Course Descriptions

PYD879 Special Topics: Counseling with Diverse Populations (2 cr.)

1. Evaluate the historical and sociopolitical contexts of the population of interest.
2. Analyze relevant psychological issues for individuals in the population of interest.
3. Integrate theoretical concepts with evidence-based intervention practices for the population of interest.
4. Respond professionally when faced with ethical dilemmas involving the population of interest.
5. Engage in critical reflection and evaluate their own level of skill in working with the population of interest.
    

PYD881 Doctoral Qualifying Examination (0 cr.)

PYD882 Clinical Case Presentation (0 cr.)

PYD885 Individualized Mentorship (3 cr.)

Prerequisite(s): PYD843  
This course explores an area of psychological interest in conjunction with psychologist or other licensed professional who offers the necessary training and consultation.  The course includes a combination of supervised psychological experience, independent study, research, attendance at workshops, and other learning activities.  In preparation for lifelong learning, students are encouraged to begin the development of a new psychological service in a manner similar to that of a practicing psychologist seeking training that supports a new area of learning.

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

1. Develop and execute an approved learning experience that deepens psychological skill sets in a specific learning area.
2. Utilize research skills and materials in conjunction with community and professional resources to create an individual mentor plan for learning in a specialized area.
3. Demonstrate learned skill sets and individual student learning outcomes to the mentor.

PYD990 Internship I (1 cr.)

PYD991 Internship II (1 cr.)

PYD992 Internship III (1 cr.)

PYD993 Dissertation: Proposal Development I (1 cr.)

PYD994 Dissertation: Proposal Development II (1 cr.)

PYD995 Dissertation: Data Analysis and Writing I (1 cr.)

PYD996 Dissertation: Data Analysis and Writing II (1 cr.)

Prerequisite(s): PYD994  
This is the second of two required courses in which the student completes data analysis and writing of the dissertation.

Upon completion of both of the data analysis and writing courses, the student is required to have completed a draft of the final write-up of his or her clinical dissertation, and secured committee approval to move to final editing and the dissertation colloquium.

PYD997 Dissertation: Colloquium and Final Editing (1 cr.)

Prerequisite(s): PYD995  
Students register for this course in the semester they complete work on the Clinical Dissertation.

Upon completion of this course the student is required to have presented at the Dissertation Coloquium, completed final editing, and submitted the finalcopy of the dissertation to the library.

PYD998 Dissertation: Extended (if needed, does not count toward degree) (1 cr.)

CYBR590 Computer Networking (3 cr.)

The course introduces the foundations of network infrastructures and network technology. It covers the OSI model in depth, including TCP/IP, and introduces basic switching and routing concepts.  Students investigate the standards, design, architecture, and operation of LAN, WAN, and telecommunications.

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

1. Compare the layers of the OSI and TCP/IP models and describe how applications, devices, and protocols relate to the model layers.
2. Explain the purpose and properties of network addressing, routing, and switching.
3. Explain TCP/IP protocols, ports, sockets, and data encapsulation.
4. Describe the process of packet fragmentation and reassembly.
5. Demonstrate the ability to discuss the relationship between data and signals.
6. Discuss signal types, behavior, properties, and transmission.
7. Explain error analysis, detection, and correction in data communication.
8. Configure routers, switches, and firewalls.
9. Configure wireless networks and implement appropriate wireless security measures.

CYBR600 Foundations of Cybersecurity (3 cr.)

This course provides an overview and foundational understanding of concepts essential to the cybersecurity professional to evaluate best practices in implementing security systems within the enterprise. This course covers key bodies of knowledge in security, privacy, and compliance.  Topics include security planning, risk management, security technologies, basic cryptography, digital forensics, application security, intrusion detection and prevention, physical security, and privacy issues.

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

1. Apply the principles of information technology security.
2. Analyze situations of computer and network usage from a security perspective to develop a security mindset.
3. Explain information security’s importance in our increasingly computer-driven world.
4. Identify appropriate strategies to ensure confidentiality, integrity, and availability of information.
5. Express management’s role in the development, maintenance, and enforcement of an information security program.
6. Describe the relationship among laws, regulations, and professional issues in information security.
7. Articulate how cryptography serves as the central language of information security.
8. Analyze how physical security fits within an information security program.
9. Define the roles of computer forensics in information security.
10. Apply basic software tools for assessing the security posture of a business.
11. Explain how issues of privacy relate to business information security.

