Course Descriptions

EDD899 Comprehensive Examination (1 cr.)

Prerequisite(s): 45 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 11 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.)

This course explores the history of leadership theory and focuses on applied theories of leadership behavior.  Leaders as change agents and leaders as servants are emphasized to effectively lead educational organizations characterized by complex and changing global and educational environments.  Key concepts of leadership including courage, ethics, motivation, power and influence, vision and mission, and culture are analyzed through the lens of change.

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.

EDS799 Exit Assessment Meeting and Capstone Presentation (0 cr.)

This course is the concluding activity for students seeking the Education Specialist degree. Once the action research project is completed, a final thesis is prepared, reviewed by the student’s Committee, and then presented to and discussed with a panel of colleagues and University faculty. Upon completion, the Committee endorses the final thesis and recommends the student for the Education Specialist degree.

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

1. Prepare a final draft of the EDS thesis for review and presentation.
2. Communicate clearly and appropriately with all stakeholders by speaking, listening, writing, and delivering the presentation using technology.
3. Synthesize and present the action research project to a panel.

EL600 Orientation and Writing Assessment (0 cr.)

This required session introduces newly enrolled students in the M.A. in Educational Leadership program to the policies, procedures, and expectations of the program. Commonly asked questions are addressed including an overview of the preferred sequencing of courses, action research project overview, and exit procedures. A writing assessment is also administered.

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

1. Explain the expectations of the M.A. in Educational Leadership.
2. Demonstrate written communication skills.
    

EL602 Facilitation Through Communication (3 cr.)

In this course students develop academic written and oral skills, interpersonal communication skills, and technology skills for presentations and organizational communication.   The relationship between communication and organizational culture is addressed. 

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

1. Demonstrate academic and professional written, oral, and technological communication skills, including the use of appropriate APA writing style.
2. Evaluate various modes of organizational communication, including technology, and its impact on communicating the organizational culture.
3. Explore and apply various communication styles including variations found within diverse cultural, gender, and generational groups.
4. Demonstrate interpersonal communication skills that promote inclusiveness.
    

EL603 Foundations of Educational Leadership (3 cr.)

This course focuses on leadership principles designed to create and sustain educational organizations/programs through the creation and implementation of vision, mission, and reflective practices. Leadership styles coupled with personal, cultural, and ethical awareness are evaluated.

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

1. Identify and synthesize educational leadership principles and styles.
2. Create a vision and mission to drive educational quality.
3. Develop and demonstrate culturally competent leadership skills.
4. Evaluate the role of creativity and risk-taking in educational leadership.
5. Examine and apply strategic planning models, including data-driven decisions, for educational improvement.
6. Integrate ethics into leadership practices.
    

EL613 Fundamentals of Management (3 cr.)

This course examines management strategies for supporting organizational systems and infrastructure within an educational organization. Management styles and models, technology assisted budgetary decision making, project management, and crises management are addressed.

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

1. Differentiate between leadership and management.
2. Evaluate management models and styles.
3. Articulate one’s personal management style.
4. Identify and analyze the interrelatedness of informal and formal internal systems sustaining the vitality of the educational organization.
5. Employ technology-assisted budgetary decision making skills and theories that drive organizational improvement.
6. Apply project management skills.
7. Design an organizational infrastructure to ensure a safe and effective environment.
8. Discuss prioritization and action strategies for managing crises.
9. Apply ethical principles to management practices.
    

EL622 Supervision (3 cr.)

This course examines methods of supervision, evaluation, and mentoring of personnel. Skills for hiring, evaluating, and developing personnel to enhance performance and growth of the educational organization with sensitivity to diversity are the main focus.

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

1. Evaluate strategies for identifying and recruiting quality staff.
2. Analyze methods for evaluating and reporting faculty/employee performance.
3. Examine and apply methods for developing personnel to enhance performance.
4. Analyze various approaches/theories to supervision of staff including issues of law, conflict resolution, and negotiation.
5. Analyze strategies for promoting a sense of belonging within a diverse organizational community.
6. Demonstrate effective written and interpersonal communication skills that drive performance improvement.
    

EL623 Curriculum and Instruction (3 cr.)

This course focuses on designing and evaluating curriculum and instructional strategies to create programs that meet the needs of all learners including adults. Curriculum design models, instructional methodologies, methods for authentic assessment of learning, and learning styles are explored.

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

1. Examine and apply curriculum design models and instructional strategies in order to teach, train, and supervise adults.
2. Apply learning style theory for instruction.
3. Evaluate and apply methods of authentic assessment of learning.
4. Create learning experiences that meet the needs of all learners through the development of appropriate curricular and instructional strategies.
5. Examine methods for promoting educational strategies within an organization.
    

EL630 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 appropriate use of and the processes involved in conducting descriptive/experimental research and quantitative/qualitative research.
2. Develop skills to generate research questions, review relevant literature and devise a plan for descriptive research.
3. Critique published educational research by identifying limitations, assumptions, and biases of studies.
4. Determine appropriate sources of data and data analysis for action research.
5. Design basic action research implementing accepted design and reporting methods.
6. Design a plan for communicating and implementing action research findings within an educational organizational setting.
    

EL633 Ethics and Law (3 cr.)

This course surveys ethical principles and legal issues that impact leadership in an educational setting. Legal trends, state and federal laws, case studies, and ethical dilemmas as they apply to personal and professional ethics are addressed.

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

1. Analyze the history of educational ethical and legal issues in relation to social impact.
2. Identify legal and ethical issues regarding education relevant to the student’s career field.
3. Discuss and evaluate ethical and legal case studies addressing educational issues.
4. Identify and interpret the implication of the code of the ethics related to the student’s career field.
5. Demonstrate an integration of ethics and legal principles into personal and professional life.
    

