Course Descriptions

ELB602 Advanced Academic Reading and Writing (3 cr.)

The course, designed for non-native English speakers with advanced language proficiencies, assists students in acquiring academic reading and writing competencies required for effective and successful graduate-level course participation.  Through an integrated skills approach, the course explores critical reading strategies, academic writing conventions, and disciplinary specific vocabulary development. Within the writing context, grammatical structures are covered based on identified student errors.  Course topics include academic vocabulary; reading speed and comprehension; text analysis; paraphrasing and summarizing; essay development; research writing; revising and editing; APA resource citing; and plagiarism.

Upon completion of the course, students are expected to be able to do the following:

1. Demonstrate level-appropriate reading comprehension.
2. Interpret complex texts through written synopses.
3. Present ideas in coherent and effective writing.
4. Use discipline and level-appropriate vocabulary.
5. Choose appropriate resource texts.
6. Use self-revising and editing strategies.
7. Document sources using APA format.
8. Write a research paper.
9. Use strategies to avoid plagiarism.

EDS702 Educational Administration Out-of-State Qualification for K-12 Principal or EDS (3 cr.)

The course focuses on demonstrating applied leadership experience and training the student received in other states that will qualify students for initial education administration licensure in Minnesota.          

Upon completion of the course, students are expected to be able to do the following:

1. Demonstrate the achievement of the education administrative competencies described in Minnesota Rule 3512 pertaining to the specific administrative position for which the student will be applying.
2. Demonstrate equivalency with administrators prepared in Minnesota regarding the student’s overall preparation for education administration specified in Minnesota Rule 3512, specifically 30 semester credits beyond a related master’s degree.
3. Demonstrate the teaching license and experience specified as a prerequisite to education administration licensure, specifically a classroom teaching license and three year’s full time teaching experience in the area/subject of the license or the completion of the Alternate Pathway Prerequisite specified in Minnesota Rule 3512.
4. Demonstrate the three parts above in a portfolio presented to a committee that will include the Dean of the Graduate School of Education, the Education Administration Program Director, and other representatives of the University.

EDMA600 Orientation Session (0 cr.)

EDMA602 Seminar II: Transforming Learning into Action (1 cr.)

EDMA603 Summative Presentation (0 cr.)

EDMA604 Reflection and Resiliency (3 cr.)

In this seminar, processes for critical thinking and reflection are applied to significant changes in professional practice. Strategies for maintaining personal resiliency in a field of rapidly continuing change are explored. The purpose, criteria, and methods of reflection are introduced and applied.

Upon completion of this course, students are expected to be able to do the following:

1. Understand and apply frameworks for change and resiliency; analyzing and evaluating the practical application and continued use of these frameworks in professional practice.
2. Apply critical thinking skills and reflective processes related to significant changes in professional practice.
3. Examine personal and professional goals identifying specific actions, anticipated challenges, use of resiliency strategies and plan for continued growth.
4. Understand the purpose, methodology and application of reflective practice showing evidence of personal growth and competency related to program outcomes.
    

EDMA610 Child Growth and Development (3 cr.)

The educational theories, including those of Maslow, Piaget, Kohlberg, Gesell, Jensen, Erikson, and Vygotsky, are studied to describe the typical and abnormal development patterns of children from birth to adolescence. These theories are used to describe students in the current work environment. Early warning signs of mental health disorders, abuse, and/or addiction are identified.

Upon completion of the course, students are expected to be able to do the following:

1.  Identify and explain the major educational theories of Maslow, Piaget, Kohlberg, Gesell, Jensen, Erikson and Vygotsky.
2.  Apply theories of child development to identify typical and abnormal growth and behavioral patterns of children from birth to adolescence.
3. Use multiple behavioral theories to identify possible causes for the behavior of selected students in the work environment.
4. Explain the responsibility of the teacher in recognizing and reporting the early warning signs of mental health disorders, abuse, and/or addiction.
    

EDMA612 Engaging Learning Environment (3 cr.)

Effective classroom management methods which establish positive environments focused on learning are studied. Principles of child growth and development, brain compatible learning, and cultural competence are applied to create an equitable student-centered environment.

Upon completion of the course, students are expected to be able to do the following:

1. Identify and explain classroom management models that establish a positive learning environment.
2. Develop awareness of cultural competence through self-assessment of assumptions and biases.
3. Understand and apply principles of cultural competence to create a classroom environment of respect and rapport.
4. Plan and create a learning environment that supports the academic achievement and personal development of each learner.
    

EDMA614 Communication and Collaboration (3 cr.)

Skills of written and oral communication for a variety of purposes and audiences are reviewed and practiced. Effective collaboration skills to facilitate consensus and promote conflict resolution are developed. Processes of academic writing using the APA style are learned and applied.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate competent writing skills including correct grammar, structure, form and tone appropriate to the audience.
2. Use the APA style when writing papers and referencing research.
3. Develop a coherent summary and analysis of literature on a selected topic.
4. Demonstrate public speaking skills including adapting one’s speaking style to the audience and using appropriate technology.
5. Demonstrate ability to facilitate collaboration and resolve conflicts.
6. Apply a model of decision making to plan for a collaborative process in the work environment.
    

EDMA620 Curriculum Design (3 cr.)

National and state standards, selected curriculum design models, knowledge of content, and child development are used as tools to develop curriculum with considerations for diversity in culture, gender, and aptitude/achievement. Course and unit plans are developed/refined within a student’s specific academic area.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge of standards-based education concepts and processes.
2. Plan curriculum, instruction and assessment to meet educational standards.
3. Create a unit of study by stating objectives, identifying materials and resources, planning assessments and identifying key instructional strategies.
4. Analyze curriculum documents to determine their theoretical basis, their alignment with state standards, and their effectiveness in directing instruction.
5. Apply a multicultural framework to address the needs of a diverse student population.
6. Plan for implementation of critical/creative thinking processes into unit design.
    

EDMA622 Assessment and Evaluation (3 cr.)

Prerequisite(s): EDMA620  
Methods and tools for diagnosis, evaluation, and grading of student learning are studied. Strengths and limitations of various types of assessments are examined. Classroom assessments that are aligned to standards, curriculum, and instruction are planned, created, and used. Assessment data to monitor student progress, inform continuing instruction, and assign grades are analyzed and interpreted.

Upon completion of this course, students are expected to be able to do the following:

1. Interpret assessment data, recognizing strengths and limitations of various types of assessments.
2. Use assessment data to identify student needs and establish flexible, differentiated instructional groups.
3. Understand basic concepts of statistics to interpret test results.
4. Plan assessment and grading procedures that align with student objectives, state standards and course/grade level content.
5. Apply principles of test construction to create classroom tests aligned with instructional objectives.
6. Develop performance tasks and scoring procedures to determine students’ ability to apply, analyze and synthesize information.
7. Understand issues of equity, validity and reliability associated with various methods of grading.

EDMA624 Effective Instruction (3 cr.)

Prerequisite(s): EDMA622  
This course focuses on researched-based best practice principles for meeting the needs of diverse learners. Methods of planning and designing differentiated instruction based on pre-assessment and achievement indicators are applied. Unit lessons are designed using information on student readiness, interest, and ability to be appropriate to the outcomes of content and a variety of best practice techniques. Methods to foster creative and critical thinking skills among all students are explored and applied.

Upon completion of this course, students are expected to be able to do the following:

1. Examine current theories and research-based literature to understand multiple components of effective instructional practice.
2. Demonstrate the ability to plan instruction, utilizing a lesson design model.
3. Create an instructional plan that addresses a curricular objective by using multiple instructional strategies.
4. Plan instruction using critical and/or creative thinking processes that deepen learning and increase rigor.
5. Adapt lessons to differentiate instruction for groups of students with differing abilities as determined by assessment data.
6. Demonstrate ability to monitor student learning during a lesson and adjust instruction accordingly.
    

EDMA630 Educational Research (3 cr.)

This course focuses on recognizing, designing, and conducting valid, reliable, and ethical educational research for improving teaching and learning. Published studies are critiqued by identifying strengths and limitations of the methodology and evaluating potential impact on educational practice. Action research design, evaluation of literature and published studies, decision analysis, and methods for communicating and implementing results are practiced through several experiences.

Upon completion of this course, students are expected to be able to do the following:

1. Recognize and differentiate between the appropriate use of and the processes involved in conducting descriptive/experimental research and conducting quantitative/qualitative research.
2. Develop skills to generate research questions, review relevant literature and devise a plan for research.
3. Critique published educational research by identifying limitations, assumptions, and biases of the studies.
4. Determine appropriate sources of data and data analysis for action research.
5. Design basic action research incorporating accepted design and reporting methods.
6. Design a plan for communicating and implementing action research findings within an educational organizational setting.
    

EDMA632 Ethics and Law (3 cr.)

The focus of this course is on the laws and ethics that govern school districts and their employees. Key federal and state laws and case law are studied in relation to current educational issues. Distinctions are made among personal beliefs, cultural norms, ethical codes, and legal standards in the educational environment. The role of an ethical educational leader in a school community is explored.

Upon completion of this course, students are expected to be able to do the following:

1. Understand how personal beliefs, cultural norms, ethical codes and legal standards affect expectations for professional behavior in an educational setting.
2. Review, analyze and interpret federal and Minnesota statutory law related to education.
3. Examine landmark court cases to understand, analyze and apply legal precedent to K-12 education.
4. Apply legal requirements and ethical considerations to educational decision making.
5. Explore responsibilities of teachers in situations where personal beliefs and organizational/professional expectations conflict.

EDMA634 Action Research Project (3 cr.)

