Course Descriptions

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 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.

DIGA650 Advanced Data Engineering and Visualization (3 cr.)

Prerequisite(s): DIGA620  or equivalent or consent or program director
This course utilizes scripting languages to ingest and transform relational, non-relational, unstructured, and streaming data sources into actionable data formats. The purpose and design of data lakes and data warehouses are covered, and students select and implement appropriate data visualization strategies including dashboards and techniques specific to big data.

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

1. Design data repositories to enable the analysis needed for effective decision-making.
2. Implement automated workflows for transforming structured and unstructured data into actionable formats.
3. Apply visualization strategies to facilitate data exploration and synthesis.

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.

EDMA600 Orientation Session (0 cr.)

EDMA610 How Children Learn (3 cr.)

Learners compare child development and behavior theories, including those of Maslow, Piaget, Kohlberg, Jensen, Erikson, Vygotsky, and Bronfenbrenner. Learners explore patterns of human development from birth to adolescence to identify warning signs of mental health disorders, abuse, and addiction. Learners analyze their statutory obligations as mandated reporters.  

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

1. Compare the major educational theories of Maslow, Piaget, Kohlberg, Jensen, Erikson, Vygotsky, Bronfenbrenner, and others.
2. Use multiple behavioral theories to identify possible causes for the behavior of selected students in the classroom.
3. Summarize 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.)

Learners study effective classroom management methods that assist in creating positive classrooms.  Learners apply an understanding of dispositions mindsets, brain compatible learning, and culturally responsive teaching.  Learners also explore personal biases to create an equitable and student-centered environment.

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

1. Analyze various culturally responsive strategies to better understand all students.
2. Identify classroom management models that help to create a positive learning environment.
3. Develop awareness of cultural competence through self-assessment of assumptions and biases.
4. Apply principles of cultural competence to create a classroom environment of respect and rapport.
5. Create a learning environment supportive of academic achievement and personal development of all students.
    

EDMA614 Communication and Collaboration (3 cr.)

Learners practice the skills of written and oral communication for a variety of purposes. Learners develop effective collaborative, facilitation, and conflict resolutions skills. This course also allows learners to practice academic writing using APA style guidelines.

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

1. Demonstrate competent writing skills, including proper grammar, structure, form, and appropriate tone.
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 supported by appropriate use of technology. 
5. Discover strategies that facilitate collaboration and resolve conflict.

EDMA620 Curriculum Design (3 cr.)

Learners plan curriculum with considerations for diverse students. Learners design course and unit plans that focus on standards and curriculum goals specific to the learner’s teaching content area.

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

1. Demonstrate knowledge of standards-based national, state, and district level curriculum development.
2. Plan curriculum to meet educational standards.
3. Analyze curriculum documents to determine their theoretical basis, alignment with state and/or common core standards, and their impact on instruction.
4. Apply culturally responsive teaching principles in planning curriculum that meets the needs of all students. 
5. Plan for inclusion of higher level thinking skills into Stage 1 of UbD or unit design

EDMA622 Assessment and Evaluation (3 cr.)

Prerequisite(s): EDMA620  
Learners compare tools for evaluation and grading of student learning. Learners create student assessments aligned with learning outcomes, and analyze student performance data to inform instruction. Learners analyze and apply grading practices in a classroom setting. 

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

1. Interpret assessment data, recognizing strengths and limitations of various types of assessments.
2. Analyze assessment data to identify student needs and establish differentiated instructional practices.
3. Use basic statistics to interpret test results.
4. Organize assessment procedures that align with desired learning outcomes, state standards, and course content.
5. Apply principles of test construction to create student tests aligned with learning outcomes.
6. Explain issues of equity, validity, and reliability associated with various methods of grading.

EDMA624 Effective Instruction (3 cr.)

1. Interpret current theories and research-based literature to understand the components of instructional practice.
2. Demonstrate the ability to plan instruction, utilizing a unit lesson design model.
3. Create an instructional plan that addresses desired learning outcomes using multiple instructional strategies.
4. Plan instruction that develops higher level thinking skills, deepens learning, and maintains rigor. 
5. Adapt lessons to differentiate instruction for all students.
6. Demonstrate the 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 methodologies and evaluating the potential impact on educational practice. Action research design, evaluation of literature and published studies and methods for communicating and implementing results are practiced.  