CYBR605 Security Architecture (3 cr.)

Prerequisite(s): CYBR600  
This course introduces the student to the importance of security architecture design in enterprise security.  Students are presented with a structured approach to the steps and processes involved in developing comprehensive and layered security architectures.  Students evaluate the principles, attributes, and processes used in designing and deploying architecture that supports the business objectives of the enterprise.

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

1. Select from the dominant information security management models, including U.S. government sanctioned models, to meet an organization’s needs.
2. Create a strategic plan to accomplish an organization’s strategic security objectives.
3. Identify different methods, roles, responsibilities, and accountabilities of personnel, along with the governance and compliance of a security policy framework.
4. Apply principles of corporate governance to the information security function.
5. Utilize information security knowledge and infrastructure efficiently to manage resources.
6. Measure and report information security metrics to ensure that organizational objectives are achieved.
7. Optimize information security investments in support of organizational objectives.

CYBR610 Network Security and Intrusion Detection (3 cr.)

Prerequisite(s): CYBR590  Computer Networking or equivalent
This course provides a comprehensive overview of network security and intrusion detection. Students focus on methods for securing networks, and utilize these methods in basic architectural design.  Students apply these methods into a cohesive network security strategy. Topics include investigation of areas such as network analysis, perimeter defense strategies, network monitoring, vulnerability and intrusion detection, and security in mobile and wireless environments.

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

1. Implement secure design principles in network architectures.
2. Integrate secure network components through knowledge of the operation of hardware, transmission media, network access control devices, endpoint security, and content-distribution networks.       
3. Implement secure communication channels according to design that involve voice, multimedia collaboration, remote access, data communications, and virtualized networks.        
4. Specify procedures to recover from attacks on network systems.
5. Conduct logging and monitoring activities to support intrusion detection and prevention, and event management.  
6. Identify threats and vulnerabilities in networked systems.

CYBR615 Cybersecurity Change Management (3 cr.)

This course describes the business context in which a cybersecurity professional must function within an organization. Students examine the interplay between business process and cybersecurity issues in mitigating security threats. An overview of audit, compliance, regulation, and liability for business security, along with how to construct effective continuity and disaster recovery plans, is provided.

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

1. Manage business decisions affected by changing and diverse external and internal security threats.
2. Align security functions to business strategy, goals, mission, and objectives.
3. Determine compliance requirements among contractual, legal, regulatory, privacy requirements, and industry standards.
4. Outline legal and regulatory issues that pertain to information security in a global context in areas such as cyber-crimes and data breaches, licensing and intellectual property requirements, import/export controls, trans-border data flow, and privacy.           
5. Identify, analyze, and prioritize business continuity requirements through development of a scope and plan and business impact analysis.     
6. Implement disaster recovery processes and understand concepts of response, recovery personnel, communications methods, damage assessment, system restoration and training and security awareness.           
7. Address security concerns related to personnel safety, travel, security training and awareness, and emergency management.
8. Develop a security awareness and training program.

CYBR620 Operational Security Policy (3 cr.)

In this course, students examine the role of security policies, standards, and procedures in addressing business and technical security risks.  Students explore the types of policies that are part of an overall security strategy. Policies are discussed that drive computer security, including discretionary access control, mandatory access control, and role-based access control types of policies, and how these are used in organizations. Students develop policies and deployment plans as part of the comprehensive strategic plan for the enterprise.

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

1. Develop high-level security policies that directly support the mission, vision, and direction of an organization.
2. Develop issue-specific policies to control use of resources, assets, and activities to support the organization’s goals and objectives.
3. Develop system-specific policies that express technical details for the implementation, configuration, and management of the system that includes configuration rules and access control.
4. Develop, document, and implement security policy, standards, procedures, and guidelines.
5. Create security procedures and administration controls for the enterprise.
6. Evaluate physical and logical access to assets such as information, systems, devices, and facilities.           
7. Manage identification, authentication, and authorization of people, devices, and services. 