Prerequisite(s):

Upon completion of this course, students are expected to be able to do the following:

1. Compare and contrast descriptive/experimental research and quantitative/qualitative research identifying their application to educational practice.
2. Critique published educational research by identifying limitations, assumptions, and biases of the studies.
3. Apply skills to create and implement a research plan.
4. Use academic writing skills and APA style in the development of an action research project.
5. Demonstrate public speaking skills including adapting one’s speaking style to the audience and using appropriate technology.
    

EDMA637 Integrating Technology in the Curriculum (3 cr.)

Instructional technology models are analyzed. A variety of technology tools for enhancing productivity, teaching, and learning and their professional and ethical implications are explored. Projects, lessons, and teaching materials to integrate technology into the curriculum are examined and created.

Upon completion of the course, students are expected to be able to do the following:

1. Use desktop publishing, database applications, spreadsheet applications, word processor applications, multimedia applications, online resources, and Internet web page applications.
2. Explain the ethical and professional implications and their personal philosophy regarding the use of technology in the classroom and curriculum.
3. Using technology, design and/or integrate lessons and assessments into the curriculum.
4. Research and critically analyze technological tools and their impact on the learning environment.

LDT600 Inquiry and Information (3 cr.)

In this course students learn to advance their own learning, practice, and the profession by uncovering, critiquing, synthesizing, and incorporating new information into current knowledge, experience, and values. Students integrate technology and multimedia communications as continuous learning tools.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the traditions and practices in the field that are often accepted unquestioningly.
2. Formulate viable, significant questions.
3. Construct advanced searches to yield pertinent information.
4. Evaluate the quality, relevance, and perspective of resources.
5. Synthesize a variety of points of view to broaden thinking.
6. Use current awareness technologies to stay versed in research.
7. Combine text, audio, and graphic modalities in multimedia communications.
8. Evaluate the ethical, privacy, and intellectual property issues of digital media.

LDT602 Investigations of Learning and Teaching (3 cr.)

In this course students explore how to re-invigorate themselves and their teaching by developing research skills and habits to contribute to their success as learners and professionals. The course focuses on research-based rationale and study of the selection and utilization of technologies for designing, implementing, or evaluating instruction.
 

Upon completion of this course, students are expected to be able to do the following:

1. Differentiate between types of research.
2. Critique educational research.
3. Form a research strategy, including the selection of appropriate research tools.
4. Articulate how research influences teaching mindset and practice.
5. Share research work with peers in digital formats.
    

LDT610 Dispositions and Mindsets (3 cr.)

In this course students examine the changing role of the teacher, student and teacher engagement, and the dispositions required for continual learning and discovery. Students develop creative processes for play, exploration, reflection, and design thinking, especially around how technology transforms learning.

Upon completion of this course, students are expected to be able to do the following:

1. Use reflective practices to advance personal awareness and professional development.
2. Evaluate personal experiences and background which have shaped current mindsets.
3. Illustrate a personal philosophy regarding the 22nd century teacher’s role.
4. Create strategies to develop key teaching and learning dispositions, mindsets, and habits.
5. Identify critical friends for regular feedback.
6. Integrate culturally relevant educational awareness into practices and plans.
7. Apply a design thinking process to a learning-through-technology problem.
    

LDT612 How Learning Occurs (3 cr.)

In this course students examine the social, physical, and psychological conditions to optimize learning and ignite creativity. Students explore ideas and contexts to create and sustain deep learning while exploring theories and practices to bring meaning to learning via collaboration, intention, and the use of technology as a mind tool to enable learning that could not happen in any other way.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate an understanding of the educational psychology theory underpinning developmental appropriateness for learning.
2. Demonstrate the ability to use culture as a conduit for learning.
3. Define what understanding means for the diverse range of learners and how mindset affects capacity to learn.
4. Identify conditions to optimize learning and creative processes.
5. Apply synthesized learning theories to classroom practices.
6. Evaluate the role of collaboration and relationships in learning and creating processes along with other factors to foster engagement and motivation.
    

LDT620 Designs for Learning (3 cr.)

In this course students meld an understanding of how learning occurs with content knowledge, pedagogical knowledge, technological knowledge, and design principles to create meaningful learning opportunities for students. Students use a design process to integrate and optimize enduring and conceptual understandings, assessment practices, and instructional strategies.

Upon completion of this course, students are expected to be able to do the following:

1. Design concept-based units that demonstrate mastery of how knowledge is constructed to enable deep understanding.
2. Utilize data and assessment strategies to inform instruction and advance learning.
3. Align instructional activities and assessment practices with state and national standards.
4. Research best practice in teaching and learning in a specific content discipline as well other core areas including literacy and technology.
    

LDT622 Personalizing Learning with Digital Technology (3 cr.)

In this course students combine culturally relevant awareness and adapted or created digital applications for personalizing learning and promoting self-directed learning. Assessment data and learning analytics are used to refine and tailor instruction. Trends in online social networking, game-based learning, and other technological advances challenge students to transform their practices and achieve new levels of media literacy.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate principles of ethics and digital literacy as factors in the teaching, learning, and design process.
2. Integrate technology including the use of social media to enhance the learning process.
3. Apply principles of culturally responsive teaching to emerging technology learning trends.
4. Analyze and implement informal and do-it-yourself activities as a part of learning design to personalize the learning process.
5. Use formal and informal assessments to evaluate the effectiveness of design and instruction.
    

LDT630 Interdependence and the Collective Advantage (3 cr.)

In this course students use collaboration strategies focused on student success to enhance teaching and learning perspectives, techniques, and connections. Students explore their own self-efficacy as a team member, promoting educational success for all pre K-12 learners, and learn to identify and integrate available resources from the school and community. Students utilize collaborative technologies to communicate, problem solve, and showcase learning excellence.

Upon completion of this course, students are expected to be able to do the following:

1. Devise and implement a technology-enhanced collaborative problem solving strategy that promotes optimized learning design and student success.
2. Assess one’s own collaboration skills and evolving mindset and the relationship to the mindsets of others to work together effectively for change.
3. Locate and integrate learning and community resources.
4. Employ collaborative technologies to advance learning and to communicate among community members.
5. Present, as part of a group, a collective vision for advancing technology as a learning tool.
    

LDT632 The Networked Global Community (3 cr.)

In this course students seek and use global resources and international examples of innovative teaching and learning approaches. Students utilize technologies and electronic resources to broaden their understanding of the global community, contribute to academic idea exchange internationally, and develop global competencies to analyze the opportunity gap and benefit preK-12 learners. Students analyze cultural contexts to discover ideas transferable to student achievement in their own classrooms and schools as they continue to develop an annotated bibliography.

Upon completion of this course, students are expected to be able to do the following:

1. Connect and compare global education teaching and learning approaches to local situations.
2. Integrate concepts of global citizenship and interdependence of individuals and systems into the curriculum.
3. Analyze solutions for access to education.
4. Use social media and interactive technology to engage in national and international dialogue on education.
5. Contribute to national and international resources on education.
6. Synthesize ideas from a breadth of literature related to networked global communities and cultural contexts to discover ideas transferable to student achievement.

LDT640 Rethinking Education (3 cr.)

In this course students analyze educational institutions and expectations to foster policy and systemic changes. Students evaluate change processes to engage colleagues and the school community in educational innovation. The role of an ethical educational leader in a school community is explored. Relevant trends from arenas such as the arts, science, or business enrich the possible approaches.

Upon completion of this course, students are expected to be able to do the following:

1. Articulate a personal philosophy regarding the 22nd century teacher’s role based on learning throughout and beyond the program.
2. Identify systemic changes required to achieve transformational goals in education.
3. Use an ethical approach in educational decision making.
4. Apply change processes used in other fields or arenas to educational systems.
5. Initiate a lifelong learning practice which taps into the capacity of current technologies and the power of the internet while honoring principles of systemic change, ethical leadership, and goals that align with one’s personal philosophy regarding the 22nd century teacher’s role.

LDT642 Advocacy and Sustainability (3 cr.)

In this course students consider how to use their own design thinking project as a dynamic learning opportunity to initiate change. Students propose an advocacy plan, which includes how to sustain the project and a professional support network during change.

Upon completion of this course, students are expected to be able to do the following:

1. Engage in a new design thinking project.
2. Synthesize literature from the entire program along with multiple additional perspectives to expand one’s viewpoint, question assumptions, and reflect on research-based themes related to a design thinking project.
3. Create an advocacy and sustainability plan/activity to advance the findings or application of a design thinking project.
4. In an interactive digital/public format, publish themes uncovered in an investigation of literature to demonstrate how it is initiating change coupled with a design thinking project.

EDUW690 The Process of Education (1 cr.)

This course provides a comprehensive overview to the Master of Arts in Education Program/Wisconsin. Course content examines the philosophy and design of the graduate program, the structure of learning, personal and professional goals, and the expectations for graduate level work. Processes of source location, evaluation, and integration are investigated. This course is a prerequisite for all other courses.

Upon completion of this course, students are expected to be able to do the following:

1. Describe the characteristics, design, and progression of the program.
2. Discuss guidelines and components of graduate level work.
3. Identify professional and personal goals for improvement related to the graduate studies process.
4. Create a tentative timeline for completing graduate program using Individual Graduate Plan.
5. Demonstrate ability to access the appropriate person, department, or procedure for assistance.
    

EDUW691 Professional Skills Development (4 cr.)

