Educational Leadership Courses
A study of the individual and group leadership skills needed to address issues affecting student learning, family engagement, and community support for school improvement efforts.
Prepares prospective educational administrators working in the grade P-12 setting with instructional leadership skills. The course focuses on learning methods and strategies for program planning, design, implementation, and evaluation.
The course emphasizes the development of a school leader's knowledge in the area of teaching and learning and the ability to lead, coach, participate in and enhance an informed dialogue on student learning.
The course covers the basic concepts of effective supervision, including supervisory roles and functions, communicative interaction, and formative and summative strategies for improving instruction.
A study of ethics and law as it relates to the educational leader's role as the first citizen of the school/district community.
A study of theories, principles and practices of managing an educational organization. Emphasis will be on the practical management of the local school.
Uses school-based data as a vehicle to illustrate the applicability of decision-making models for the resolution of school problems.
Applies theory, knowledge and skills in meaningful and practical experiences in actual school settings. Students are required to complete two semesters of internship for a total of 3 hours credit.
This course is an introduction to leadership theory and practice. It focuses on both individual and group leadership skills and how they are used to affect student learning and the engagement of the broader learning community. The collaborative development of a school's mission and the examination of the critical issues that school leaders commonly face will be examined.
This course uses school performance data to illustrate the applicability of decision-making models for the resolution of school-based problems.
This course examines strategic approaches to instructional leadership, supervision and mentoring. The focus of the course centers on the knowledge base, the interpersonal and technical skills, as well as the mentoring proficiencies that is required of an instructional leader.
This course is a study of the theories, principles, and practices of managing an educational organization with an emphasis on the practical management of the local school. It addresses the role that instructional leaders play in advancing student learning through the effective, efficient, and equitable utilization of resources.
This course focuses on the analysis of concepts and issues related to the organization and administration of the school. The course is a general introduction to the study of educational administration that puts a focus on key leadership skills.
This course is designed to prepare prospective educational administrators in the area of curriculum and instruction. The course focuses on research insights related to teaching and learning as well as on key principles and concepts for curriculum design, curriculum implementation and curriculum evaluation.
A study of litigation, legislation, and implementation of public-school finance programs in the 50 states. Concentrates on four aspects of equity: resource equity, input equity, output equity, and tax equity.
An inquiry utilizing the perspectives of effective delegation and participation into the nature of the superintendency and the development of a leadership team.
A comprehensive critical examination of advanced philosophy, theory, and research of instructional supervision, including an interdisciplinary focus on forces impinging upon instruction. Implications of these findings for individual and group development and the improvement of instruction and the instructional environment are emphasized.
Emphasizes original legal research by the student. After reviewing general principles of educational law, each student selects a topic for intense research. With the instructor's assistance, each student will prepare a publishable article on some area of educational law. Proper use of legal notations, forms, and research methods is stressed.
Study of politics as it relates to educational decision making, with emphasis on political theory, history of politics in education, and the legislative process. Offered once during the academic year.
This advanced course examines basic principles, strategies, and components of school and community partnerships and the obstacles to forging effective and successful partnerships from a solid theoretical foundation in community sociology and its relationship to school reform. In addition, it analyzes how social and cultural differences impact the ways in which business, schools, families/parents, and communities interact, relate, and conflict.
Application of Leadership theories to district level leadership practice, with an emphasis on strategies and tactics for planning. Includes field experience.
Knowledge, skills and understandings about curriculum discourses and assumptions underlying historical, social and contemporary thought, practice and research applying to curriculum leadership.
Analysis of personnel functions, emphasizing philosophy, theory, skills and research on professional development for adult learners in professional learning communities.
Advanced ethics and law for school administrators with emphasis on relationships between these and policy for school leaders.
An introduction to school and school systems business management and related technologies, fund accounting; GAAP; budgets; asset stewardship and internal control; purchasing and contracts; local school revenues, reporting and relationships to school support organizations and student activities.
A study of the interplay between leader behavior and schools from social systems theory and practical implications for improving instruction.
Directed opportunities to use educational leadership knowledge and skills to design field-based projects and evaluate solutions.
Directed research activities related to educational leadership topics. Enrollment is subject to program regulations and permission of the student's program committee. Credit is based on the nature and degree of student involvement.
An exploration of the relationship among concepts, generalizations, and theoretical models found in the behavioral and social sciences. The application of these to administrative practice in educational settings is addressed.
This course provides an advanced analysis of the current issues and trends commonly affecting the decisions of school leaders.
Components of change will be identified and theories of social and personal dynamics will be adapted and applied to planned programs of change in education.
A critical examination of research in supervision and leadership to improve instructional capacities and diverse student learning.