EL634 Action Research Project (3 cr.)

Prerequisite(s): EL630 
In this summative course, participants conduct an in-depth study of action research, data collection and data analysis processes, ethical implications of research, and research as a continuous improvement tool. This learning is applied to various professional settings through the creation of an individualized action research project and a written paper, which includes an introduction, a review of current literature, research questions, a description of the methodology and means of evaluation, the findings and interpretation of results, and possible questions for further study.

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

1. Review relevant scholarly literature on a selected topic.
2. Synthesize and evaluate findings from relevant, scholarly literature on a selected topic.
3. Compose an educational research question.
4. Apply skills to plan and conduct descriptive research.
5. Use academic writing skills and APA style.
    

EL651 Educational Information Literacy (1 cr.)

This course is designed for Saint Mary’s University students enrolled in education-related graduate programs. Topics covered include structured, efficient research strategies; print and electronic information sources; information and source evaluation; and intellectual freedom, copyright, and plagiarism.

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

1. Design and implement effective research strategies, and choose research tools best suited to satisfy any information need.
2. Identify and retrieve information from credible, authoritative sources relevant to their needs.
3. Use technology to enhance searching and assist in information evaluation.
4. Evaluate information and its sources, based on an understanding of credibility, purpose, bias, authorship, intellectual content, and authenticity.
5. Use and understand library research and reference tools, and information organization and classification.
6. Analyze information production and the social, political, and ethical results of its creation.
7. Understand the consequences of accidental and intentional plagiarism.
8. Utilize and understand APA citation style.
    

EL652 Adult Learning (3 cr.)

This course is designed to study and apply learning theories that engage diverse adult learners in professional and personal development. The main focus is developing coaching and team building skills, creating a learning organization through the use of adult learning theory, establishing staff development, and comparing androgogy and pedagogy.

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

1. Examine and apply strategies for professional development incorporating theories of adult learning.
2. Compare and synthesize androgogical and pedagogical instructional approaches.
3. Define and identify components of a learning organization to promote effectiveness.
4. Determine methods for creating and sustaining a learning organization.
5. Demonstrate coaching, mentoring, and team building practices incorporating adult learning theory.
6. Demonstrate an integration of demographic and cultural understanding into adult learning situations.
    

EL661 Administration and Assessment (1 cr.)

EL662 Promoting Change (3 cr.)

This course surveys concepts and strategies related to the creation and implementation of visionary change. Theories surrounding systemic change based on the examination and implementation of internal systems within an educational organization are examined.

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

1. Identify and analyze current research methods for planning and implementing organizational change.
2. Evaluate ways to overcome resistance to organizational change.
3. Evaluate reactions to change on an individual and organizational level.
4. Examine the role of organizational data and technology-assisted data analysis for strategizing change.
5. Analyze examples of successful and unsuccessful organizational change and the strategies employed.
    

EL670 Multicultural Leadership and Team Building (3 cr.)

This course focuses on becoming a culturally-aware leader able to integrate diversity for educational and organizational growth. Students investigate ways to strengthen and advance organizations through effective team building and collaborative skills, and to promote organizational cultural awareness while garnering community involvement and political support.

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

1. Develop an awareness of various forms of diversity.
2. Analyze the management of building involvement and political support from diverse communities and stakeholders.
3. Review and interpret state and federal laws regarding diversity and cultural awareness.
4. Engage in critical inquiry and respectful dialogue to engender cultural competency.
5. Apply team building skills to create an inclusive learning community of diverse members.
6. Evaluate the role and application of professional learning communities.

EL671 Leadership Roles of Activities Directors (1 cr.)

This survey course examines the history and development of extra-curricular activities in our schools. Special emphasis is given to legal issues, policies, and funding for extra-curricular programs.

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

1. Compare and contrast leadership roles for athletic directors and fine arts directors.
2. Identify and interpret internal systems surrounding governance and funding of extra-curricular programs.
3. Explain the role of the Minnesota State High School League and its role in education.
4. Explore the mobilization of political support that ensures success of programs and participants.
5. Discuss ways to leverage diversity for program and student growth.
6. Anticipate the role of the fine arts and athletics in tomorrow’s educational settings.
    

EL673 Emotional Intelligence in Leadership (1 cr.)

This course examines how emotional intelligence impacts and influences leadership and personal effectiveness.  Strategies and applications to increase emotional intelligence as a leader and in others are explored.

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

1. Define the five aspects of emotional intelligence related to self analysis and strengths of the adult learner.
2. Analyze how emotional intelligence influences leadership.
3. Evaluate organizational and change movement situations through the lens of emotional intelligence.
4. Create strategies to raise awareness in emotional intelligence for others.
    

EL681 Learning in Adulthood (1 cr.)

This course provides an in-depth exploration of the nature of learning in adulthood. The main focus includes the adult learning process, learning development in adulthood, adult learning styles, and develop effective strategies for teaching adult learners.

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

1. Compare various learning styles of adult learners.
2. Analyze the biological, psychological, and socio-cultural aspects of adult learning.
3. Evaluate the role of life experience in formal and informal learning for diverse adult populations.
4. Integrate the adult learning process, learning styles, and adult development into instructional strategies.

EL682 Student Affairs Leadership in Higher Education (2 cr.)

This course traces the emergence of the student affairs profession and current issues and trends. It examines the multiple roles in student affairs and applies theory to transformational leadership practices in this field.