Prerequisite(s): EDUW690 , EDUW692  
Professional Skills Development investigates tools to engage in ongoing improvement of educational effectiveness.  This course emphasizes a research-based learning process, developmental assessment, and professional communication skills to demonstrate improvement in aligning content and learning expectations (WTS 1) with diverse student growth (WTS 2).  Students use a seven-step professional development process to guide improvements in their instructional delivery and professional communication.  Students also investigate educator standards, along with research ethics, expectations, methods, resources, and APA style.

 Upon completion of this course, students are expected to be able to do the following:

1. Assess subject and literacy standards developmentally to determine appropriate starting points and outcomes for a unit plan. 
2. Locate and evaluate peer-reviewed scholarly sources for reliability and relevance to research question.
3. Write in an academic manner using APA writing style and K-12 Common Core State Standards for Language Arts in Writing.
4. Analyze the effectiveness of research-based reflective practice as an approach for professional growth and development.
5. Demonstrate evidence of teaching and learning improvements via a WTS 1 & 2 portfolio entry and videography.

EDUW692 Technology and Communication (4 cr.)

Prerequisite(s): EDUW690  
This course provides learners the opportunity to be better prepared practitioners in a 21st century learning environment.  It is designed to give participants the knowledge and confidence to implement emerging technologies to foster active inquiry, collaboration, and provide supportive interaction in the classroom.  Learners use instructional media and technology to encourage development of critical thinking, problem solving, and performance skills.

Upon completion of this course, students are expected to be able to do the following:

1. Use digital tools and resources to personalize learning activities and assessments in order to address students’ diverse learning styles, and abilities.
2. Use digital information and technology in a legal and ethical manner, including respect for copyright, intellectual property, and the appropriate documentation of sources.
3. Use current and emerging digital tools to locate, analyze, evaluate, and apply information resources to support research and learning.
4. Demonstrate collaborative knowledge construction with students, colleagues, and others in virtual environments.  
5. Use technology as a way to communicate with parents, students, and community.

EDUW693 Instructional Design and Assessment (4 cr.)

Prerequisite(s): EDUW691 , EDUW692  
This course presents an overview for aligning instructional design, delivery, and assessment to maximize each student’s developmental capabilities.  Lesson design coordinates content, pedagogy, and resources to achieve curricular goals guided by performance evidence.  Standards-based assessment criteria, tools, and practices emphasize self-correction and instructional adjustments for proficiency at each learning step.  A professional inquiry learning process guides students in improving design and implementation of coherent instruction.

 Upon completion of the course, students are expected to be able to the following:

1. Align in a plan: (a) instructional starting points to current range of student abilities,(b) formative objectives to an appropriate progression of standards-based learning steps, and (c) summative objectives to developmental capabilities.   
2. Identify instructional design terminology and adaptation strategies for diverse learners in a learning plan.
3. Use appropriate assessments aligned to formative learning steps and summative objectives. 
4. Use digital media to demonstrate instructional improvements and to assess instruction based on learner engagement and learning evidence. 
5. Demonstrate timely completion of a seven-step learning process to improve instructional design and assessment skills in a portfolio entry addressing.

EDUW694 The Classroom Environment (3 cr.)

Prerequisite(s): EDUW690 , EDUW691  
This course presents an overview of the current research and best practices that define classroom environment.  Approaches for developing a climate of positive social interaction, creating a culture of respect, managing classroom procedures and effectively engaging students, as well as providing a safe learning environment are explored.  Information is shared that considers the implications of student learning styles, brain-based research, parent engagement, the needs of diverse students, and the organization of the classroom’s physical environment.

Upon completion of this course, students are expected to be able to do the following:

1. Apply best practices and brain-based research in structuring the physical environment of the classroom in order to engage a diverse student population and ensure maximum learning.
2. Employ techniques for developing a caring, inclusive, stimulating and safe classroom environment.
3. Develop and implement strategies, procedures, and expectations that encourage student engagement leading to improved student behavior and increased student learning. 
4. Establish respectful and productive partnerships with valued stakeholders in support of student learning.

EDUW695 Ethics and Issues in Education (3 cr.)

Prerequisite(s): EDUW690  
This course focuses on ethical behavior and decision making in an educational environment.  Philosophical theories, legal decisions, ethical frameworks, and behavior codes are identified.  Bias, values, and cultural norms are examined as an influence.  Current educational issues are examined.  Students leave the course with a critical thinking framework for making ethical decisions as educators.

Upon completion of this course, students are expected to be able to do the following:

1. Recognize the influence of bias, values, and cultural norms on ethical decision making.
2. Critique legal decisions impacting education.
3. Critically evaluate and defend professional and political educational decisions.
4. Apply the ethical inquiry framework introduced in class to personal and societal educational issues.

EDUW696 Portfolio Production and Presentation (1 cr.)

In this course a comprehensive portfolio is prepared for presentation to a panel of professionals as the capstone project for this master’s program.  The portfolio includes evidence of mastery of the Ten Wisconsin Teaching Standards.  As part of the portfolio, evidence is also presented that demonstrates improvement in student learning within their classrooms.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze and evaluate their ability to impact student learning through work with colleagues, professionals, families, and the community.
2. Appraise the most significant area of growth in teacher effectiveness for each standard.
3. Understand the value of reflection, critical thinking, and self-assessment on continual learning.

EDD800 Student Orientation (0 cr.)

Prerequisite(s): Admission to the Ed.D. program
Ed.D. student orientation sessions are held prior to the beginning of each semester. Attendance is required before Ed.D. students begin coursework. The orientation sessions introduce new students to the faculty; provide a thorough description of the program’s academic expectations of its students; introduce students to library services and the writing center staff; provide valuable information regarding course registration; demonstrate the use of Blackboard®; and include a discussion of other important administrative matters.

Upon completion of this course, students are expected to be able to do the following:

1. Enroll in EDD courses online.
2. Procure appropriate services from the Library and Writing Center website or staff.
3. Contact his/her academic adviser.
4. Contact the Program Coordinator or Program Director.
    

EDD802 Leadership Theory (3 cr.)

Prerequisite(s): EDD809  
This course focuses on applied theories of leadership behavior. It surveys the concepts of leadership effectiveness: leaders as change agents, and leaders as servants. The role of leadership in organizational communication, control, empowerment, and conflict resolution are analyzed.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze and demonstrate strategies for improving the organization structure and culture and climate for all stakeholders.
2. Evaluate models of leadership theories.
3. Apply leadership theories to appropriate situations.
4. Analyze strategies that ground effective organizational leadership.
5. Evaluate self-discovery as a factor in leadership.
6. Evaluate the development of organizational vision.
7. Evaluate the role of culture in leadership.
8. Evaluate the role of ethics in leadership.
9. Analyze the value of organizational diversity.
10. Facilitate and evaluate organizational change.
11. Demonstrate effective communication in various leadership situations.
     

EDD805 Ethical Dimensions in Organizational Leadership (3 cr.)

Prerequisite(s): EDD809  
This course focuses on developing an awareness of the major ethical positions and critically examining the foundational ethic theories and decision-making processes throughout history. Various ethical theories are examined in relation to contemporary examples of the ethical challenges faced by leadership. The course seeks to enable individuals to reflect on their personal ethical stances and to analyze and critique ethical issues related to a variety of leadership contexts and situations.

Upon completion of the course, students are expected to be able to do the following:

1. Understand and become conversant with ethics as a discipline and selected basic ethical moral principles.
2. Analyze and integrate the basic ethical and moral principles.
3. Distinguish among cultural norms, personal preferences and values, policies, and moral and ethical principles.
4. Analyze major ethical theories and be able to evaluate both their strengths and weaknesses.
5. Recognize and apply a methodology for ethical decision making.
6. Evaluate personal and professional ethics.
7. Analyze the role of ethical leaders in organizations.
    

EDD809 Advanced Research Writing (3 cr.)

This course focuses on developing and refining a writing process for extensive research projects. Emphasis is on identifying and strengthening one’s voice as an academic writer; establishing a relationship with readers; achieving advanced skills in development, analysis, revision of ideas, and editing to mastery of research writing. APA style is a key component of the class.

Upon completion of this course, students are expected to be able to do the following:

1. Engage the research writing process.
2. Master APA writing style.
3. Evaluate the use of primary and secondary sources of research.
4. Conduct and evaluate effective manual and electronic literature searches.
5. Create a literature review employing an academic/scholarly research writing format.
6. Evaluate literature content.
7. Evaluate research ethics.
8. Evaluate the nature of research.
    

EDD810 Communication In Adult Learning Settings (3 cr.)

Prerequisite(s): EDD809 , EDD820  
This course studies dimensions of effective communication in adult learning settings.  Emotional intelligence, cultural perspectives on communication, and strategies for communicating effectively with adult learners are critiqued.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate systems for communication in a learning setting.
2. Employ and evaluate effective oral communication and presentation strategies.
3. Facilitate and evaluate creative collaborations through dialogue.
4. Utilize emotional intelligence as leadership competencies for critical thinking.
5. Evaluate the power dimensions of organizational communication in adult learning settings.
    

EDD811 Theories of Adult Learning (3 cr.)

Prerequisite(s): EDD809 , EDD802 
This course addresses a comprehensive range of philosophies and theories of adult learning that influence leadership approaches. Issues such as demographics and characteristics of adult learners, motivation, developmental theories, the impact of age on learning, learning styles, and cultural issues are addressed.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze and evaluate classical and emerging philosophies and theories of adult learning.
2. Analyze and evaluate adult learning theories and integrate these with leadership strategies.
3. Understand current literature on brain function as it relates to adult learning and development.
4. Analyze and evaluate motivation theory.
5. Analyze and evaluate ethical implications of learning.
6. Demonstrate application of appropriate APA writing style.
    

EDD812 Advanced Teaching Techniques for Adult Learners (3 cr.)