CYBR625 Risk Management (3 cr.)

This course includes a study of the existing risk management frameworks, models, processes, and tools to provide students with the theory and practical knowledge to operationalize risk management in an organization or government agency. Additionally, fundamental concepts in information technology security audit and control processes for an organization are discussed. Students learn to create a control structure and audit an information technology infrastructure.

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

1. Perform a risk assessment to determine the extent that an organization’s technology assets are exposed to risk.
2. Demonstrate the concepts of risk appetite and residual risk as they apply to information assets of an organization.
3. Complete a threat assessment that identifies asset vulnerabilities and ranks threats based on likelihood and financial impact.
4. Apply the risk control strategies of transfer, mitigation, acceptance, and termination and how a cost-benefit analysis is utilized in determining which strategy to implement.
5. Employ risk assessment and analysis techniques that include risk response and countermeasure selection and implementation.
6. Apply risk-based management concepts to the supply chain with an understanding of risks associated with hardware, software, and services.
7. Conduct a security control testing plan that involves a vulnerability assessment, penetration testing, log reviews, synthetic transactions, code review, and interface testing. 
8. Verify controls are applied consistently.   
9. Define how business alignment, risk appetite, and risk aversion affect the security program implementation.

CYBR630 Communication for Cybersecurity Professionals (3 cr.)

This course introduces students to the foundations of communication in a business setting as a critical component for success in the workplace.  Students develop a foundation for designing effective messages, both written and oral, from concept to delivery. This course emphasizes elements of persuasive communication:  how to design messages for diverse and possibly resistant audiences and how to present that information in a credible and convincing way.

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

1. Develop a persuasive argument to promote change.
2. Apply the principles of communication theory as it applies to interpersonal and group communication.
3. Deliver a message that is both transformational and motivational to an audience.
4. Demonstrate a professional manner and style in all communications.
5. Communicate priorities facing leaders in response to changing conditions in computer security.
6. Establish and maintain a security awareness, education, and training program.
7. Address conflict strategically to advance organizational security.
8. Present data in a visual format.

CYBR635 Data Privacy (3 cr.)

This course introduces techniques for information distribution in such a way that data privacy is protected. It discusses models and frameworks for privacy protection that support privacy enhancements from economic, legal, and policy perspectives. Fundamentals of cryptographic theory and practice along with its applications are introduced in topics such as classical and contemporary ciphers, encryption and decryption, breaking ciphers, cryptographic protocols, and analysis tools.

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

1. Protect privacy and understand concepts such as data owners, processors, collection limitations, and ensure proper asset retention.
2. Analyze key laws designed to protect privacy.
3. Determine data security controls through an understanding of data states, standards selection, and data protection methods, and establish information and asset handling requirements.
4. Develop data standards related to the data life cycle, control, specification, storage, archiving, and responsible personnel.
5. Explain the basic principles of cryptography, including various cipher methods, hash functions, and cryptographic algorithms.
6. Identify the major protocols used for secure communications for both wired and wireless networks.
    

CYBR640 Leadership and Ethics (3 cr.)

This course focuses on the development of leadership skills used in managing a successful security program. Students analyze the role of a leader in business with a focus on decision making, management of group dynamics, workplace stress and conflict, motivation of employees, and planning. Ethics and social responsibility are emphasized throughout the course.

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

1. Apply and integrate business ethics related to information technology and security.
2. Apply analytical principles and skills to make complex strategic decisions.
3. Examine the role of the manager as a leader, and understand how one’s own influences and culture shape interpersonal relationships.
4. Develop and participate in networking opportunities with cybersecurity professionals in other industries and organizations.
5. Analyze ethical dilemmas in which human beings, information objects, and social computing technologies interact.
6. Identify and understand the cultural influences that shape behavior and work views.
7. Utilize effective motivational techniques to collaborate in complex work teams.  
8. Define, adhere to, and promote professional ethics and organizational code of ethics.

CYBR645 Incident Response and Investigation (3 cr.)