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

1. Evaluate the emergence and development of the student affairs profession in various types of higher education institutions.
2. Identify multiple roles and employment opportunities in student affairs.
3. Analyze the impact of various student characteristics and populations on student affairs practices.
4. Recognize current issues, trends, and technology advances affecting student affairs leadership.
5. Apply principles, practices, and student development theory to transformational leadership in student affairs.
6. Examine ethical and legal issues in student affairs.
7. Apply course learning through a student affairs field experience.
    

EL691 Charter School Leadership (1 cr.)

This survey course examines the history, philosophy, growth, and legal issues surrounding charter schools. Topics include leadership, governance, sponsorship, policies, structure, funding, and public accountability.

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

1. Compare leadership roles in charter schools and public schools.
2. Identify and interpret internal systems surrounding governance, sponsorship, and funding.
3. Examine state mandated reporting systems for charter schools.
4. Examine the historical and philosophical roots of charter schools.
5. Explore the mobilization of political support that ensures success of charter schools.
6. Discuss ways to leverage diversity for institutional and student growth.
    

ESL560 Student Teaching (6 cr.)

Prerequisite(s): All other licensing coursework
While working closely with a cooperating teacher, the student begins to assume the role of teacher in an actual classroom setting, gradually becoming fully responsible for planning, organizing, and teaching lessons, maintaining a conducive learning environment, and becoming acquainted with school routines and practices. The pre-service teacher is expected to demonstrate development of professional dispositions of a well-organized, effective, and reflective instructor. Teacher candidates student teach for a semester in an area school. Mastery of the Minnesota State Standards of Effective Practice is expected by the end of student teaching.

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

1. Create learning experiences utilizing central ESL concepts, tools, of inquiry to make English language learning meaningful for learners.
2. Apply knowledge of how students learn and develop in order to provide learning opportunities that support a student’s intellectual, social, and personal development.
3. Create instructional opportunities that are adapted for learners of diverse backgrounds and exceptionalities.
4. Utilize a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
5. Facilitate learning environments the encourage learners’ positive social interaction, active engagement in learning, and self-motivation.
6. Foster active inquiry, collaboration, and supportive interaction in the classroom through effective verbal, nonverbal, and media communication.
7. Plan and manage instruction based upon knowledge of the English language and language learning principles, students, the community, and curriculum goals.
8. Utilize formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of learners.
9. Reflect on effects of choices and actions on others, including learners, parents, and other professionals in the learning community.
10. Interact with stakeholders to support student learning and well-being.

ESL570 International Student Teaching (6 cr.)

Prerequisite(s): All other licensing coursework
While working closely with a cooperating teacher, the student begins to assume the role of teacher in an actual classroom setting, gradually becoming fully responsible for planning, organizing, and teaching lessons, maintaining a conducive learning environment, and becoming acquainted with school routines and practices. The pre-service teacher is expected to demonstrate development of professional dispositions of a well-organized, effective, and reflective instructor. Teacher candidates student teach for a semester in a school located outside of the United States. Mastery of the Minnesota State Standards of Effective Practice is expected by the end of student teaching.

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

1. Create learning experiences utilizing central ESL concepts, tools, of inquiry to make English language learning meaningful for learners.
2. Apply knowledge of how students learn and develop in order to provide learning opportunities that support a student’s intellectual, social, and personal development.
3. Create instructional opportunities that are adapted for learners of diverse backgrounds and exceptionalities.
4. Utilize a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
5. Facilitate learning environments the encourage learners’ positive social interaction, active engagement in learning, and self-motivation.
6. Foster active inquiry, collaboration, and supportive interaction in the classroom through effective verbal, nonverbal, and media communication.
7. Plan and manage instruction based upon knowledge of the English language and language learning principles, students, the community, and curriculum goals.
8. Utilize formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of learners.
9. Reflect on effects of choices and actions on others, including learners, parents, and other professionals in the learning community.
10. Interact with stakeholders to support student learning and well-being.

ESL600 Foundations of Language and Literacy Development (1-3 cr.)

This course explores the theoretical and scientific underpinnings of literacy development as a basis for developing effective K-12 reading programs. Major topics include knowledge of the relationships between spoken and written language, the historical evolution of English, processes of reading, motivational aspects, stages of reading, spelling, and writing development, and major historical and current instructional approaches and programs for literacy development. Qualitative and quantitative research regarding literacy acquisition and applications to designing balanced reading programs are addressed. This course is also an applied introduction to the study of linguistics as it relates to the teaching of English to non-native speakers. It is divided into language as a system (phonology, morphology, syntax, semantics), the social factors affecting language acquisition and development, and the relationship of learning English to that of learning other languages.

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

1. Evaluate how limited English proficiency affects learning. C1, SMU2, (K)
2. Analyze the differences between literacy development in the first language and the second language, and the implications for teaching second language learners. E1, SMU4, (K)
3. Apply basic linguistic concepts. G1, SMU6, (K, A)
4. Outline the features of English including phonology, morphology, syntax, and semantics. G2, SMU6, (K, A)
5. Relate knowledge of English to other languages. G3, SMU6, (K)
6. Summarize the history and development of the English language. G4, SMU6, (K, A)
7. Apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents. K1, SMU9, (K, A)
    

ESL601 Second Language Acquisition (3 cr.)

Prerequisite(s): ESL600  
This course addresses major topics of second language acquisition, including the processes of first and second language acquisition; the similarities and differences among child, adolescent, and adult language acquisition; the developmental progression of students with limited English proficiency; and methods, techniques, and program models for second language instruction.