Prerequisite(s): EDD809 , EDD811 
Participants in this course examine characteristics of adult learners as students or employees, and explore various strategies by which to facilitate adult learning. Participants analyze environments as places of learning for adults, and the leader as a culturally competent facilitator of learning.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate classical and emerging teaching strategies for adult learning.
2. Facilitate and evaluate the intrinsic and extrinsic motivations for learning.
3. Evaluate instructional strategies for cultural appropriateness.
4. Evaluate the ethical implications of teaching.
    

EDD813 Systematic Instructional Design (3 cr.)

Prerequisite(s): EDD809 , EDD811 , EDD812,  EDD814  EDD802  
In this course students examine models for professional development, curricular implementation, and assessment with special emphasis on systematic instructional design. Topics to be addressed include the needs of assessment, goal setting and analysis, objective writing, generating curriculum and instructional strategies, and determining appropriate assessments, evaluations, and feedback.

Upon completion of the course, students are expected to be able to do the following:

1. Evaluate and apply instructional systems design theories.
2. Assess curricular effectiveness.
3. Evaluate ethical implications of curricular design.
4. Apply and evaluate adult learning theory and teaching techniques for adults to instructional systems design.
5. Evaluate educational psychology through curricular design.
    

EDD814 Assessment: Theory and Practice (3 cr.)

Prerequisite(s): EDD809 , EDD820 
This course focuses on the concept of assessment across learning taxonomies and how they link to learning processes. Topics include clarification of terminology, limitations of conventional evaluation, relating assessment to instruction and teaching practices, performance criteria, assessment tools and strategies, assessment strategies for adult populations, and the creation and evaluation of instruments.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate measurement scales including nominal, ordinal, interval, ratio, norm referenced, and criterion referenced.
2. Evaluate score reporting formats including standardized and non-standardized scores, normal curve, percentiles, grade/age equivalents, scale scores, and normal curve equivalents.
3. Evaluate the terminology and concepts of validity including construct, content, and criterion referenced.
4. Evaluate reliability including internal consistency, test/retest, alternate form, and inter‐rater reliability.
5. Evaluate the ethics of assessment including fairness, bias, confidentiality, and tests for diverse populations.
6. Analyze the common forms and uses of various item types.
7. Evaluate and create assessment instruments.
8. Demonstrate appropriate research writing style (APA).
    

EDD816 Seminar: Topics in Education (3 cr.)

Prerequisite(s): EDD809 , EDD820  
This course provides students with the opportunity to examine in detail, and to discuss, topics in education that have emerged, either from earlier courses or from their professional life that they consider important.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze and evaluate research topics in an unbiased manner.
2. Create and defend multiple perspectives of a research topic.
3. Evaluate academic arguments.
4. Create and present a comprehensive literature review on a topic of interest to the student.
    

EDD818 Knowledge Development: Theory, Formats, and Applications (3 cr.)

Prerequisite(s):  EDD809 , EDD811 , EDD820  
This course explores and applies principles of adult learning theory, instructional design, and leadership to the creation, production, and distribution of knowledge in a technologically advanced society.  This constructivist approach is grounded in an understanding of the complex interactions of social learning and the social construction of meaning.  Topics include the politics of research and knowledge, how practice and technology are framing meaning, facilitating innovation, and transforming processes in business and education.  Implications for leadership, technology stewardship, and the development of organizations are considered.

Upon completion of the course, students are expected to be able do the following:

1. Apply principles of adult learning theory and instructional design to the development of knowledge.
2. Critically assess the alignment of technology, learning, symbol systems, and practice in facilitating knowledge creation.
3. Evaluate the power dynamics and influences of community and technology in creation and distribution of knowledge.
4. Create a social system model and evaluative structure for facilitating/promoting inquiry and responsible action within digital habitats.
5. Analyze knowledge creation as an essential means of personal growth, social action and responsibility.
6. Evaluate your role in leading and stewarding knowledge creation and development.
    

EDD820 Introduction to Research (3 cr.)

Prerequisite(s): Co-requisite EDD809  
This course examines basic ideas that are foundational to conducting organizational research. Fundamental elements such as problem statements, research questions, hypotheses, critical thinking skills, inclusion of social and economic contingencies, and research ethics are investigated in preparation for the design of a scholarly research proposal.

Upon completion of this course, students are expected to be able to do the following:

1. Develop an effective research problem statement.
2. Develop effective research questions and hypotheses.
3. Evaluate the differences between quantitative and qualitative research.
4. Apply critical thinking in a research context.
5. Evaluate social, political, and economic contingencies that impact organizations.
6. Evaluate ethical dimensions of organization research.
    

EDD821 Techniques for Research (3 cr.)

Prerequisite(s): EDD809 , EDD820 
This course introduces the basic techniques needed to conduct organizational research. Fundamental elements such as hypotheses, sampling techniques, data analysis, design validity, and research ethics are investigated in preparation for the design of a scholarly research proposal.

Upon completion of the course, students are expected to be able to do the following:

1. Evaluate various quantitative and qualitative research designs.
2. Evaluate design validity.
3. Evaluate sampling techniques.
4. Address critical research issues.
5. Apply research ethics.
6. Demonstrate appropriate research writing style (APA).
7. Create an effective research proposal.
8. Evaluate the validity of alternative experimental designs.
    

EDD822 Qualitative Research Design and Methods (3 cr.)

Prerequisite(s): EDD809 , EDD814 , EDD820 , EDD821 
This course provides an in-depth look at qualitative research methods through exploration of qualitative research paradigms; various qualitative methodologies; design, implementation, analysis, and presentation issues; the use of technological data analysis tools in qualitative research; and ethical issues.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze, synthesize, and evaluate research ethics to a qualitative design.
2. Analyze, synthesize, and evaluate the applications of various qualitative methods.
3. Analyze, synthesize, and evaluate qualitative sampling methods.
4. Develop qualitative data collection instruments.
5. Analyze, synthesize, and evaluate researcher and subject qualification requirements.
6. Analyze, synthesize, and evaluate qualitative design validity.
7. Analyze, synthesize, and evaluate qualitative data analysis including coding.
8. Evaluate qualitative data analysis.
9. Demonstrate appropriate research writing style (APA).
10. Design a qualitative research study.
     

EDD823 Quantitative Research Design and Methods (3 cr.)

Prerequisite(s): EDD809 , EDD814 , EDD820 , EDD821 ,master’s statistics
This course explores quantitative research methods. It includes a general survey of descriptive statistical techniques, selection of appropriate statistical measure, development of samples or databases, and analysis of findings. Computer application and use of statistical programs to develop, manipulate, and analyze data constitute an integral part of the course.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze and evaluate the application of various quantitative methods.
2. Evaluate quantitative research.
3. Evaluate quantitative sampling methods and statistical power analysis.
4. Evaluate results/interpretation techniques.
5. Apply and evaluate research ethics to quantitative research design.
6. Evaluate quantitative data analysis.
    

EDD824 Leadership in Literature (3 cr.)

Prerequisite(s): EDD809 , EDD802 , EDD820  
This course examines ways in which significant works of literature explore, reflect, and shape major themes and theories of leadership style and behaviors. Literature both develops society’s views, through its widespread influence, and reflects the prevailing attitudes. By studying how leadership is exemplified within works that have been widely read, students examine how concepts of leadership have existed and changed over time, and critically assess some of the cultural underpinnings of leadership models.

Upon completion of this course, students are expected to be able to do the following:

1. Critically read and engage literary texts as cultural artifacts.
2. Engage in debate over the types of leaders and leadership models demonstrated within the texts, integrating into their discussion established leadership theories.
3. Analyze the ethical struggles and dilemmas faced by characters within the texts, integrating the ethical frameworks they have previously studied into the current discussion.
4. Assess the role of rhetoric as a tool in leadership.
5. Analyze the cultural components of leadership models as reflected in the texts.
6. Compare, synthesize, and create new models based on models from the texts.
7. Create documents which adhere to APA format and ethical methods of using sources.
    

EDD826 Non-Western Cultural Thought: An Ethnographic Approach to Research and Leadership (3 cr.)

Prerequisite(s): EDD809  
In this course non-Western cultural pedagogy, philosophy, and ideology are examined to understand the complexities of learning, leadership, and research using ethnographic research methods. Strategies for non-Western cultural and Indigenous ways of learning are analyzed and synthesized.

Upon completion of this course, students are expected to be able to do the following:

1. Understand and be able to apply ethnographic research methods.
2. Evaluate, analyze, and synthesize effective non-Western and Indigenous cultural ways of teaching learning, leadership, and research strategies.
3. Analyze, synthesize, and evaluate the applications of Indigenous research methods.
4. Develop and present ethnographic findings on concepts and representations of non-Western cultural or Indigenous leaning philosophies and ideologies for leadership and research topic of interest to the student.

EDD830 Dissertation (12 cr.)

Prerequisite(s): EDD899 
Individualized sessions are conducted with the candidate’s committee chairperson to prepare the dissertation proposal and the dissertation as well as the presentation to the committee. Candidates are required to register for at least one dissertation credit each semester until finished with a minimum of 12 credits required to complete the degree.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate satisfactory progress has been made toward completion of the dissertation.
    

EDD840 Creativity and Innovation (3 cr.)

Prerequisite(s): EDD809 , EDD820  
This course examines creativity and innovation from a scientific perspective.  Topics include the varying definitions of these phenomena, the process of how they occur, the examination of eminent cases, the application to real-world situations, and strategies for assessment.