This course introduces the principles and best practices for incident response, along with an overview of digital forensics. Students understand the goals of incident response and learn how to prepare and respond to information security incidents and understand how the incident occurred.  Students understand the process of collecting and analyzing data, and the process of remediation. The course outlines the investigative and analysis process, tools, digital evidence, and applicable law with a focus on computer, mobile, network, and database forensics. 

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

1. Implement the basics of evidence collection and documentation, reporting, investigative techniques, digital forensics tools, and procedures.
2. Interpret requirements for investigation types of administrative, criminal, civil, regulatory, and industry standards and the associated costs.
3. Identify the implications of data location in responding to security incidents.
4. Conduct incident management through all stages of a breach with knowledge of detection, response, mitigation, reporting, recovery, and remediation.
5. Adjust preventative measures in response to security incidents.       
6. Implement recovery strategies such as backup, recovery sites, multiple processing sites, and system resilience via high availability, Quality of Service (QoS), and fault tolerance.
7. Develop incident reports and analysis presentations.

CYBR650 Ethical Hacking and Defense (3 cr.)

This course includes a study of theoretical and practical aspects of network and web application penetration testing.  Students are able to evaluate the security of a network or system’s infrastructure and outline how hackers find and attempt to exploit any vulnerabilities. Included in the course are in-depth details on ethical hacking, including reconnaissance, vulnerability assessment, exploitation, maintaining access, and covering tracks.  Current tools and methodologies are stressed.

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

1. Explain the regulatory/legal requirements and rationale for penetration testing.
2. Interpret and differentiate cyber threats and exploits in a penetration testing context.
3. Distinguish key phases of ethical hacking: reconnaissance, scanning, gaining access, maintaining access, and covering the tracks.
4. Perform protocol analysis using packet captures and analysis data using a network sniffer.
5. Investigate and uncover network devices, operating systems, and services.
6. Discover network security issues using an intrusion detection tool. 
7. Leverage penetration testing applications to recognize information targets across operating systems and services.
8. Implement scripts and tools to assist in penetration testing.
9. Deploy and test exploits targeting operating systems and services. 
10. Identify and exploit various vulnerabilities in web applications. 

CYBR690 Security Operations and Leadership Capstone (3 cr.)

Prerequisite(s): All required coursework completed or co-requisite
This course provides an opportunity for students to integrate their learning across the program in a case study project. Students complete a risk analysis, vulnerability and threat analysis, security infrastructure requirements, logical design, physical design, management design, pricing, and implementation planning.

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

1. Evaluate the information security needs of an organization.
2. Use secure design principles through an understanding of the fundamental concepts of security models.
3. Complete the risk management process that adequately protects an organization’s critical information and assets.
4. Provide recommendations for logical, physical, and management design.
5. Develop an implementation plan.
6. Prepare complete documentation and executive summary of the case study analysis.
7. Present case analysis with narrative and visual aids.

DIGA605 Fundamentals of Geographic Information Systems (GIS) (3 cr.)

This course introduces the concepts of spatial data creation, editing, and analysis using GIS software. Emphasis is placed on spatial concepts and understanding and utilizing standard operating procedures. Topics covered include coordinate systems, data creation, derivation, editing, metadata, proximity and overlay analysis, and cartography. Technical proficiency is a primary objective of the course, reinforced by significant practical exercises utilizing GIS software. Examples of how the geospatial industry provides location intelligence to a variety of disciplines are explored.

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

1. Apply knowledge of principles, theories, and concepts of spatial data analysis.
2. Demonstrate standard techniques for creating, editing, storing, querying, and analyzing geospatial data.
3. Uses cartographic design principles for visual storytelling and effective communication.
4. Implement practices to promote spatial data integrity based on an understanding of sources of error in spatial data.

DIGA607 Public Health Analytics (3 cr.)

Prerequisite(s): DIGA605  or equivalent or consent of program director
This course explores the role of location analytics and its impact in public health to address and explore health-related issues and their geo-centered relationships. Course discussions focus on understanding tabular and spatial data, as well as organizational data strategies organizations can follow for improved awareness of public health needs and analytics. Applications may include patient care location-based information, demographics, industry effectiveness in reaching populations in need, insurance, community planning, competition of resources, etc. The course utilizes processes, software, and data requirements necessary to implement technology-based 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 health data to leverage locational intelligence.
2. Articulate the role of data and demographics used in decision-making.
3. Analyze visual and spatial patterns using statistics and spatial data.
4. Implement technical strategies to apply data in various applications related to the health industry.