This is a second-level course on organizational theory that is a continuation of the work begun inAEL 650. The course presents a deep exposure to the research literature on organizational theory, taken from various theoretical perspectives, with the expectation of fashioning a dissertation problem.
An examination of historical and contemporary theories, models, concepts, and practices for effective and efficient approaches to leadership within organizations and how these apply to educational settings.
An advanced seminar for students to explore research in educational leadership and conduct critical inquiries into areas of specialized interest.
Twelve semester hours (EdD) or 24 semester hours (PhD) required. Directed dissertation research in the area of educational leadership. Student must maintain continuous enrollment for a minimum of 3 semester hours per semester until the dissertation is completed. Enrollment is subject to program regulations and permission of the student's dissertation committee.
How higher education has been shaped by the major trends in American society, how it has contributed to the development of this country, and what may be expected of higher education in the future. Higher education is also viewed in institutional and conceptual forms from the perspective of students, faculty, and administrators.
This course provides students with an overview of the main issues surrounding the use of technology for the advancement of teaching in higher education settings. It includes some hands-on experiences designed to enhance the productivity and creativity of learning in both classroom and online environments.
This course introduces students to the skills and knowledge necessary to conduct grant, project, and research work in higher education in the role of a principal investigator, research team member or supporting staff member.
Introduction to the theoretical basis for the delivery of services through organizational student development, and a study of the research basis for student development.
An overview of the development, format, issues, and purposes of the contemporary community and junior college.
A survey of the needs, characteristics, and cultures of the American college student within various types of higher education institutions.
An overview of the organization, personnel, and practices of student affairs and related higher education functions in U.S. colleges and universities. The course is designed to increase student understanding of how student services, student activities, and student development tasks are organized, administered, and assessed. Students will explore the main issues, roles, constituencies and expectations affecting individual professionals as well as the profession as a whole.
Investigates and explicates the structure and background of law and equity in higher education, with emphasis on how statutory law, administrative law, and case law respond to and affect faculty, students, administrators, and trustees. Constitutional law, contracts, torts, the law of private associations, civil rights statutes, executive orders, injunctions, specific performance, corporate and partnership law, law of agency, and laws on liability are studied as they apply to higher education.
Overview of the organization, administrative roles and positions, administrative process, and administrator relationships within various institutions of higher learning.
An overview of the budgeting processes, sources of revenue, types of expenditures, and issues and innovations in financing various types of contemporary institutions of higher education. Also a survey of the various business and planning operations vital to the operation of colleges and universities.
This course is designed to provide a cross-cultural perspective on issues related to higher education throughout the world. The course will focus on topics such as reform, students and student activism, internal and external governance of universities, unions, and the academic profession in key world regions.
Directed independent study in the literature of higher education, designed for the student seeking a minor or pursuing master's work in the program in higher education (AHE).
A topical seminar on a current issue or problem in higher or postsecondary education. On occasion, the seminar involves travel or on-site visitations to institutions or oversight bodies.
The application of theory, knowledge, and skills in authentic educational settings. Students are required to complete one semester of internship for a total of three hours credit.
The Student Affairs Capstone Seminar will be the final course for students in the Higher Education Master's Program. The course focuses on leadership and organizational change in student affairs in postsecondary education.
Directed thesis research.
This course is designed for students newly admitted to the doctoral program in higher education administration. As such, the seminar concentrates on issues and concerns that arise as part of the doctoral experience. Course activities and experiences may vary according to the professional experience and academic background of course participants.
Seminar studying the current issues and trends related to higher education.
强化研究生研讨会,提供了一个关爱rview of the issues, principles, and practices associated with effective college teaching. Topics include learning and diversity; teaching models and strategies; teacher and student behaviors and learning outcomes; and instructional improvement strategies.
An intensive examination of the student, faculty, and administrative cultures in higher education environments. The impact of various internal and external factors on institutional culture and behavior will also be studied, particularly as they relate to teaching, learning, research, and service.
No description available.
This course provides an overview of issues pertaining to leadership in American community colleges.
Colleges and universities face tremendous challenges; the need for change, and for change agents, has never been greater. This course examines organizational change both theoretically and practically in higher education.
Design and management of academic programs; study of institutional structures for academic affairs; practice in program review for instructional improvement; and overview of graduate programs (general and liberal education, as well as occupational and professional education).
This course will explore assessment in higher education and student affairs, including the history and significance of assessment, perspectives from associations, fundamental perspectives, ethics, practical considerations, and future directions. We will also study specific processes for creating assessment initiatives, including developing outcomes, instrumentation, data collection, sampling, data analysis, dissemination, and utilizing results.
This course will introduce students to the essential elements of higher education policy and finance. Students will examine the main financing options of colleges and universities; college costs and pricing; financial aid policy, and emerging policy issues.
