 3 credits will be awarded. Prerequisites: Successful completion of the proposal defense in ED 698. Department permission required.
Educational Leadership - Educational Leadership Studies: 30 total credits
Core Educational Leadership Courses: 15 credits
This course will explore special topics and relevant theory spanning a range of educational issues using a non-routine, active learning approach. It will require intensive interaction between students and several faculty members, allowing for personal introductions, a collaborative approach to teaching and learning, and exposure to the variety of department specializations. Through a series of writing intensive assignments, students will explore independently selected topics related to future program study. This course will be graded as pass/fail to allow for a continuous process of improvement through constructive feedback and assignment revision.
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.
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
This course covers the fundamentals of memory, emotion, intelligence, and motivation that collectively account for human learning and cognition. The foundation of learning is what instruction, administration, and technology must support to promote sound educational practices and policies. The course will explore established learning and cognition theories, as well as perspectives from neuroscience research and learning sciences.
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.
Educational Leadership Studies: 15 credits
This course will focus on historic foundations, institutional structures, long-standing debates, and challenges related to American Education, including pre-K-12, 2-yr institutions, public and private 4-yr. institutions, and for-profit schools. Governance, funding, and mission, and current issues will be examined.
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.
In this course students will analyze various theories of Instructional design through research and application.
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.
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 670 and ED 671