Upon completion of the course, students are expected to be able to do the following:

1. Evaluate the varying definitions of creativity and innovation.
2. Understand key concepts from the creativity and innovation literature.
3. Analyze, synthesize, and evaluate scientific perspectives on creativity and innovation.
4. Apply scientific theories and models of creativity and innovation on personal, organizational, and societal levels.
5. Evaluate the importance of creativity and innovation in context.
6. Demonstrate appropriate research writing style (APA).
    

EDD850 Social Justice in a Global World (3 cr.)

Prerequisite(s): EDD805 , EDD809 , EDD820  
This course address issues of leadership and social justice, its theory, and principles.  Social justice from a local, national, international, and global perspective is examined. The course aims to assist students to think critically, to clarify their assumptions and values, and to develop their own positions on social issues.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze and integrate into one’s understanding the basic principles of social justice.
2. Analyze the similarities and differences of applying social justice in societal and global frameworks.
3. Articulate and evaluate the connection between social justice, human relations and leadership.
4. Compare, contrast, and evaluate different scholars’ theories and concepts of social justice.
5. Analyze, synthesize and evaluate the transnational struggles against injustice.
6. Evaluate how the various theories of social and economic justice respond to and address the causes of poverty, discrimination, exploitation and oppression in human societies.
    

EDD851 Historical and Contemporary Perspectives on Higher Education (3 cr.)

Prerequisite(s): EDD809 , EDD820  
This course begins with a historical perspective of higher education, including European roots, the founding of American universities, land-grant colleges, the research university, the two-year college movement, and changes since World War II. The course examines both the historical and the contemporary governance structure and fictions, and the impetus for institutional reform. Future trends, such as those driven by the information age and demographic change, are explored.

Upon completion of the course, students are expected to be able to do the following:

1. Evaluate the relevance of historical information to today’s higher education environment.
2. Apply historical trends to current issues in education.
3. Predict outcomes or progression of the resolution of current issues in education based upon historical precedents.
4. Identify and analyze the components of historical information.
5. Synthesize information from a variety of historians to provide a deeper understanding of the whole of higher education.
6. Compare current higher education trends to historical trends.
    

EDD852 Policy and Politics in Higher Education (3 cr.)

Prerequisite(s): EDD809 , EDD820  
This course provides an overview of policy formulation in postsecondary institutions, including the role of boards, administrators, faculty, and students. The forces exerted by federal and state policy and regulatory agencies on both public and private institutions are examined. Related topics include policies on academic freedom, the future of the tenure system, faculty participation in institutional planning, and the effects of external and internal policy-making on financial planning.

Upon completion of the course, students are expected to be able to do the following:

1. Identify higher education policy issues.
2. Research higher education policy issues.
3. Analyze the components of identified higher education policy issues.
4. Understand the process of policy development.
5. Synthesize all elements of a problem into a clear, cohesive, and defendable policy.
6. Evaluate policy based upon constructed criteria.
7. Understand the role of lobbying in policy development and adoption.
8. Synthesize policy issues in the development of a lobbying effort.
    

EDD853 Development and Evaluation of Postsecondary Education (3 cr.)

Prerequisite(s): EDD809 , EDD814 , EDD820  
The course focuses on the variety of issues surrounding the design and assessment of academic programs. Topics include traditional, contemporary, and future models of postsecondary programs; the effects of the changing student population on program development, particularly adult learners; educational offerings in the workplace; keeping quality control in the midst of changes, such as an increase in part-time faculty; accreditation issues; the impact of student and faculty evaluations on quality programming; and faculty development as an institutional response to quality programming.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze and critique program development processes.
2. Create or revise an academic, student services, or workplace learning program.
3. Analyze and critique institutional and program assessment processes.
4. Design an assessment plan and an implementation plan for an academic, student services, or workplace learning program.
    

EDD854 Organizational Learning (3 cr.)

Prerequisite(s): EDD809 , EDD820  
This course applies the concepts of learning to the methods and techniques through which organizations communicate information and learn. Supported by the learning organization model of organization theory, this course examines the structures and systems that allow organizations to learn as well as those that inhibit or eliminate organizational learning.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze and discuss the development of organizational learning.
2. Apply organizational learning to the structure of an existing organization.
3. Demonstrate defensive reasoning and the structures that support it.
4. Apply the concepts of organizational learning to the development of a new organization or the re-engineering of an existing organization.
    

EDD855 Organization Development (3 cr.)

Prerequisite(s): EDD809 , EDD820  
This course applies the principles of education to the discipline of organization development, which studies the ways in which individuals as well as the organization refines existing skills and develops new skills. Topics include the examination of assumptions, strategies, models, and motivational systems that contribute to organizational performance, as well as techniques that develop the organization’s ability to innovate, improve, and manage change.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze organization development.
2. Evaluate various organization interventions.
3. Evaluate appropriate applications of OD to various organizations.
4. Apply organization development theory to an existing organization.
5. Analyze the history of organization theory.
6. Evaluate models of resource management.
    

EDD856 Organizational Effectiveness (3 cr.)

Prerequisite(s): EDD809 , EDD814 , EDD820  
This course applies the principles of assessment to the development of authentic systems to monitor and measure the effectiveness of organizations. Models include the systems approach, the goal-attainment approach, the strategic-constituencies model, and the competing-values model. These models provide a framework for assessing the criteria which are relevant to the long-term survival of any organization.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze and evaluate the development of organizational effectiveness.
2. Analyze and evaluate various organizational effectiveness theories.
3. Evaluate assessment instruments for specific purposes within the framework of organizational effectiveness.
4. Create an appropriate model of organizational effectiveness for an organization.
5. Evaluate organizational life and decline cycles.
6. Demonstrate appropriate APA writing style.
    

EDD871 Archival Research Methods (3 cr.)

Prerequisite(s): EDD809 , EDD820 , EDD821  and permission from the Director of the Institute for Lasallian Studies
This course explores the process of historical research in Lasallian contexts. Topics include archival research methods, document verification, document analysis, and ethical issues.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate archival research methods.
2. Critique historical documents.
3. Analyze historical data.
4. Analyze ethical issues in historical research.

EDD872 Leading Multi-Faith Lasallian Communities (3 cr.)

Prerequisite(s): EDD802 , EDD809  and permission from the Director of the Institute for Lasallian Studies
This course investigates the leadership of Lasallian ministries that serve multi-faith and majority non-Catholic communities. Ecumenism, interfaith dialogue, and cultural competence are critically analyzed.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze the challenges of leadership in multi-faith environments.
2. Analyze the relationship of Lasallian ministries with their internal and external constituencies in multi-faith communities.
3. Critique cultural competence in the context of Lasallian leadership.

EDD873 Association for Mission (3 cr.)

Prerequisite(s): EDD809  and permission from the Director of the Institute for Lasallian Studies

 

The Brothers of the Christian Schools have taken a vow of “association” since the beginning of the Institute. As the number of ministries has increased, the Brothers have come to work in association with lay partners to help carry on the mission. This course explores the concept of association within the Lasallian community and examines various models of implementation.

Upon completion of this course, students are expected to be able to do the following:

1. Critique models of association from a variety of contexts.
2. Explore the evolution of association within the Lasallian global network.
3. Evaluate the implications of lay association on the Lasallian charism.
    

EDD874 Lasallian Leadership Traditions (3 cr.)

Prerequisite(s): EDD802 , EDD809  and permission from the Director of the Institute for Lasallian Studies
This course focuses on the leadership approaches used by individuals who have provided leadership to the Lasallian movement from the beginning to modern day. Historical texts and biographies are analyzed to promote understanding of how individuals within the Lasallian community provided leadership and support for the continuation of the Lasallian Mission.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate the impact on Lasallian ministries of key historic figures within and outside the Institute of the Brothers of the Christian Schools.
2. Analyze effective leadership in a variety of historic, cultural, and ministry contexts.
3. Analyze the decision and leadership processes employed by the modern Institute of the Brothers of the Christian Schools.
    

EDD899 Comprehensive Examination (1 cr.)

Prerequisite(s): 51 or more credits in EDD program with a minimum GPA of 3.0 and approval of the committee chair
Doctoral students are required to take a comprehensive examination upon completion of coursework. The comprehensive examination is an integrative experience requiring students to demonstrate personal mastery of concepts studied during the core sequence as well as the ability to apply those concepts to challenges in their areas of specialization.

Upon successful completion of the examination, students are expected to be able to do the following:

1.  Display abilities to analyze, synthesize, evaluate, and apply knowledge as evidenced by an ability to

• Separate a concept into its constituent parts
• Assimilate other information and assemble the parts into new concepts
• Evaluate the appropriateness of the new concept
• Create a standard for evaluating new ideas
• Use information that is appropriate to the application

2.  Display abilities to organize ideas and to communicate effectively both in writing and in speaking as evidenced by

• Logical thinking processes
• Adherence to APA editorial style
• Smooth transitions between ideas
• Organized thinking when speaking
• An ability to listen to questions
• Answering appropriately

3. Display a breadth and depth of knowledge of leadership theories and strategies as evidenced by

• Comprehensive review of theories
• Use of theories appropriate to the identified application
• Comprehensive understanding of each theory
• Use of appropriate organizational theories and strategies

4. Display a breadth and depth of organizational culture and change theories and strategies as evidenced by

• Comprehensive review of theories
• Use of theories appropriate to the identified application
• Comprehensive understanding of each theory
• Use of appropriate organizational change theories and strategies.

5. Display abilities to research, write, and defend a meaningful doctoral dissertation as evidenced by an ability to

• Identify, locate, and report literature pertinent to the questions
• Write a comprehensive and balanced literature review
• Create appropriate systems for data analysis
• Design a reliable and valid instrument for data collection
• Create an appropriate research design
• Support conclusions with appropriate literature.
   