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

1. Analyze the processes involved in conducting quantitative and qualitative research.
2. Develop skills to generate research questions, review relevant literature, and devise a plan for research.
3. Compare published educational research to identify limitations, assumptions, and biases of the studies.
4. Identify appropriate sources of data, data collection, and data analysis for action research.
5. Design action research that uses sound design and reporting methods.
6. Create a plan for implementing action research findings in an educational organizational setting.

EDMA632 Ethics and Law (3 cr.)

Learners review the laws and ethics that govern school districts and their employees. Federal and state laws and case law are related to current educational issues. Learners explore personal beliefs, cultural norms, ethical codes, and legal standards in the educational environment and how these impact the teacher’s role as an ethical educational leader in a school community.

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

1. Reflect on the ways personal beliefs, cultural norms, ethical codes, and legal standards influence professional behavior in an educational setting.
2. Interpret federal and Minnesota statutory law related to education.
3. Examine landmark court cases that provide legal precedent for K-12 education.
4. Analyze how legal requirements and ethical considerations influence educational decision making.
5. Examine the ethical and legal responsibilities of teachers in situations where personal beliefs and organizational/professional expectations might conflict.

EDMA634 Action Research Project (3 cr.)

Learners continue their work from EDMA630 Educational Research. Learners apply research skills by identifying strengths and limitations of published research and methodology. Learners evaluate the potential impact of the research on their educational practice.  The action research project results in a written paper, which includes an introduction, a review of literature, research questions, a description of the methodology, and an evaluation of their research. Learners interpret the results and originate possible questions for further study.  

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

1. Examine research by identifying its application to educational practice.
2. Measure published educational research by identifying limitations, assumptions, and biases.
3. Apply skills to implement a research plan.
4. Use academic writing skills and APA style in the development of an action research paper.
5. Demonstrate public speaking skills, including adapting one’s speaking style to the audience and using appropriate technology.

EDMA638 Critical Thinking: Inquiry to Support Learning (3 cr.)

In this course, critical thinking skills are examined to assist learners in evaluating new and existing information in their professional practice. Learners learn to think skillfully by using critical thinking strategies that define problems, identify available solutions, and interpret sources of information. Learners gain an understanding of how to implement critical thinking skills in their own classrooms to support the teaching of reasoning, representation, cultural judgment, information literacy, and metacognitive reflection. 

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

1. Define critical thinking and its role in the education of a child.
2. Implement critical thinking competencies to support the role of an educator.
3. Apply critical thinking skills and metacognitive reflection to current issues in education.
4. Demonstrate an understanding of intellectual integrity by stating and exemplifying a position on an issue with respect and objectivity to other viewpoints.
5. Develop strategies to teach critical thinking.
6. Nurture critical thinking in the classroom.

EDMA650 Mental Health Awareness: Birth to 12th grade (3 cr.)

This course examines the social and emotional development from birth to high school graduation. This course focuses on how mental health concerns present throughout the developmental stages of students. The impact of family, culture, stress, and trauma are also considered. Learners reflect on their own perspectives around mental health.

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

1. Demonstrate foundational knowledge about mental and emotional health in birth-12 students.
2. Identify atypical student behavior.
3. Demonstrate an understanding of the impact of family, culture, stress, and trauma on student well-being.
4. Reflect on one’s perspectives regarding mental health.
5. Apply a holistic approach to understanding mental, emotional, physical, and spiritual health.

EDMA655 Development of Mental Health Competency (3 cr.)

This course examines individual teacher roles and responsibilities when it comes to addressing student mental health needs. Learners explore their personal capacity, the ethical and legal responsibilities they have, as well as additional resources available within schools and the community.

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

1. Define the teacher role and responsibility within the context of student mental health.
2. Assess personal capacity to plan for continued growth.
3. Analyze the ethical and legal responsibility of a teacher to involve other professionals and additional resources.
4. Analyze broader systems within schools and districts to support students, families, and faculty.
5. Distinguish among the levels of accommodations at different stages of B-12 education.

EDMA660 Creating a Healthy Classroom (3 cr.)