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

1. Analyze the processes of first and second language acquisition. H2, SMU7, (K, A)
2. Compare the similarities and differences among child, adolescent, and adult language acquisition. H1, SMU7, (K, A)
3. Assess the developmental progression of students within the range of individual variation of students with limited English proficiency in a given learning context. B3, SMU1, (K, A)
4. Evaluate how limited English proficiency affects learning. C1, SMU2 (K, A)
5. Integrate both language learning and subject matter content for student success in an academic setting. C2, SMU2 (K)
6. Create and apply strategies for second language instruction. SMU1
    

ESL602 Language and Culture (3 cr.)

Prerequisite(s): ESL600  
This course focuses on the concepts and skills needed to develop cultural understanding of and communication with speakers of other languages. The impact of cultural, linguistic, ethnic, regional, and gender differences in the classroom is examined. Various strategies to involve non-English speaking families in the school community are considered.

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

1. Evaluate how limited English proficiency affects learning.
2. Analyze differing cultural practices and how these differences may affect the way students learn.
3. Design communication strategies with parents within the larger sociocultural framework of which the school is a part.
4. Identify how the student’s environment, including family circumstances, community systems, and health and economic conditions, may influence learning.
5. Relate knowledge of English to knowledge of other languages.
6. Characterize the cultural and social differences reflected in the United States’ cultural pluralism.
7. Interpret the sociolinguistic dynamics of the cultures of the United States.
8. Analyze how cultural, linguistic, ethnic, regional, and gender differences affect communication in the classroom.
9. Connect students’ schooling experiences with everyday life, the workplace, and further educational opportunities.
10. Involve representatives of business, industry, and community organizations as active partners in creating educational opportunities.
     

ESL603 Reading Instruction for Linguistically and Culturally Diverse Learners (1-3 cr.)

Prerequisite(s): ESL600  
This course focuses on the concepts and skills needed to develop literacy programs for students who differ in how they acquire literacy because of language, learning, and/or cultural differences. Three major strands are featured: (1) selection and teaching of literature that reflects the diversity of American classrooms and promotes global understanding; (2) fostering literacy in children who come from non-mainstream cultures; and (3) literacy for English Language Learners (ELL/ESL) and for those with special learning characteristics. Gender differences in literacy acquisition are also explored.

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

1. Analyze the differences between literacy development in the first language and the second language, and the implications for teaching second language learners. E1, SMU4, (K, A)
2. Design strategies to develop communication skills in listening, speaking, reading, and writing as an important contributor to academic success across the curriculum. E2, SMU4, (K)
3. Outline the features of English, including phonology, morphology, syntax, and semantics. G2, SMU6, (K)
4. Relate knowledge of English to other languages. G3, SMU6, (KA)
5. Analyze how cultural, linguistic, ethnic, regional, and gender differences affect communication in the classroom. I3, SMU8, (K)
    

ESL605 Reflective Language Teaching (3 cr.)

Prerequisite(s): ESL600  
This course focuses on the development and practice of competencies for teaching in the elementary and secondary classroom. The three areas of emphasis are 1- planning, implementing, and evaluating learning in the school environment; 2- critical reflection, monitoring, and adjustment of professional practice; and 3- observation and understanding of administrative and instructional policies and procedures.

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

1. Reflect on language learning and teaching experiences and their influence on personal teaching philosophy. A (K, A)
2. Adopt appropriate learning materials and adapt teaching strategies to meet the second language needs of students with limited English proficiency in a school setting. B2, SMU1, (K, A)
3. Plan with other professionals to improve the quality of educational services provided to students with limited English proficiency. D4, SMU3, (K, A)
4. Incorporate communication skills in listening, speaking, reading, and writing as an important contributor to academic success across the curriculum. E2, (K, A)
5. Use a variety of communication techniques, verbal, nonverbal, and multimedia, and other technology-based resources that enhance student learning. E3, SMU4, (K, A)
6. Apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents. J1, (K, A)
7. Apply the research base for and the best practices of kindergarten and primary, intermediate, and middle level and high school education. J2, SMU9, (K, A)
8. Apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with kindergarten and primary, intermediate, and middle level and high school students within a range of educational programming models. J8, SMU9, (K, A)

ESL606 Methods Instruction for English Language Learners (3 cr.)

Prerequisite(s): ESL600  
This course covers historical, recent, and innovative methods, theories, and models of instruction for English language learners. Instructional design approaches for listening, speaking, reading, and writing consider culture, language and educational backgrounds, individual differences, and English level. Emphasis is on teaching English through academic content and collaboration with mainstream staff.

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

1. Use multiple forms of instructional approaches to address different learning styles, background experiences, and performance modes of English language learners (ELLs). B1, SMU1, (K, A)
2. Adopt appropriate learning materials and adapt teaching strategies to meet the needs of ELLs in a K-12 school setting. B2, SMU1, (K)
3. Plan with other professionals to improve the quality of educational services provided to ELLs. D4, SMU3, (K)
4. Compare the differences between literacy development in the first language and the second language, and the implications of these differences when teaching ELLs. E1, SMU4, (K)
5. Design strategies to develop communication skills in listening, speaking, reading, and writing as important factors in academic success across the curriculum. E2, SMU4, (K)
6. Apply a variety of communication techniques when teaching and use verbal, nonverbal, multimedia, and other technology-based resources that enhance student learning. E3, SMU4, (K)
7. Develop curriculum goals and purposes based on the central concepts of ESL. J3, SMU9, (K)
8. Apply instructional strategies and materials to achieve student understanding and learning. J3, SMU9, (K) 
9. Align district, school, and department mission and goals in program planning. J4, SMU9, (K, A)
10. Formulate plans to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities. J4, SMU9, (K)
11. Apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with kindergarten and primary, intermediate, and middle level and high school students within a range of educational programming models. J8, SMU9, (K)
12. Evaluate research on English language learning.
     