DIGA608 Cloud Architecture, Web-Programming, and Visualization Analytics (3 cr.)

Prerequisite(s): DIGA605  or equivalent or consent or program director

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 cloud technologies for leveraging data management and analysis principles.
3. Apply visualization strategies to present and communicate information for target audiences.
4. Create workflow designs for web and cloud architecture to improve performance of services and applications.

DIGA609 Policy and Political Analytics (3 cr.)

Prerequisite(s): DIGA605  or equivalent or consent of program director
This course explores integrating location-based analytics with institutional policy-making impacts on stakeholders or public demographics. Demographic and policy analysis is key for understanding decision-making efforts on local, state, or national levels. Course applications and discussions include various topics to include but are not limited to political and policy strategies and impacts on participation in policies or programs, statistical and qualitative analyses of elections, registration, and voter turnout, understanding relationships and impacts of various local, state, and federal agencies, grassroots movements, and advocacy organizations. The course utilizes processes, software, and data requirements necessary to implement technology-based 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 demographic data to leverage locational intelligence.
2. Articulate the role of political, policy, and demographic data used in decision making.
3. Analyze visual and spatial patterns using statistics and spatial data.
4. Implement strategies to apply data in various applications related to local, state, and federal initiatives.

DIGA610 Relational Database Design and Administration (3 cr.)

Prerequisite(s): DIGA605  
This course follows a logical progression from basic data types into normalization and relational geodatabase design.  The course explores the role of various tabular structures, from simple flat files to the relational geodatabase.  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.

DIGA615 Data Acquisition and Location of Things (3 cr.)

1. Create data suitable for designing projects.
2. Utilize approaches for data validation.
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.

DIGA620 Data Engineering (3 cr.)

Prerequisite(s): DIGA605   or equivalent or consent of program director
The course utilizes data processing requirements necessary to implement technology-based analytics. The course explores strengths and limitations of various data formats to make better decisions. The importance of structured and unstructured data formats as well as performing methods of data extraction, transformation, and loading are covered. Data wrangling methodologies explore constructing custom data pipelines to support efficient analysis. These methods include cleaning, filtering, standardizing, and categorizing data. Processes to review data for accuracy, consistency, and completeness are covered as well as techniques to mitigate error and improve data integrity.

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

1. Perform extract, transform, and load (ETL) processes using structure and unstructured data formats.
2. Assess data for error and implement techniques to improve data integrity.
3. Determine appropriate data formats for given situations.
4. Design and document processes for converting raw data into a product suitable for analysis.

DIGA625 Python Programming for Technology Applications (3 cr.)

Prerequisite(s): DIGA605  or equivalent or consent of program director
The course focuses on core programming concepts such as classes and objects, controlling flow, user input, batch processing, and error handling while working in the context of data processing, analysis, and visualization. The course explores a variety of Python packages and integration for project development. Custom workflows and visualizations for both spatial and tabular data are also discussed.

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.

DIGA630 Advanced GeoSpatial Data and Location Analytics (3 cr.)

Prerequisite(s): DIGA605  or equivalent or consent of program director
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.

DIGA635 Data Modeling and Forecasting with Geo-AI (Artificial Intelligence) (3 cr.)

This course promotes problem solving, data modeling, and critical thinking related to data intelligence, data classifications, and predictive analysis. The course explores designing conceptual models to effectively explore and forecast data unique to spatial and other analytical challenges. The course addresses challenges in various disciplines. Problem-solving approaches are accomplished using an array of technology and software options.

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

1. Apply principles, theories, and concepts to various data analyses.
2. Develop programming scripts and interfaces.
3. Utilize a variety of diverse data, software, and technology for visual and data intelligence.
4. Assess data, designs, and outcomes for decision making.

DIGA640 Technical Research Writing, Design, and Ethics (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 of the final project paper.  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

DIGA645 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.