This course examines strategies to create a socially and emotionally healthy classroom. Learners focus on transforming their classroom practices through research, evaluation, and application.

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

1. Examine current theories and research-based literature to understand how to use instructional practices to improve student emotional and mental health.
2. Evaluate instructional practices to improve student engagement, learning, and emotional well-being.
3. Evaluate classroom management strategies to improve the classroom learning environment.
4. Build capacity for student community.
5. Differentiate instruction to meet the needs of all students.
6. Apply strength-based teaching practices to create a health classroom and school culture.

EDMA665 Engaging the Community (3 cr.)

This course addresses methods for learners to communicate and collaborate with colleagues, families, and students to improve the social and emotional health of individual students, classrooms, schools, and community. Learners explore school and community resources, as well as the implementation of strategies and best practices.

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

1. Engage students in destigmatizing mental health.
2. Advocate for the mental health care of students by educating others using evidence-based research and practices.
3. Develop strategies to engage and support families.
4. Model developmentally appropriate ways of communicating positive social-emotional language.
5. Collaborate with the community to destigmatize mental health.

EDMA670 Mental Health in our Everyday Lives (3 cr.)

In this course, learners focus on the application of mental health concepts to create an awareness and healthy approach within their classroom and school. Additionally, learners reflect on their growth as educators.

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

1. Reflect upon the change in one’s own perceptions and approaches around student well-being.
2. Articulate how family, culture, and community affect mental health and subsequently impact learning.
3. Implement learning to address a classroom social or emotional issue by using multiple instructional strategies.
4. Share learning with the community.

EDMA699 Reflection and Resiliency in My Life (3 cr.)

In this course, learners apply strategies for personal and professional reflection that support their ability to survive and thrive as an educator. Learners examine skills, strategies, and routines leading to joyful, fulfilling, and meaningful lives. Learners identify stressors and develop capacity to address mental health needs and overall wellness for educators.

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

1. Apply change and resiliency frameworks in professional practice.
2. Examine personal and professional goals to identify challenges, resiliency strategies, and plans for continued growth.
3. Explain the influence of program outcomes on personal and professional growth.
4. Identify one’s own mental health needs to stay resilient tin education.

EDWN600 Individual Development and Effective Practice (3 cr.)

EDWN602 Instructional Design and Learner Engagement (3 cr.)

EDWN603 Teaching and Learning Practices (3 cr.)

EDWN605 Special Education Law and Effective Practice (3 cr.)

EDWN606 Individual Development (3 cr.)

EDWN608 Academic and Behavior Management for the Child with Disabilities (3 cr.)

EDWN612 Student Teaching (3 cr.)

EDWN640 Leadership, Curriculum Development, and Supervision (3 cr.)

EDWN641 School District Operations and Leadership (3 cr.)

EDWN642-646 Practicum (3 cr.)

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 21st 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 21st 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 21st 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.

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 and culture 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 ethical 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 and Power in Learning Settings (3 cr.)

Prerequisite(s): EDD809  
This course studies dimensions of effective communication in adult learning settings. Students analyze the impact of emotional intelligence, cultural perspectives, and power dynamics on education and communication. 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 cultural contributions and collaborations through dialogue.
4. Utilize emotional intelligence as leadership competencies for critical thinking.
5. Evaluate the power dimensions and the impact of education and culture on 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, including their cultural implications.
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 the ethical and cultural 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 learning theory 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 , master’s level statistics course
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. Develop an effective research problem statement and research question.
2. Evaluate basic data analysis techniques of qualitative and quantitative research strategies.
3. Evaluate design validity and reliability.
4. Evaluate sampling techniques.
5. Apply critical thinking in a research context.
6. Apply research ethics.
7. Demonstrate the ability to design research proposals.
8. Demonstrate appropriate APA style.
9. Demonstrate an understanding of research ethics.

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 level statistics course
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 addresses 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. Explore effectiveness from differing cultural lenses
2. Demonstrate an understanding of the development of organizational effectiveness.
3.  Demonstrate an understanding of various organizational effectiveness theories.
4.  Be able to control assessment instruments for errors.
5.  Be able to create an appropriate model of organizational effectiveness for an organization.

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.
    

EDD899 Comprehensive Examination (1 cr.)