ESL607 School and Community Collaborations for English Language Learners (3 cr.)

Prerequisite(s): ESL600  
This course includes a clinical experience for application of best practices for K-12 education for English language learners, including content-based methodologies, communication skills in curricular and co-curricular learning experiences, and involvement of the community as active partners in creating educational opportunities and programs.

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

1. Connect both language learning and subject matter content as essential to student success in an academic setting.
2. Design strategies to develop communication skills in listening, speaking, reading, and writing as important factors in academic success across the curriculum.
3. Apply the research base for and the best practices of kindergarten and primary, intermediate, and middle level and high school education.
4. Develop curriculum goals and purposes based on the central concepts of English as a second language and know how to apply instructional strategies and materials for achieving student understanding.
5. Formulate plans to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities.
6. Create co-curricular and extracurricular activities in the teaching and learning process.
7. Apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with kindergarten and primary, intermediate, and middle level and high school students within a range of educational programming models.
    

ESL608 Writing Instruction (3 cr.)

Prerequisite(s): ESL600  
This course focuses on the concepts and skills needed to develop strong writing programs for students who differ in how they acquire literacy because of language and/or cultural differences. Major topics include exploring the history of the English language; strengthening students’ use of academic language (including grammar, usage, mechanics, style); writing for varying purposes and audiences across content areas; deepening the understanding of the role of technology in writing; and formal and informal assessment of writing.

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

1. Understand a variety of methods, techniques, and program models suitable for second language instruction with diverse learners, including adapting existing materials to meet the needs of the students with limited English proficiency.
2. Demonstrate an understanding of communication instruction in the second language context and the importance of developing communication skills in listening, speaking, reading, and writing across the curriculum.
3. Understand and use formal and informal second language assessment techniques to determine appropriate placement and to evaluate the progress of students with limited English proficiency. 
4. Understand the contributions of general and applied linguistics to second language education.

ESL614 Contemporary Immigrant Literature (1 cr.)

This course explores contemporary writings about and by immigrants adjusting to life in American society.  Common themes include struggles with dual identities, feelings of helplessness and re-entry to childhood, homesickness, experiences with prejudice, and difficulties with learning English and gaining employment.  Genres include contemporary fiction, memoir, ethnographic studies, picture books, film media, and journalistic accounts.

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

1. Analyze the unique needs of individuals immigrating to the United States, particularly those without English language fluency and transferable job skills.
2. Compare and contrast the integration experiences of people immigrating from different cultural and economic groups.
3. Develop a framework for assessing the assimilation status of adult English learners and their needs for themselves and their children.

ESL617 Researching Critical Issues of English Language Learners (2 cr.)

In this course ESL master’s degree candidates integrate their knowledge of current practices and policies in education of English learners with an understanding of historical and contemporary underlying immigration issues in American society.  Candidates choose a topic of interest to research in depth to demonstrate their ability to evaluate the role of schools as organizations within the larger community and the political context for integration of English learners in American society. This course includes an overview of research topics, including data collection, analysis, research ethics, as well as a focus on the following methodologies: action research, narrative inquiry, survey research, case studies, ethnographies, and discourse analysis.

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

1. Synthesize current policies regarding services to English learners with knowledge of past and current trends.
2. Demonstrate the value of critical thinking and self-directed learning.
3. Develop research questions or hypotheses related to policies that impact services to English learners.
4. Create a written research proposal.
5. Write a literature review investigating a particular ESL topic.
6. Use APA style correctly.

ESL618 Research Paper and Presentation (2 cr.)

Prerequisite(s): ESL617  
This course involves continued instruction on the fundamentals of ESL research-writing and further exploration of the student’s individual research topic. Each student develops the ESL 617 research proposal into a full-length 3-chapter thesis proposal, and delivers and defends an oral presentation on the thesis proposal.

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

1. Organize an academic research paper.
2. Investigate a particular ESL topic, using appropriate research methodology and data collection techniques.
3. Produce a final draft of an academic thesis proposal.
4. Deliver an oral presentation on thesis proposal.
5. Defend methodological choices on thesis proposal. 

ESL620 International Perspectives and Principles of Second Language Teaching (3 cr.)

Prerequisite(s): ESL600  
This course focuses on international perspectives of English language teaching, the ways the English language has been impacted by modern globalization, and principles of English language instruction in worldwide contexts. Major topics include sociocultural and sociolinguistic issues and pedagogical implications, the impact of global perspectives of English as an international language, World Englishes, and underlying implications of trends in international beliefs about English language teaching.

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

1. Demonstrate an understanding of the importance of using multiple forms of instructional approaches to address different learning styles, background experiences, and performance modes of English learners. (B1)
2. Articulate how cultural practices may differ and how these differences may affect the way students learn. (D1)
3. Describe how the students’ environment, including family circumstances, community systems, and health and economic conditions, may influence learning. (D3)
4. Explain the limitations of using traditional assessment procedures in the identification and placement of English learners in academic programs, including gifted and special education programs. (F2)
5. Apply formal and informal second language assessment tools, including item and test construction methods appropriate for English learners. (F1, F3)
6. Consider basic linguistic concepts and features of English, including phonology, morphology, syntax, and semantics as they relate to the second language classroom. (G1, G2)
7. Relate knowledge of the English language and its history and development to other languages. (G3, G4)
8. Articulate how cultural and social differences are reflected through cultural pluralism in the United States. (I1)
9. Identify specific examples of how cultural, linguistic, ethnic, regional, and gender differences affect communication in the classroom. (I3)

E600 Ways of Reading (3 cr.)