DIGA694 Capstone Project (3 cr.)

Prerequisite(s): DIGA640  or equivalent or consent of program director
In this course, students implement the project proposal created in DIGA640, write the capstone paper, and present findings. Research Project tasks may include, but are not limited to collecting or mining data, developing appropriate evaluations of data and/or technology, and to infer meaningful outcomes of the project goals/results.  Research Project findings are written in a scientific journal-style project paper that conforms to the program handbook.

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

1. Implement an effective analytics methodology for a technology or data-centered project.
2. Apply ethical principles and frameworks for decision making.
3. Implement processes for managing technical projects.
4. Demonstrate ability to create and follow project specifications.
5. Defend project methods and outcomes using both oral and written means according to program recommendations and standards.

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

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

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

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

EDMA600 Orientation Session (0 cr.)

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

EDMA604 Reflection and Resiliency (3 cr.)

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

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

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

EDMA610 Child Growth and Development (3 cr.)

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

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

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

EDMA612 Engaging Learning Environment (3 cr.)

Effective classroom management methods which establish positive environments focused on learning are studied.  Dispositions of mindset, brain compatible learning, and culturally responsive teaching are applied as well as exploring personal assumptions and biases to create an equitable, student-centered environment.

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

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

EDMA614 Communication and Collaboration (3 cr.)

In this course, students review and practice skills of written and oral communication for a variety of purposes and audiences. Students develop effective collaboration skills to facilitate consensus and promote conflict resolution.  Students learn and apply processes of academic writing using the APA style.

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

1. Demonstrate competent writing skills including proper grammar, structure, form and tone appropriate to the audience.
2. Use the APA style when writing papers and referencing research.
3. Develop a coherent summary and analysis of literature on a selected topic.
4. Demonstrate public speaking skills, including adapting one’s speaking style to the audience and using appropriate technology.
5. Demonstrate ability to facilitate collaboration and resolve conflicts.

EDMA620 Curriculum Design (3 cr.)

National and state standards, selected curriculum design models, knowledge of content, and child development are used as tools to develop curriculum with considerations for diversity in culture, gender, and aptitude/achievement. Course and unit plans are developed/refined, focusing on Stage 1 of Understanding by Design (UbD) within a student’s specific academic area.

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

1. Demonstrate knowledge of standards-based national, state and district level curriculum development and education concepts and processes.
2. Plan curriculum to meet educational standards.
3. Create a standard based unit of study incorporating Stage 1 of UbD components.
4. Analyze curriculum documents to determine their theoretical basis, their alignment with state standards, and their effectiveness in directing instruction.
5. Apply culturally responsive teaching components and materials as they evaluate their and choose curriculum to address the needs of a diverse student population.
6. Plan for incorporation of 21st century skills and other higher level thinking skills into Stage 1 of UbD or unit design.

EDMA622 Assessment and Evaluation (3 cr.)

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

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

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

EDMA624 Effective Instruction (3 cr.)

1. Examine current theories and research-based literature to understand multiple components of effective instructional practice.
2. Demonstrate the ability to plan instruction, utilizing a lesson design model.
3. Create an instructional plan that addresses a curricular objective by using multiple instructional strategies.
4. Plan instruction using 21st century and higher level thinking skills and processes that deepen learning and increase rigor.
5. Adapt lessons to differentiate instruction for groups of students with differing abilities as determined by assessment data.
6. Demonstrate ability to monitor student learning during a lesson and adjust instruction accordingly.
    

EDMA630 Educational Research (3 cr.)

This course focuses on recognizing, designing, and conducting valid, reliable, and ethical educational research for improving teaching and learning. Published studies are critiqued by identifying strengths and limitations of the methodology and evaluating potential impact on educational practice. Action research design, evaluation of literature and published studies, decision analysis, and methods for communicating and implementing results are practiced through several experiences.  Much of this course requires online, independent research, writing, and revision based on electronic correspondence with instructor and peers.

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

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

EDMA632 Ethics and Law (3 cr.)

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

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

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

EDMA634 Action Research Project (3 cr.)