EDD900 Dissertation Defense (0 cr.)

Prerequisite(s): EDD809 , EDD830  Dissertation (Minimum of 12 credits completed)
Each EDD student is required to provide a presentation of the dissertation project to the student’s committee and the public. The committee and the public are encouraged to ask questions of the student regarding the research project, the student’s written dissertation, points developed in the presentation, or any other related matter.

Upon completion of this course, students are expected to be able to do the following:

1. Create a written, bound dissertation that meets all requirements of the student’s committee and the EDD program.
2. Create a public presentation of the dissertation project and its results.
    

EDS691 Alternate Pathway Prerequisite (1 cr.)

The university advisor will arrange for the candidate’s enrollment in this course. Students are expected to complete approximately 262 hours toward the 1050 hours of school classroom experience.

Upon completion of this course, students should be able to do the following:

1. Demonstrate awareness of curriculum, curriculum development, scaffolding, and teaching strategies.
2. Demonstrate awareness of student management issues, strategies, concerns and resources.
3. Demonstrate awareness of school/program organization concerns, models, strategies, for each major level.
4. Demonstrate awareness of student assessment strategies, formal and informal for each major level.
5. Demonstrate awareness of data management and analysis for program and student learning improvement.
6. Demonstrate awareness of differentiation strategies and purposes.
7. Demonstrate awareness of grouping strategies for students including methods and purposes.
8. Demonstrate awareness of teaching and learning technologies, their uses, integration, and concerns.
9. Demonstrate awareness of special education processes, major categories, concerns, and procedures.
10. Demonstrate awareness of diversity and cultural considerations for students, communities, and families.
11. Demonstrate awareness of parent and community involvement.
12. Demonstrate awareness of professional teaming, professional collaboration, and collegial strategies for program improvement.
     

EDS692 Alternate Pathway Prerequisite (1 cr.)

Prerequisite(s): EDS691 
The university advisor will arrange for the candidate’s enrollment in this course. Students are expected to complete approximately 262 hours toward the 1050 hours of school classroom experience.

Upon completion of this course student should be able to do the following:

1. Demonstrate awareness of curriculum, curriculum development, scaffolding, and teaching strategies.
2. Demonstrate awareness of student management issues, strategies, concerns and resources.
3. Demonstrate awareness of school/program organization concerns, models, strategies, for each major level.
4. Demonstrate awareness of student assessment strategies, formal and informal for each major level.
5. Demonstrate awareness of data management and analysis for program and student learning improvement.
6. Demonstrate awareness of differentiation strategies and purposes.
7. Demonstrate awareness of grouping strategies for students including methods and purposes.
8. Demonstrate awareness of teaching and learning technologies, their uses, integration, and concerns.
9. Demonstrate awareness of special education processes, major categories, concerns, and procedures.
10. Demonstrate awareness of diversity and cultural considerations for students, communities, and families.
11. Demonstrate awareness of parent and community involvement,
12. Demonstrate awareness of professional teaming, professional collaboration, and collegial strategies for program improvement.
     

EDS693 Alternate Pathway Prerequisite (1 cr.)

Prerequisite(s): EDS691 , EDS692 
The university advisor will arrange for the candidate’s enrollment in this course. Students are expected to complete approximately 262 hours toward the 1050 hours of school classroom experience.

Upon completion of this course student should be able to do the following:

1. Demonstrate awareness of curriculum, curriculum development, scaffolding, and teaching strategies.
2. Demonstrate awareness of student management issues, strategies, concerns and resources.
3. Demonstrate awareness of school/program organization concerns, models, strategies, for each major level.
4. Demonstrate awareness of student assessment strategies, formal and informal for each major level.
5. Demonstrate awareness of data management and analysis for program and student learning improvement.
6. Demonstrate awareness of differentiation strategies and purposes.
7. Demonstrate awareness of grouping strategies for students including methods and purposes.
8. Demonstrate awareness of teaching and learning technologies, their uses, integration, and concerns.
9. Demonstrate awareness of special education processes, major categories, concerns, and procedures.
10. Demonstrate awareness of diversity and cultural considerations for students, communities, and families.
11. Demonstrate awareness of parent and community involvement.
12. Demonstrate awareness of professional teaming, professional collaboration, and collegial strategies for program improvement.
     

EDS694 Alternate Pathway Prerequisite (1 cr.)

Prerequisite(s): EDS691 , EDS692 , EDS693 
The university advisor will arrange for the candidate’s enrollment in this course. Students are expected to complete all components of the Alternative Pathway and present an electronic portfolio.

Upon completion of this course student should be able to do the following:

1. Demonstrate awareness of curriculum, curriculum development, scaffolding, and teaching strategies.
2. Demonstrate awareness of student management issues, strategies, concerns and resources.
3. Demonstrate awareness of school/program organization concerns, models, strategies, for each major level.
4. Demonstrate awareness of student assessment strategies, formal and informal for each major level.
5. Demonstrate awareness of data management and analysis for program and student learning improvement.
6. Demonstrate awareness of differentiation strategies and purposes.
7. Demonstrate awareness of grouping strategies for students including methods and purposes.
8. Demonstrate awareness of teaching and learning technologies, their uses, integration, and concerns.
9. Demonstrate awareness of special education processes, major categories, concerns, and procedures.
10. Demonstrate awareness of diversity and cultural considerations for students, communities, and families.
11. Demonstrate awareness of parent and community involvement.
12. Demonstrate awareness of professional teaming, professional collaboration, and collegial strategies for program improvement.
     

EDS701 Orientation and Assessment (0 cr.)

This mandatory session acquaints students beginning their academic work with the policies, procedures, and expectations of the program. Frequently asked questions are addressed. The sequence of core classes, field experience expectations and procedures, portfolio creation, action research project overview, and exit examination meeting are discussed. A writing assessment is administered.

Upon completion of the course, students are expected to be able to do the following:

1. Explain the expectations of the K-12 Administrative Licensure in Minnesota and the Education Specialist Degree in Education Administration at Saint Mary’s University.
2. Demonstrate written communication skills.

EDS706 Student Assessment and Program Evaluation (2 cr.)

This course explores the components of effective program evaluation models and examines assessment processes of and for student learning. The skills administrators need to access, interpret, and effectively communicate assessment data are practiced. Strategies to develop an inclusive environment and culturally responsive teaching practices are examined with respect to student learning, with a focus on literacy and numeracy.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze and evaluate current student assessment processes using data to document student learning and development.
2. Design an inclusive learning environment.
3. Analyze program assessment models and key variables that impact successful implementation.
4. Utilize technology to design curriculum, assessment, and instruction.
5. Examine and evaluate various components of curriculum development processes that promote equity for all learners, including team building, data analysis, vertical and horizontal alignment, material selection, implementation, and on-going assessment.
6. Interpret and communicate the results of data-based assessment and program evaluation to different constituencies.

EDS710 Leadership Theory (3 cr.)

The course focuses on applied theories of leadership behavior. It surveys the concepts of leadership effectiveness: leaders as change agents, and leaders as servants. The roles of leadership in organizational communication, control, empowerment, and conflict resolution are analyzed.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze and demonstrate strategies for improving the organizational structure and culture and climate for all stakeholders.
2. Evaluate models of leadership theories.
3. Apply leadership theories to appropriate situations.
4. Analyze strategies that ground effective organizational leadership.
5. Evaluate self-discovery as a factor in leadership.
6. Evaluate the development of organizational vision.
7. Evaluate the role of culture in leadership.
8. Evaluate the role of ethics in leadership.
9. Analyze the value of organizational diversity.
10. Facilitate and evaluate organizational change.
11. Demonstrate effective communication in various leadership situations.
     

EDS716 Leadership for Teaching and Learning (2 cr.)

The complex role of the instructional leader is defined through the exploration and analysis of staff development programs and instructional improvement strategies. Advocacy for curriculum, assessment, and instruction is examined. Supervision of instruction is emphasized based upon current statutes and regulations pertaining to staff development and evaluation. Research-based strategies for differentiating learning for special populations are investigated. The necessity for building communities of professional practice is studied as a key component in the development of a continuous school improvement model.

Upon completion of the course, students are expected to be able to do the following

1. Analyze the characteristics of effective instructional leaders.
2. Practice advocacy for curriculum, assessment, and instruction for all learners.
3. Design instructional strategies that incorporate each of the following into an organization’s practice and routine: inclusion, multiple intelligences, personalized learning, learning styles, constructivism, authentic assessment, culturally responsive teaching, and inquiry for all student populations.
4. Analyze and interpret current legal and contractual requirements for staff development/evaluation, and plan staff development to improve instructional skills and professional practices for all staff.
5. Develop interventions and programmatic alternatives for students based on the results of various formal and informal assessments.
6. Develop a structure to create a community of professional practice to enhance staff collaboration.

EDS720 Organization and Human Resource Management (2 cr.)

This course examines the organization, management, and evaluation of human, monetary, and physical resources needed for institutional improvement at all pre-K-12 educational levels. Policies and systems, and communication and negotiation skills to foster positive and productive performance from faculty and staff are analyzed using traditional and technological tools and resources.       

Upon completion of this course, students are expected to be able to do the following:

1. Describe school and district staffing models and options for elementary and secondary schools.
2. Plan, develop, and support a comprehensive program of student activities.
3. Explain collective bargaining agreements and their provisions. 
4. Design effective staff selection and employment practices that accommodate stakeholders, state licensing requirements, building and district needs, and school priorities.
5. Evaluate options for professional and paraprofessional staff and evaluation.
6. Describe the processes and considerations required for staff disciplinary actions, including federal and state due process provisions and district and professional organization contract provisions.