In this course students examine the role of the reader in literary interpretation.  The course considers how diverse audience perspectives as well as the application of theoretical and other critical lenses help construct the life of the text.

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

1. Evaluate key concepts in literary and cultural theory.
2. Analyze how individual readings reflect and/or challenge theoretical assumptions about language and literature.
3. Reconstruct the critical conversation surrounding a work.
4. Contribute a critical reading that is effectively situated within an existing critical conversation.

E605 The Text in Focus (3 cr.)

In this course students examine how primary texts can be said to generate their own meaning. Particular attention is given to formal qualities, the relationship between literary elements and the text as a whole, classification by genre, and a text’s incorporation of other texts.

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

1. Identify and analyze formal qualities of texts.
2. Analyze how individual literary elements contribute to the possible meanings of a text.
3. Assess texts as representative of a genre/genres.
4. Analyze intertextual strategies among texts.
5. Employ effective literary discourse in original, organized, and sophisticated essays that defend a literary thesis with textual evidence.
6. Consult and incorporate appropriate secondary sources in support of literary claims.

E610 Authors and Authorship (3 cr.)

In this course students examine the significance of the author in one’s interpretation of texts. The course explores a variety of potential authorial functions, such as writer of a body of work, spokesperson of a culture, member of a particular tradition or movement, and arbiter of the text’s meaning.

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

1. Evaluate the import of an author’s biography to the meaning of a text.
2. Analyze examples of authorial self-construction (narrative voice, intrusion of the author as a character, the author as “divine” architect, the incorporation of author figures or other artists within a text, etc.).
3. Draw connections between an author’s work and traditions or movements with which the author is identified.
4. Consider how an author’s larger body of work affects the meaning of an individual text.

E615 Literature in English from Around the Globe (3 cr.)

In this course students explore texts that attest to the richness and variety of literature composed in English.  Texts from within and beyond the British Isles are examined individually and in relation to each other, especially with regard to Britain’s colonial history and the globalization of the English language.

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

1. Analyze important elements of literary texts written in English, especially within their broader social, political, and cultural histories.
2. Evaluate the possibilities and implications of the English language as a vehicle for literary expression.
3. Employ effective literary discourse in original, organized, and sophisticated essays that defend a literary thesis with textual evidence.
4. Consult and incorporate appropriate secondary sources in support of literary claims.
5. Evaluate the suitability of various literary works for different pedagogical purposes.

E620 Literatures of the United States (3 cr.)

In this course students explore various voices and literary practices that have contributed to narratives of American culture and identity. With particular attention paid to the perspectives of neglected or marginalized groups, canonical and non-canonical texts are put in conversation with each other.

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

1. Analyze important elements of literary practices and traditions in the United States, especially within a broader social, political, and cultural history.
2. Employ effective literary discourse in original, organized, and sophisticated essays that defend a literary thesis with textual evidence.
3. Consult and incorporate appropriate secondary sources in support of literary claims.
4. Evaluate the suitability of various literary works for different pedagogical purposes.

E625 Ways of Writing (3 cr.)

In this course students explore various writing genres through examination of representative primary texts and through practice in composing original works.  Elements such as audience, rhetorical situation, and voice are highlighted.

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

1. Analyze the rhetorical techniques of professional/creative genres through close critical reading.
2. Write original works that demonstrate competent use of professional discourse and/or creative conventions.
3. Articulate rhetorical/stylistic insights in class discussions or workshops.
4. Consult and incorporate appropriate sources in the service of original composition.
5. Evaluate the suitability of various genres and forms for different rhetorical purposes.

GN330 Arts and Social Change (3 cr.)

This course examines the aesthetic and contribution of performing, visual, and literary artists in creating social change. Intentions of the artist, controversy around censorship, involvement of stakeholders, and the transformative impact of the arts are explored. Fieldwork is required; students attend one event in their community to complete the coursework.

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

1. Express appreciation by formulating articulate responses to performing, literary and visual arts.
2. Define the role of activists in social change.
3. Explore the roles and intentions of the artist in performing, literary and visual arts influencing social change.
4. Examine government and other stakeholders’ impact on the work of artist activists.
5. Analyze the efforts and results of artists working for social change.

GN350 Humanities Studies: The Global Roots of Our American Identity (3 cr.)

This course explores the diverse voices of our fellow Americans (both immigrant and Native), considering the promises and disappointments of American life through reading fiction, essays, memoirs, and poetry; viewing film and videos; and developing a personal narrative using digital storytelling. With the exception of Native Americans (for whom immigration was displacement), Americans have all come from somewhere else. These journeys were both voluntary, due to economic or political hardships or the promise of a different life in America, and involuntary, as slaves or servants or dispossessed peoples. Students reflect on and share what an American identity means in light of these voices.

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

1. Critique fictional and nonfictional accounts, poetry or other art forms which engage issues related to immigration and those displaced by it.
2. Reflect upon the diversity of these voices, distinguish various themes and compare where they are in agreement and where they collide.
3. Employ critical thinking skills to reflect upon in the course readings and other media.
4. Examine the global nature of American immigration and contrast the multiple ethnic, cultural and global perspectives and how those cultural roots are reflected in American life.
5. Investigate and employ hands-on research skills to construct their family’s own migration story, or interview and report on the story of a friend or neighbor.
6. Apply and experiment with writing and narrative skills in the production of a digital story.
7. Combine and synthesize written and web sources to develop and share thoughts and reflections in writing and using other communication forms.

GN380 Contemporary Environmental Issues (3 cr.)

This course examines the impact of human activity on the earth’s physical environment.  A variety of environmental considerations and issues such as energy conservation and global warming are analyzed.  Environmental issues are reviewed from a variety of political, economic, and media contexts. Consideration is given to a variety of energy sources, affordability and environmental impact, as well as analysis of energy and environmental issues portrayed through the media.