Prerequisite(s):

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

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

EDMA637 Integrating Technology in the Curriculum (3 cr.)

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

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

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

LDT600 Inquiry and Information (3 cr.)

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

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

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

LDT602 Investigations of Learning and Teaching (3 cr.)

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

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

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

LDT610 Dispositions and Mindsets (3 cr.)

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

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

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

LDT612 How Learning Occurs (3 cr.)

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

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

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

LDT620 Designs for Learning (3 cr.)

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

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

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

LDT622 Personalizing Learning with Digital Technology (3 cr.)

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

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

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

LDT630 Interdependence and the Collective Advantage (3 cr.)

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

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

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

LDT632 The Networked Global Community (3 cr.)

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

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

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

LDT640 Rethinking Education (3 cr.)

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

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

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

LDT642 Advocacy and Sustainability (3 cr.)

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

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

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

EDUW690 The Process of Education (1 cr.)

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

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

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

EDUW691 Professional Skills Development (4 cr.)

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

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

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

EDUW692 Technology and Communication (4 cr.)

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

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

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

EDUW693 Instructional Design and Assessment (4 cr.)

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

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

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

EDUW694 The Classroom Environment (3 cr.)

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

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

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

EDUW695 Ethics and Issues in Education (3 cr.)

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

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

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

EDUW696 Portfolio Production and Presentation (1 cr.)

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

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

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

EDD800 Student Orientation (0 cr.)

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

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

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

EDD802 Leadership Theory (3 cr.)

Prerequisite(s): or Co-requisite EDD809  
This course focuses on applied theories of leadership behavior and current academic research on leadership. It surveys the concepts of leadership effectiveness: leaders as change agents, and leaders as servants. The role of leadership in organizational communication, control, empowerment, and conflict resolution are analyzed. Current academic leadership literature is critiqued.

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

1. Analyze and evaluate leadership theories.
2. Analyze and evaluate the development of organizational vision and implementation of change strategies.
3. Analyze the role of ethics in leadership theories.
4. Analyze the impact of diversity on leadership theories.
5. Analyze and evaluate relevant academic studies of leadership.

EDD805 Ethical Dimensions in Organizational Leadership (3 cr.)

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

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

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

EDD809 Advanced Research Writing (3 cr.)

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

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

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

EDD810 Communication In Adult Learning Settings (3 cr.)

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

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

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

EDD811 Theories of Adult Learning (3 cr.)

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

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

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

EDD812 Instructional Strategies Techniques for Adult Learners (3 cr.)

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

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

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

EDD813 Systematic Instructional Design (3 cr.)

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

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

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

EDD814 Assessment: Theory and Practice (3 cr.)

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

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

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

EDD816 Seminar: Topics in Education (3 cr.)

Prerequisite(s): EDD809 , EDD821  
This course provides students with the opportunity to examine in detail, and to discuss, topics in education that have emerged, either from earlier courses or from their professional life that they consider important.

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

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

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

Prerequisite(s):  EDD809 , EDD811 , EDD821  
This course explores and applies principles of adult learning theory, instructional design, and leadership to the creation, production, and distribution of knowledge in a technologically advanced society.  This constructivist approach is grounded in an understanding of the complex interactions of social learning and the social construction of meaning.  Topics include the politics of research and knowledge, how practice and technology are framing meaning, facilitating innovation, and transforming processes in business and education.  Implications for leadership, technology stewardship, and the development of organizations are considered.

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

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

EDD821 Techniques for Research (3 cr.)

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

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

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

EDD822 Qualitative Research Design and Methods (3 cr.)

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

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

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

EDD823 Quantitative Research Design and Methods (3 cr.)

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

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

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

EDD824 Leadership in Literature (3 cr.)

Prerequisite(s): EDD809 , EDD802 , EDD821  
This course examines ways in which significant works of literature explore, reflect, and shape major themes and theories of leadership style and behaviors. Literature both develops society’s views, through its widespread influence, and reflects the prevailing attitudes. By studying how leadership is exemplified within works that have been widely read, students examine how concepts of leadership have existed and changed over time, and critically assess some of the cultural underpinnings of leadership models.

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

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

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

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

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

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

EDD830 Dissertation (11 cr.)