The purpose of this course is to provide students with skills that enable them to understand and synthesize current research in higher education.
This course is designed to provide overview of issues related to multiculturalism and diversity in American Higher Education and to help students learn how these issues influence higher education practices.
This course provides students with a mentored experiential learning opportunity to develop compentency and mastery in course construction and delivery in the higher education environment.
This course provides students with mentored experiential learning opportunity to develop competency and mastery in research and analytical skills. To be taken at or near end of students research requirements.
导演的个人问题的研究和分析m confronting higher education. Note: Frequently, special one-time-only seminars focusing on a particular aspect of higher education are offered by program faculty under this course number.
Directed dissertation research in the field of higher education. Enrollment is subject to program regulations and permission of the student's dissertation committee chairperson. Also offered in summer school.
An examination of advanced applications of current and emerging instructional technological applications in a variety of settings and in the context of various fields of study and job environments. Technologies and applications addressed in current course include computers, the Internet, presentation media, and multimedia. Cognitive, product, and skill competencies are included. Cognitive competencies are integrated into product and skills evaluations. Products are required to reflect some competencies, while skills competencies are either observed directly or inferred from the products.
Advanced theory and applications of educational technology. Including the effects of technology on thinking and learning, and the effects of technology in problem solving and other higher-level thinking skills, the course examines current research on computerized learning (CAI, simulation, and tutorials) and other relevant topics such as virtual reality, games and gaming theory, hypertext (design and comprehension), presentation software, groupware for cooperative learning, and telecommunications (distant and/or distributed learning).
Designed to develop basic knowledge and skills for electronic instructional design -analysis, design, production, evaluation, and revision - for specific electronic projects.
Designed to explore design, layout, and installation of local and wide area networks. Addresses topologies, ethernet standards, physical layer, network operating software, data-link layer, file server, network cards, hubs, peripherals, routers, and other network operations.
Prepares students with knowledge and skills in methods of distance education, which incorporates telecommunications and computer technology to instruct students at remote locations or to serve as an adjunct to classroom instruction. The technology used includes telephony, cable television, satellite communications, videocassettes, videoconferencing, computer-mediated instruction, and/or online computer communication via the Internet.
Prepares students with knowledge and skills in modeling, simulation, testing, or analysis or training in real-world contexts using interactive multimedia processes.
Intended for students who have had some prior programming experience; otherwise, students will need to develop competencies prior to taking this course. Issues include matching the capabilities of the medium to the intellectual structure of the subject, who directs the interaction between human and computer; the size of the intellectual field; and pedagogical concerns in choosing the operations of a software environment. Students are expected to design and complete a project at the end of the course.
This course is designed to aid students in understanding and synthesizing research and developing theoretical approaches to the study of instructional technology.
Students will explore issues of diversity, inclusion, equity, and accessibility when designing and implementing learning technologies.
本课程介绍学习者主administrative technologies available for administrators and the critical technology issues educational and organizational leaders face.
Students pursue research in the Instructional Technology program. They are required to develop, implement, and analyze research; and report findings in APA format.
No description available.
This doctoral seminar presents opportunities to study or work independently on topics or projects of collective concern in the IT doctoral program.
This capstone course explores the writing of a dissertation in Nursing Education; including the organization of the argument, the framing of research questions, the description of field research, the analysis data, and the reporting and discussion of findings.
Twelve semester hours (EdD) or 24 semester hours (PhD) required. Directed dissertation research in the area of instructional leadership. Students must maintain continuous enrollment for a minimum of 3 semester hours per semester each fall and spring semester until the dissertation is completed. Enrollment is subject to program regulations and permission of the student's dissertation committee.
An interpretive history of the educational and social movements and conflicts leading to understanding contemporary issues of educational aims, curriculum, teaching methodology, administrative policy, and the professionalization of teaching. Offered in alternate semesters and in summer school.
An examination into the meaning and purpose of education in light of major philosophical problems of knowledge, value, and reality. Offered in alternate semesters and in summer school.
A sociological emphasis on cultural factors (such as ethnic background; socioeconomic status; family, peers, and community; and sex-role stereotyping) that influence education in a pluralistic society.
借鉴跨学科研究哲学,history, and sociology, this course examines the purposes and development of schools in relation to the social, cultural, political, and intellectual makeup of society.
Studies in selected aspects of the social, cultural, and political foundations of society, with a critical evaluation of their relevance for understanding diversity in educational institutions and in creating pedagogies that meet the diverse needs of students.
One of the most powerful media for awakening and reflecting on ideas is film. This course uses various films with educational themes to examine social and philosophical issues in education.