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

1. Describe the contemporary domestic and international environmental issues.
2. Analyze the ecology of both natural and built environments.
3. Evaluate how human activities impact the earth’s physical environment.
4. Outline strategies of conservation that maintain or restore the natural environment.
5. Analyze the positions on environmental issues presented by various stakeholders through today’s media.

PSY315 General Psychology (3 cr.)

This course provides an overview of the discipline of psychology including basic psychological processes, concepts, and methods. Major theories and contributors are studied.

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

1. Overview major themes encompassed by the field of psychology.
2. Take into account both the biological basis of psychology and the role of culture as pivotal in shaping basic psychological processes.
3. Examine key conceptual orientations used by psychologists to describe psychological phenomena.

GIS605 GIS Methods (3 cr.)

1. Apply knowledge of principles, theories, and concepts of spatial data analysis
2. Use basic and advanced GIS analysis techniques
3. Create effective maps and figures.
4. Implement practices to promote spatial data integrity.

GIS608 Internet Mapping (3 cr.)

Prerequisite(s): GIS605  or equivalent
This course introduces students to effective use of the internet as a medium to publish map data. It examines the basic implementation details associated with serving spatial data and GIS capabilities over the Internet. Students are introduced to Internet mapping software as well as the particulars of designing and operating an effective map publishing/customization environment.

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

1. Develop custom web applications and functional user interfaces.
2. Use the internet as a vehicle to acquire and disseminate spatial data and solutions.
3. Apply the concepts and logic of internet mapping technologies.
4. Implement strategies for improving performance of GIS services and applications.

GIS619 Statistical Analysis (3 cr.)

This course introduces basic and fundamental statistics with emphasis on the more sophisticated tests and analysis common to sciences and technology researchers. Substantial attention is given to analysis of variance and experimental design.

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

1. Use descriptive statistics including measures of central tendency and dispersion.
2. Evaluate inferential statistics including parametric and nonparametric techniques, and when each might best be employed.
3. Critique the importance of experimental design in the successful conduct of a research project.
4. Apply knowledge of principles, theories and concepts to experimental design, data analysis, and interpretation.

GIS620 R Programming for Technology Applications (3 cr.)

Prerequisite(s): GM630  
The course focuses on R programming concepts for analytical and statistical applications involving spatial data and non-spatial data used in various technology fields. The course features scripts and data model applications useful in promoting decision making, integrating R into technology software platforms, and focusing on effective communication through visual intelligence.  

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

1. Develop general proficiency in using R programming for data analysis.
2. Articulate the value of R programming for data modeling in various industries.
3. Develop applications for data analytics and visualization.
4. Recognize various data types used in R programming.

GIS632 Programming Principles (3 cr.)

This course on foundational programming skills addresses variables, loops, conditions, functions, arrays, objects, methods, forms, event handling, and web-based programming.

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

1. Develop custom applications and interfaces.
2. Demonstrate the concepts and logic of structured computer programming.
3. Apply the concepts and logic of object-oriented, event-driven programming with Visual Basic in application development.
4. Develop applications that offer a functional and sophisticated interface to the user.

GIS636 Advanced Research Methods (3 cr.)

This course examines effective research methodologies used in understanding requirements and expectations associated with the capstone project.  This includes formatting and graphic requirements, literature review development, proposal design, and expectations.  Additional emphases include applied ethics of technology use and research design. The course prepares and provides progress for students on their capstone project.

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

1. Evaluate and synthesize research to prepare a literature review.
2. Develop a project proposal that can be addressed using appropriate forms of analytics.
3. Apply ethical frameworks for decision-making in technology use and research design.
4. Plan processes for managing technical projects.
5. Demonstrate ability to create and follow project specifications.

GIS642 Database Design and Administration (3 cr.)

Prerequisite(s): GIS605  or equivalent
This course follows a logical progression from basic data types into normalization and relational geodatabase design. The course explores implementing methods to promote spatial and tabular data integrity and facilitate analytical workflows. Standard query language (SQL) for querying, modifying, and managing data is also covered. The course includes enterprise geodatabase topics such as permissions, versioning, replication, and archiving.

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

1. Demonstrate knowledge of database terminology, design techniques, and data issues.
2. Collect, format, manage, and implement both spatial and tabular data within a GIS.
3. Design and develop geodatabases that promote data integrity and usability.
4. Demonstrate a basic knowledge of relational database management systems.
5. Use basic standard query language to manage and query databases.
6. Plan and implement databases to meet specifications of various stakeholders.

GIS645 Project Management (3 cr.)

This is a basic introductory course which presents concepts related to the management and supervisory skills necessary to effectively and proficiently implement multi-sized projects and/or programs. Course elements include management, administration, strategic planning/controlling/execution, scheduling, budgeting, GIS project integration, analyzing WBS, report writing/presentation, and project infrastructure.

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

1. Apply knowledge of principles, theories, and concepts of project management to technical projects.
2. Differentiate between management and leadership.
3. Identify and plan within project life cycles.
4. Use basic budgeting and financial management skills.
5. Exchange ideas and information in a clear and concise manner to stakeholders.

GIS656 Spatial Data Collection (3 cr.)

1. Create and effectively utilize maps and figures.
2. Appreciate the importance of reference frameworks.
3. Apply best practice for capturing, utilizing, and automating geospatial data.
4. Evaluate multiple technology options to collect data for projects or research.
5. Communicate effectively with data, graphics, and technical reports. 

GIS663 Advanced Modeling and Analysis (3 cr.)