EDS731 Shaping an Inclusive School Culture (3 cr.)

The focus of this course is to develop leadership skills to promote, create, and monitor systems in the school and district that result in a nondiscriminatory, positive learning environment for all students.  Special emphasis is given to culturally, economically, and academically diverse students.  The effects of mental health conditions on the learning environment, including the roles and responsibilities of mental health professionals, are examined. Responses to contemporary issues facing school leaders, including student bullying, sexual orientation, gender identification, chemical dependency, suicide, and assault, are explored.

Upon completion of this course, students are expected to be able to do the following:

1. Articulate leadership strategies to work with diversity in learning communities.
2. Analyze differing needs of culturally, economically, and academically diverse students.
3. Create plans for an inclusive learning environment that meets the needs of all students.
4. Develop strategies to adapt educational programming to meet the needs of diverse constituencies.
5. Explain the effects of various mental health conditions, including the effects of medication, on the educational, physical, social, and emotional needs of students.
6. Articulate the roles and responsibilities of mental health and school health professionals in serving students and families in the school setting.
7. Address the social, emotional, and academic needs of students from culturally diverse backgrounds.

EDS735 Student Management (2 cr.)

This course focuses on creating and sustaining safe, constructive learning environments. Behavior management systems and the use of instructional assessments, and instructional accommodations to establish a constructive environment for all learners are addressed.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze characteristics of effective instructional designs.
2. Analyze various behavior management plans.
3. Articulate issues and concerns related to students transitioning from one school and/or program level to another.
4. Develop options for responding to various student behaviors.
5. Formulate safety and security policies, plans and procedures for a safe and secure building, including areas of vulnerability and emergency response.
    

EDS740 Ethical Issues for Administrators (3 cr.)

This course focuses on the role of education in a democratic society and the ethical and moral leadership of school administrators. The balance of complex community demands in ethical decision making to serve the best interest of learners is examined. The Minnesota Board of School Administrators (MSBA) Code of Ethics is analyzed and its impact on the school climate and curriculum is examined.

Upon completion of the course, students are expected to be able to do the following:

1. Create plans to balance complex demands to best serve school constituencies.
2. Analyze the interplay among the democratic value system, ethics, and moral leadership in education.
3. Analyze the MBSA Code of Ethics and use it as a basis for situational analysis.
4. Identify and balance complex community demands to best help learners develop as caring, informed citizens.
5. Evaluate the issues of diversity and community relations in leading educational communities.
    

EDS741 Financial Management (3 cr.)

The emphasis of this course is on budget allocation, planning, reporting, and auditing laws and rules governing schools and school districts in Minnesota. Financial systems at the state, district, and school levels are evaluated. The course reviews the historical development of state funding for public education in Minnesota.

Upon completion of the course, students are expected to be able to do the following:

1. Describe the historical progress of public education funding in Minnesota including the overall scope of the current system used to fund schools.
2. Calculate and apply the various revenue formulas used to finance schools in Minnesota.
3. Apply the principles of fund accounting used in the Uniform Financial Accounting and Reporting System for Minnesota Schools (UFARS) in the development of budgets and the chart of accounts.
4. Research the Minnesota property tax system that relates to school finance.
5. Evaluate differing methods of budget development, their implementation, and their strengths and limitations.
6. Analyze the legal issues involved in school financial management.
7. Explain the need for accurate fiscal records for school and district finances, and budgets.
8. Analyze options for allocation of personnel and material resources.

EDS742 Legal Issues in Education (3 cr.)

The emphasis of this course is on the identification, interpretation, and implementation of state and federal laws and legal issues affecting schools and school systems. Education case law, contract law, labor relations, policies, and regulations pertinent to school districts are discussed. Dispute resolution processes and resources are examined.

Upon completion of the course, students are expected to be able to do the following:

1. Review, analyze, and interpret federal and Minnesota statutory law related to education.
2. Apply relevant case law, rules, policies, and regulations to school districts.
3. Recognize and analyze issues and legal concepts specific to school law.
4. Describe provisions of state and federal law pertaining to special needs.
5. Analyze state and federal statutes, laws and provisions for alternative schools.
6. Critique the process of collective bargaining of master contracts including negotiation, mediation, and arbitration between the school board and the various employee groups, and provisions of the master contracts.
7. Articulate the process of dispute resolution as it pertains to conflict with parents, students, and various staff employee groups.
    

EDS750 Principal as Building Leader (3 cr.)

This course examines the role of the building principal as instructional leader who can build effective teams, shape a vision for success for all students, cultivate leadership in others, communicate effectively, help staff upgrade skills, and use data to foster school improvement.  Related topics of importance are explored, including building safety and security systems and student guidance programs available in Minnesota schools.  Organizational structures related to the principal’s role in providing oversight for special education programs are examined. Various models and issues impacting the building master schedule are critically evaluated.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate school safety and security policies, plans, and procedures for a safe and secure building and formulate a plan for corrective action for areas of vulnerability associated with student transportation and school grounds. (4.1, 6.1-.4, 12.2-.3, 13.1-.3, 7.2)
2.  Articulate corrective action strategies through plans that connect each student with a school staff adult to address bullying, profiling, institutional threat, vandalism, and harassment. (13.1, 13.3, 2P.1-2)
3. Evaluate master scheduling considerations and processes for elementary and secondary schools.  (2.2-.3, 2P.5)
4. Facilitate plans for providing programs and services to meet the special education needs of all students considering the grade levels, size, and location of the school. (3.1-.3, 8.4, 2P.6, 3P.2)
5. Design and communicate school improvement plans that integrate research with best practices in teaching and learning, identify relevant school goals, involve key stakeholders, contain student assessment results, and help all learners achieve at high levels. (1.1-.3, 3.2, 6.4, 9.1-3, 12.1-.3, 3P.1-.6)

EDS756 Principal Field Experience I (1 cr.)

Prerequisite(s): Students must apply for the field experience using the application and notification forms in the program manual. Students identify the site(s) for their field experience in the application materials. Concurrent enrollment in the Principal Seminar is required.
The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on-site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at each level: elementary, junior/middle level, and high school. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours each in elementary, junior/middle, and high school.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.

EDS757 Principal Field Experience II (1 cr.)

Prerequisite(s): EDS756  Principal Field Experience I (1 cr.) I or at least 100 hours. If the student has not completed the seminar, concurrent enrollment in the Principal Seminar is required.
The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on-site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at each level: elementary, junior/middle level, and high school. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours each in elementary, junior/middle, and high school.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.

EDS758 Principal Field Experience III (1 cr.)

Prerequisite(s): EDS757 Principal Field Experience II (1 cr.)  or at least 210 hours. If the student has not completed the seminar, concurrent enrollment in the Principal Seminar is required.
The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at each level: elementary, junior/middle level, and high school. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours each in elementary, junior/middle, and high school.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.
   
    

EDS759 Principal Seminar (0 cr.)

Prerequisite(s): Concurrent enrollment in a principal field experience.
These graded seminar sessions are intended to provide a forum in which to reflect on events, circumstances, and responsibilities experienced in the field experience internship. Requirements mandated by Minnesota statutes and the university are reviewed. Job acquisition skills are developed, including cover letter composition, interviewing, resume development, and job search strategies. An introduction to creating the student’s required electronic portfolio is provided.

Upon completion of this course, students are expected to be able to do the following;

1. Compose an effective education administrator’s cover letter and resume.
2. Judge the adequacy or value of their field experiences based on reflection and sharing.
3. Participate in mock job interviews as both an interviewer and interviewee.
4. Organize and prepare various elements of an administrator’s professional electronic portfolio.

EDS760 The Superintendency (3 cr.)

This course provides a forum in which to demonstrate the core competencies specifically required of school district superintendents, including policy and law in school district governance and operations; political influence with local and state government and other agencies; communication with the school board in the district and community; organizational management of school district finances and operations; and judgment in promoting the vision and mission of the district.

Upon completion of the course, students are expected to be able to do the following:

1. Analyze local, state, and federal public policy law in school district governance.
2. Compare and contrast the roles and responsibilities of the superintendent, school board and other administrators.
3. Identify and explain the influencing politics and governance of educational institutions.
4. Promote effective relations with school board members and prospective members, district staff, and community members.
5. Analyze factors affecting school district finances.
6. Analyze a district’s mission and vision, demonstrating a balance between varied and competing interests.
    

EDS761 Superintendent Field Experience I (1 cr.)

Prerequisite(s): Students must apply for the field experience using the application and notification forms in the program manual.
Students identify the site(s) for their field experience in the application materials. The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on-site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at a second education organization at the top leadership level. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.

EDS762 Superintendent Field Experience II (1 cr.)

Prerequisite(s): EDS761  or at least 100 hours.
The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at a second education organization at the top leadership level. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.
    

EDS763 Superintendent Field Experience III (1 cr.)

Prerequisite(s): EDS762  or at least 210 hours.
The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at a second education organization at the top leadership level. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.
    

EDS772 Resource Allocation for Special Education Directors (3 cr.)

The emphasis of this course is on budget planning, allocation, monitoring, reporting, and auditing practices as applied to special education programs and school districts in Minnesota.  Financial systems at the state, district, and school levels are examined. Implementation of the Individuals with Disabilities Education Act (IDEA), as revised, is studied specifically as it relates to financial support. Potential sources of funding for educational technologies and specialized instructional strategies used to support special education programs and students are examined.