Prerequisite(s): EDD899  
Individualized sessions are conducted with the candidate’s committee chairperson to prepare the dissertation proposal and the dissertation as well as the presentation to the committee. Candidates are required to register for at least one dissertation credit each semester until finished with a minimum of 11 credits required to complete the degree.

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

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

EDD834 Proposal Development (1 cr.)

Prerequisite(s): EDD899  
The first step in the progress toward completing a dissertation, drafting a dissertation proposal, is addressed in this course. Students work individually to prepare drafts of their dissertation proposals.  Students give and receive feedback from other students in the class. By the end of the course, students should have a complete proposal ready for feedback from their advisor.

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

1.  Demonstrate the ability to complete a dissertation proposal.
2.  Demonstrate the ability to present a dissertation proposal.
3.  Demonstrate the ability to offer and receive quality feedback to others.
4.  Demonstrate appropriate research writing style (APA).

EDD840 Creativity and Innovation (3 cr.)

Prerequisite(s): EDD809 , EDD821  
This course examines creativity and innovation from a scientific perspective.  Topics include the varying definitions of these phenomena, the process of how they occur, the examination of eminent cases, the application to real-world situations, and strategies for assessment.

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

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

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

Prerequisite(s): EDD805 , EDD809 , EDD821  
This course address issues of leadership and social justice, its theory, and principles.  Social justice from a local, national, international, and global perspective is examined. The course aims to assist students to think critically, to clarify their assumptions and values, and to develop their own positions on social issues.

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

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

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

Prerequisite(s): EDD809 , EDD821  
This course begins with a historical perspective of higher education, including European roots, the founding of American universities, land-grant colleges, the research university, the two-year college movement, and changes since World War II. The course examines both the historical and the contemporary governance structure and fictions, and the impetus for institutional reform. Future trends, such as those driven by the information age and demographic change, are explored.

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

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

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

Prerequisite(s): EDD809 , EDD821  
This course provides an overview of policy formulation in postsecondary institutions, including the role of boards, administrators, faculty, and students. The forces exerted by federal and state policy and regulatory agencies on both public and private institutions are examined. Related topics include policies on academic freedom, the future of the tenure system, faculty participation in institutional planning, and the effects of external and internal policy-making on financial planning.

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

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

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

Prerequisite(s): EDD809 , EDD814 , EDD821  
The course focuses on the variety of issues surrounding the design and assessment of academic programs. Topics include traditional, contemporary, and future models of postsecondary programs; the effects of the changing student population on program development, particularly adult learners; educational offerings in the workplace; keeping quality control in the midst of changes, such as an increase in part-time faculty; accreditation issues; the impact of student and faculty evaluations on quality programming; and faculty development as an institutional response to quality programming.

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

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

EDD854 Organizational Learning (3 cr.)

Prerequisite(s): EDD809 , EDD821  
This course applies the concepts of learning to the methods and techniques through which organizations communicate information and learn. Supported by the learning organization model of organization theory, this course examines the structures and systems that allow organizations to learn as well as those that inhibit or eliminate organizational learning.

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

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

EDD855 Organization Development (3 cr.)

Prerequisite(s): EDD809 , EDD821  
This course applies the principles of education to the discipline of organization development, which studies the ways in which individuals as well as the organization refines existing skills and develops new skills. Topics include the examination of assumptions, strategies, models, and motivational systems that contribute to organizational performance, as well as techniques that develop the organization’s ability to innovate, improve, and manage change.

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

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

EDD856 Organizational Effectiveness (3 cr.)

Prerequisite(s): EDD809 , EDD814 , EDD821  
This course applies the principles of assessment to the development of authentic systems to monitor and measure the effectiveness of organizations. Models include the systems approach, the goal-attainment approach, the strategic-constituencies model, and the competing-values model. These models provide a framework for assessing the criteria which are relevant to the long-term survival of any organization.

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

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

EDD871 Archival Research Methods (3 cr.)

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

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

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

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

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

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

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

EDD873 Association for Mission (3 cr.)

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

 

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

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

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

EDD874 Lasallian Leadership Traditions (3 cr.)

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

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

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