Prerequisite(s): 45 or more credits in EDD program with a minimum GPA of 3.0 and approval of the committee chair
Doctoral students are required to take a comprehensive examination upon completion of coursework. The comprehensive examination is an integrative experience requiring students to demonstrate personal mastery of concepts studied during the core sequence as well as the ability to apply those concepts to challenges in their areas of specialization.

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

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

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

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

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

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

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

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

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

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

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

EDD900 Dissertation Defense (0 cr.)

Prerequisite(s): EDD809 , EDD830  Dissertation (minimum of 11 credits completed)
Each EDD student is required to provide a presentation of the dissertation project to the student’s committee and the public. The committee and the public are encouraged to ask questions of the student regarding the research project, the student’s written dissertation, points developed in the presentation, or any other related matter.

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

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

EDS691 Alternate Pathway Prerequisite (1 cr.)

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

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

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

EDS692 Alternate Pathway Prerequisite (1 cr.)

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

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

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

EDS693 Alternate Pathway Prerequisite (1 cr.)

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

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

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

EDS701 Orientation and Assessment (0 cr.)

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

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

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

EDS706 Student Assessment and Program Evaluation (2 cr.)

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

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

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

EDS710 Leadership Theory (3 cr.)

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

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

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

EDS716 Leadership for Teaching and Learning (2 cr.)

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

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

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

EDS720 Organization and Human Resource Management (2 cr.)

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

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

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

EDS731 Shaping an Inclusive School Culture (3 cr.)

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

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

1. Articulate leadership strategies to work with diversity in learning communities.
2. Analyze the strengths and differing attributes of students relative to culture, socio-economic status, academics, and (dis)ability.
3. Create positive interpersonal relations for inclusive learning environments that address dehumanizing practices (bias, discrimination, prejudice, and institutional and personal racism and sexism) and meet the needs of all students.
4. Develop strategies to adapt educational programming to meet the needs of diverse constituencies.
5. Explain the effects of various mental health conditions, including the effects of medication, on the educational, physical, social, and emotional needs of students.
6. Articulate the roles and responsibilities of mental health and school health professionals in serving students and families in the school setting.
7. Address the social, emotional, and academic needs of students from culturally diverse backgrounds.

EDS735 Student Management (2 cr.)

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

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

1. Analyze characteristics of effective school culture/climate.
2. Analyze various behavior management plans.
3. Articulate issues and concerns related to students transitioning from one school and/or program level to another.
4. Develop options for responding to various student behaviors.
5. Examine and consider plans and procedures to address student bullying, profiling, institutional threat, vandalism, and harassment behaviors.

EDS740 Ethical Issues for Administrators (3 cr.)

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

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

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

EDS741 Financial Management (3 cr.)

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

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

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

EDS742 Legal Issues in Education (3 cr.)

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

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

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

EDS750 Principal as Building Leader (3 cr.)

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

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

1. Evaluate school safety and security policies, plans, and procedures for a safe and secure building and formulate a plan for corrective action for areas of vulnerability associated with student transportation and school grounds.
2. Evaluate master scheduling considerations and processes for elementary and secondary schools.
3. Facilitate plans and the building’s responsibility in providing programs and services to meet the special education needs of all students considering the grade levels, size, and location of the school.
4. Design and communicate school improvement plans that integrate research with best practices in teaching, learning, and supervision; identify data-based, relevant school goals; involve key stakeholders; contain assessment results; and are clearly communicated to those affected to help all learners achieve at high levels.
5. Organize various staff development procedures and processes into a cohesive staff development program that includes both peer-staff and administrative observation protocols.

EDS756 Principal Field Experience I (1 cr.)

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

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

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

EDS757 Principal Field Experience II (1 cr.)

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

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

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

EDS758 Principal Field Experience III (1 cr.)

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

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

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

EDS760 The Superintendency (3 cr.)

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

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

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

EDS761 Superintendent Field Experience I (1 cr.)

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

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

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

EDS762 Superintendent Field Experience II (1 cr.)

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

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

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

EDS763 Superintendent Field Experience III (1 cr.)

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

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

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

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

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

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

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

EDS773 Legal Issues in Special Education (3 cr.)

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

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

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

EDS775 Exit Assessment Meeting (0 cr.)

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

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

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