Readings in Critical Sociology of Education will provide graduate students with post introduction type of readings into significant theories and theorists of the sociology of education from a critical perspective. This perspective will give students a conceptual tool to interpret important theoretical frameworks necessary for research into educational issues. Prerequisite - Admission into Graduate School.
This course provides students a broad overview of language policy and planning. Drawing on international case studies, students will identify different foci of language planning, including status, corpus, and acquisition planning, as well as the different linguistic and political views that inform policy.
Individualized readings in the sociology of education, with a focus on the educator as a reflective practitioner and facilitator of learning.
This course introduces students to legal and policy initiatives aimed at expanding educational civil rights and limiting educational and social inequities. This course helps analyze key legal cases, especially decisions from the United States Supreme Court. The course also allows students to understand the social movements that have led to policies related to civil rights in education.
A critique of educational theory (learning, curricular, instructional, administrative) and its implications for policy making.
A critical examination of significant events, movements, or individuals in the history of education.
专题课程提供了一个深入的肛门ysis of important individuals, theories, and contemporary issues in the social foundations of education.
This course provides in-depth analyses of important individuals, ideas, or concepts that have helped to develop, expand, or shed light on our philosophical understandings of the myriad and contested purposes, policies, and practices of schooling.
An inquiry into the basic assumptions and principles underlying scientific research in education. Offered spring semester.
This seminar explores the history, theory, and educational implications of critical race theory in the areas of pedagogy, curriculum, and educational policy.
A critical examination of significant events, movements, or individuals in the history of higher education.
An analysis of the language, concepts, and value judgments embedded in higher-education policy issues.
An advanced inquiry into contemporary social and cultural dimensions of education and their relationships to leadership. Includes issues of diversity, gender, ethnicity, pluralism, and equality.
The course is an inquiry into the school curriculum. It provides a critical analysis of the relationship between curricular decision-making and prevailing social and political systems. The course emphasizes contemporary issues and problems in school leadership and the wider school experience.
An exploration and examination of traditional and contemporary ethical issues confronting educational leaders, managers, and teachers at all levels of the educational process. Emphasis on an interdisciplinary approach to foundations in ethical theory and establishing a conceptual framework for the resolution of moral and ethical questions prevalent across the educational spectrum.
In this course, students will do a comparative reading of canonical texts in the field of social and cultural studies. Topics will vary semester to semester in order to make the course repeatable for credit.
An advanced seminar for students to explore, discuss, and interpret contemporary curriculum practice and research. Provides students with opportunities for critical inquiry into an area of specialized need and interest.
Individual research in history, philosophy, or sociology of education.
This is an introductory course in the fundamentals of computer applications for educational use. The course explores current and emerging tools and trends for online learning strategies, communication, productivity, presentation, research, and classroom administration.
This course provides an introduction to the elements of instructional design and their application to the design of technology-mediated instruction, with a primary focus on blended and online learning.
This course provides students with knowledge and skills in the methods of online teaching and learning, including the creation of effective online learning environments.
Study of current issues and trends affecting the use of technology in training, instruction, and implementation. Includes an examination of emerging technologies: legal, social, cultural, cyber ethics and security, and ethical issues affecting technology: technology funding, technology planning and professional development.
Study of hardware and software applications designed to meet the needs of those with developmentally and physical abilities. Topics include: adaptive/assistive technologies and services to improve learning environments; accessibility standards for traditional classrooms and online learning environments; selecting and using adaptive and/or assistive hardware and software applications; evaluation and selection of adaptive and assistive technology.
Procedures for evaluating educational programs, training systems, emerging learning technologies, and new technology applications. Topics include the evaluations of instructional or performance improvement programs; models for formative and summative evaluations.
Study of current issues and trends related to the use of games (both analog and digital) for pedagogical purposes. Includes an examination of theoretical and empirical support for game-based learning; educational game design theory; game development; game-based learning pedagogical models; integration of games in the formal classroom.
本课程提供和介绍移动勒arning (mLearning) in higher education, K-12 and business environments. During the course, students will design and evaluate a mobile app for use in higher education, K-12 or business learning environments.
The course will include an in-depth study of a particular topic, contemporary issue or concern. Investigation of unique problems and new developments in instructional technology will occur. Specific topics will be announced in the Schedule of Classes each time the course is offered or students will select individual topics to study in-depth.
This course introduces learners to theories, models, tools and processes for planning and managing technology projects as mechanisms of change and performance improvement in schools and organizations.
This course introduces learners to administrative technologies and critical technology issues facing educational and organizational leaders. Technologies covered in the course include data management systems and course management systems. Issues include policies for safe and legal use of technology resources; diversity and social justice; ethical use of technology; and professional development.
This culminating course is intended to give students an experience of the "what" and "how" in instructional technology research (action research) and/or product development through collaboration with businesses, schools and/or community entities.