Prerequisite(s): GIS605  or equivalent
This course builds on fundamental and advanced GIS concepts that promote problem solving, modeling, and critical thinking. The course explores research and use of designing models to effectively solve spatial and analytical challenges. The course addresses real-world problems in business, natural resources, emergency management/homeland security, and other areas. Problem-solving approaches for advanced challenges are accomplished using an array of software options.

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

1. Apply principles, theories, and concepts to both basic and advanced analyses.
2. Develop custom applications and interfaces.
3. Utilize a variety of diverse data formats, software, and database types.
4. Assess data, designs, analysis results, and supporting research.

GIS670 Advanced GIS and Imagery Analysis (3 cr.)

Prerequisite(s): GIS605  or equivalent
This course promotes exploration and utilization of advanced functionality of GIS technology. Substantial effort is directed toward developing proficiency in understanding data at complex levels with an emphasis on advanced raster and spatial analysis. The course covers advanced GIS analysis, image analysis techniques, and geospatial topic-specific areas of study.

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

1. Analyze geospatial data through principles, theories, and concepts.
2.  Understand basic and advanced GIS analysis techniques applied to various industries.
3.  Identify benefits and disadvantages to working with diverse data sets.
4. Use cartographic design principles for visual storytelling and effective communication.
5. Evaluate imagery and remote sensing techniques for data generation.

GIS671 GIS Customization (3 cr.)

Prerequisite(s): GIS605  or equivalent and GIS632  or consent of program director
The course focuses on customization of a GIS through programming and scripting languages.  Emphasis of the course is on customization of the ArcGIS software, including modifications of the user interface, automation of workflows, and building custom applications.

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

1. Develop custom visualizations that communicate data and results of an analysis.
2. Respond to specific scripting requirements to address analytical problems and improve workflows.
3. Apply the concepts and logic of data science principles for object-oriented, event-driven programming.

GIS672 GeoDesign (3 cr.)

Prerequisite(s): GIS605  or equivalent
This course covers how to use GIS tools to address real-world social, economic, and environmental planning scenarios. The skills and techniques presented in the course provide an effective and efficient means of carrying out spatial planning tasks. Learners are able to focus their learning from among the following geodesign implementations: business, natural resources, emergency management, or urban and regional planning.

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

1. Develop familiarity with relevant data sources used for planning purposes.
2. Demonstrate competence with established spatial planning processes.
3. Create effective maps and figures.
4. Resolve issues based on evidence weighed against established criteria.
5. Evaluate data and technology to understand simple and complex problems.

GIS673 GIS Legal Fundamentals (3 cr.)

This course explores the basics of the legal system and legalities associated with the collection, use, and sharing of spatial data, non-spatial data, and technology. Learners are exposed to legal considerations in specific areas of the law, including privacy and data practices, administrative law, criminal law, environmental law, intellectual property, liability, and other areas.

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

1. Identify technical, legal, and policy issues relating to the collection, use, and sharing of spatial and location data.
2. Balance societal and economic benefits of geospatial and related technology against the potential risks to privacy and security.
3. Evaluate various legal policies impacting current and emerging technologies.
4. Relate structures of the legal system and how geospatial and other technology can be used within it.

GIS674 Location Analytics (3 cr.)

This course explores the principles of location analytics useful to business intelligence and the role location analytics plays in seeking a competitive market advantage. Applications may include marketing, consumer behavior, customer relationships, demographics, sales, insurance, community planning, competition, etc. The course utilizes processes, software, and data requirements necessary to implement technology-based location analytics.

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

1. Apply knowledge of principles, theories, and concepts of business intelligence to location analytics.
2. Articulate the role of data and demographics used in decision-making.
3. Analyze visual and spatial patterns using statistical and spatial data. 
4. Implement technical and research strategies to apply data in various applications in related business fields.

GIS675 Graduate Project Completion (0 cr.)

GIS693 Graduate Project I (3 cr.)

Prerequisite(s): GIS636  or consent of program director
This course is grounded in developing a sound literature review, research proposal, and initial data augmentation as the first phase of the final graduate research project.    

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

1. Apply knowledge of advanced principles, theories, and concepts of spatial data analysis for GIS research, design, and implementation.
2. Select relevant peer-reviewed literature on a focus topic.
3. Create a literature review.
4. Develop a research proposal with data collection methods specified.

GIS694 Graduate Project II (3 cr.)

Prerequisite(s): GIS693  
This course implements the graduate proposal, writing the final research manuscript, and presenting research findings through a defense/public presentation. Research tasks may include, but are not limited to refining and /or automating data, developing appropriate analysis of data, and/or statistical analysis used in confirming hypotheses or beliefs. Research findings are written in a professional journal-style project manuscript that conforms to the program handbook. 

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

1. Apply knowledge of advanced principles, theories, and concepts of spatial data analysis for GIS research, design, and implementation.
2. Defend research methods and outcomes using both oral and written means according to professional program standards.

HS612 Health Informatics and Application (3 cr.)

1. Locate and describe regulations and strategic uses of data and information for healthcare, long-term care, or human services.
2. Use historical and real-time data to make decisions through predictive analytics.
3. Differentiate between advantages (opportunities) and disadvantages (risks) of information technology when applied to the delivery of care and services within current and anticipated systems.
4. Identify specific technologies available for the collection, analysis, retrieval, storage, and dissemination of information.
5. Address how technology and predictive analytics can support the planning, implementation, and evaluation of current and future administrative, clinical, financial, and operational service programs.
6. Analyze the effectiveness of standardized vocabularies and classification systems, and identify how these systems impact delivery of care.
7. Understand the ethical and management challenges that exist with information technologies in the health and human services sectors.