Upon completion of the course, students are expected to be able to do the following:

1. Describe current systems of special education funding in Minnesota.     
2. Demonstrate understanding of revenue sources used to finance special education in Minnesota.  
3. Apply the principles of fund accounting used in the Uniform Financial Accounting and Reporting System (UFARS) for Minnesota Schools in development of budgets and the chart of accounts.
4. Evaluate differing methods of budget development, their implementation, and their strengths and limitations in special education in Minnesota.
5. Analyze requirements, guidelines, and options for staffing special education systems in Minnesota.
6. Analyze the advantages, liabilities, and appropriate use of various assistive technologies and special education instructional strategies.
7. Evaluate funding options to support technologies and specialized treatments.

EDS773 Legal Issues in Special Education (3 cr.)

This course identifies and analyzes the laws and rules governing special education programs and school districts in Minnesota.  Implementation of the Individuals with Disabilities Education Act (IDEA), as revised, is studied specifically as it relates to legal requirements.  Education case law, contract law, labor relations, policies, and regulations pertinent to special education in Minnesota are discussed. Program options and dispute resolution processes and resources are examined.

Upon completion of the course, students are expected to be able to do the following:

1. Interpret state and federal regulations governing the monitoring of special education programs.   
2. Review, analyze and interpret state and federal laws related to special education.  
3. Apply relevant case law, rules, policies and regulations to special education.  
4. Analyze issues and legal concepts specific to special education school law.
5. Articulate the process of dispute resolution as it pertains to conflict with parents, students, staff, and various advocacy groups.
6. Analyze legal requirements regarding assistive technologies and specialized instructional strategies used to support special education programs and students.

EDS775 Exit Assessment Meeting (0 cr.)

This course is the concluding activity for a student seeking education administration licensure as a K-12 principal in Minnesota. Achievement of the state-identified competencies is evaluated based on the student’s portfolio presentation to a committee and responses to questions raised regarding leadership and problem-solving situations. Students are required to submit evidence of competencies; a personal assessment of their growth in the competencies; and a competency reflection in which they relate their preparation, growth, increased insight, and understanding for each competency.  

Upon completion of the activity, students are expected to be able to do the following:

1. Prepare a portfolio documenting achievement of the K-12 principal competencies for presentation to a panel of university faculty and practicing administrators.
2. Respond to case study situations to demonstrate critical analysis and problem-solving skills.
3. Complete the necessary forms and documentation required to secure university endorsement for application to the Department of Education for K-12 principal licensure.

EDS776 Exit Assessment Meeting (0 cr.)

This course is the concluding activity for a student seeking education administration licensure as a superintendent in Minnesota. Achievement of the state-identified competencies is evaluated based on the student’s portfolio presentation to a committee and responses to questions raised regarding leadership and problem-solving situations. Students are required to submit evidence of competencies; a personal assessment of their growth in the competencies; and a competency reflection in which they relate their preparation, growth, increased insight, and understanding for each competency.  

Upon completion of the activity, students are expected to be able to do the following:

1. Prepare a portfolio documenting achievement of the superintendent competencies for presentation to a panel of university faculty and practicing administrators.
2. Respond to case study situations to demonstrate critical analysis and problem-solving skills.
3. Complete the necessary forms and documentation required to secure university endorsement for application to the Department of Education for superintendent licensure.

EDS777 Exit Assessment Meeting (0 cr.)

This course is the concluding activity for a student seeking education administration licensure as a director of special education in Minnesota. Achievement of the state-identified competencies is evaluated based on the student’s portfolio presentation to a committee and responses to questions raised regarding leadership and problem-solving situations. Students are required to submit evidence of competencies; a personal assessment of their growth in the competencies; and a competency reflection in which they relate their preparation, growth, increased insight, and understanding for each competency. A record of the hours logged during the three-credit field experience is also submitted.

Upon completion of this activity, students are expected to be able to do the following:

1. Prepare a portfolio documenting achievement of the director of special education competencies for presentation to a panel of university faculty and practicing administrators.
2. Respond to case study situations to demonstrate critical analysis and problem-solving skills.
3. Complete the necessary forms and documentation required to secure university endorsement for application to the Department of Education for director of special education licensure.

EDS780 Advanced Action Research (3 cr.)

This course focuses on action research methods used by practitioners to analyze student needs and program outcomes at the classroom, building, and district levels. Qualitative and quantitative methods, including analysis of standardized tests, analysis of performance-based procedures, surveys, focus groups, observational data analysis, and other methods used by practitioners for the examination and improvement of professional practices are examined. Students generate an action research proposal as the basis for their capstone research project.

Upon completion of this course, students are expected to be able to do the following:

1. Differentiate action research from other forms of organizational research.
2. Define and evaluate applications of action research in various settings.
3. Discuss and critique methods used in action research.
4. Demonstrate understanding of appropriate uses for qualitative, quantitative, and mixed-methods research.
5. Read, present, and critique research data and its relevance to addressing a particular administrative challenge.
6. Examine and discuss the adequacy of existing action research questions, methods, and data analysis.
7. Recognize the use of research findings in the development of strategies to address administrative problem solving.

EDS791 Director of Special Education Field Experience I (1 cr.)

Prerequisite(s): Students must apply for the field experience using the application and notification forms in the program manual. Students identify the site(s) for their field experience in the application materials. Concurrent enrollment in the Director of Special Education Seminar is required.
The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an onsite licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at a second education organization at the top leadership level. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second education organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.

EDS792 Director of Special Education Field Experience II (1 cr.)

Prerequisite(s): EDS791 Director of Special Education Field Experience I (1 cr.)  or at least 100 hours. If the student has not completed the seminar, concurrent enrollment in the Director of Special Education Seminar is required.
The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at a second education organization at the top leadership level. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second education organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.
   
    

EDS793 Director of Special Education Field Experience III (1 cr.)

Prerequisite(s): EDS792 Director of Special Education Field Experience II (1 cr.)  or at least 210 hours. If the student has not completed the seminar, concurrent enrollment in the Director of Special Education Seminar is required
The administrative field experience internship offers students opportunities to practice the knowledge and skills within the state-identified competencies for administrative licensure. Over the span of the three 1-credit courses, a total of 320 hours of service, under the supervision of an on site licensed practicing administrator and a university advisor, are documented. Approximately 107 hours are completed per credit. Among the total 320 hours, at least 40 hours must be logged at a second education organization at the top leadership level. Students have, by Minnesota statute, a 12-month period to complete the 320 total hours.

Upon completion of each field experience course, students are expected to be able to do the following:

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second education organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota Statues.
4. Appraise and reflect on their knowledge of leadership techniques associated with school leadership.
5. Compose, collect, and assemble items of evidence documenting engagement in activities which support personal growth in the competencies.
   
    

EDS794 Director of Special Education Seminar (0 cr.)

Prerequisite(s): Concurrent enrollment in a Director of Special Education field experience.
 
These graded seminar sessions are intended to provide a forum in which to reflect on events, circumstances, and responsibilities experienced in the field experience internship. Requirements mandated by Minnesota statutes and the university are reviewed. Job acquisition skills are developed, including cover letter composition, interviewing, resume development, and job search strategies. An introduction to creating the student’s required electronic portfolio is provided.

Upon completion of this course, students are expected to be able to do the following;

1. Compose an effective education administrator’s cover letter and resume.
2. Judge the adequacy or value of their field experiences based on reflection and sharing.
3. Participate in mock job interviews as both an interviewer and interviewee.
4. Organize and prepare various elements of an administrator’s professional electronic portfolio.

EDS795 The Special Education Director (3 cr.)

In this course the core competencies specifically required of school district leader of special education are analyzed. Among the topics are federal and state laws, rules and procedures governing special education: statutory regulations regarding board meeting procedures that affect special education governance; management of special education program models acceptable in Minnesota: and the use of and accounting procedures for various resource allocation models.

Upon completion of the course, students are expected to be able to do the following:

1. Identify and evaluate programs, resources, and agencies/organizations available to children with special needs and their families.
2. Analyze and evaluate special education administrative and service models used in Minnesota, including provisions for needs assessment, program development/design, and assessment of outcomes.
3. Identify and critique policies, procedures, and issues regulating special education services.
4. Interpret state and federal regulations governing the monitoring of special education programs, including Minnesota’s Continuous Improvement Monitoring Process
5. Interpret and apply key requirements of IDEA and No Child Left Behind legislation that affect special education students and programs.
6. Analyze and recommend approaches to recruit, train, and retain highly qualified special education staff.
7. Create strategies for relating to special education advocacy groups, including instructional staff, other district administrators, outside agencies, school board members, and Minnesota Department of Education.
8. Describe and evaluate when to use assistive technologies and specialized instructional strategies to support special education programs and students.

EDS798 Advanced Action Research Seminar (3 cr.)

Prerequisite(s): EDS780  
This seminar is designed to assist students in the completion of their capstone research project. The seminar correlates with their research activities. Discussions and readings focus on issues and questions arising from the actual research experience. Students design, carry out, and share their progress on their action research project in a seminar format.

Upon completion of the course, students are expected to be able to do the following:

1. Communicate clearly and appropriately to all stakeholders by speaking, listening, writing, delivering presentations, and using technology. 
2. Design appropriate assessment strategies for measuring learner outcomes and utilize data for instructional decision making.
3. Reach logical and timely conclusions by analyzing relevant information, identifying the elements of the problem, framing issues, identifying possible causes, and using problem analysis technology.
4. Identify and give priority to significant issues as well as demonstrate adaptability and conceptual flexibility.
5. Utilize different leadership and decision-making strategies, including but not limited to collaborative models; and model appropriately their implementation.