Course Descriptions

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.
    

EDD880 Exec-Ed.D. Capstone (3 cr.)

Prerequisite(s): 30 or more credits in Exce-Ed.D. program with a minimum GPA of 3.0 and approval of advisor.
This capstone allows students to integrate their learning from coursework, professional experience, and future plans for impact in their profession. Working with their advisor, students propose a capstone project that demonstrates mastery of concepts studied during the core sequence as well as the ability to apply those concepts to their professional experience for the betterment of their professional context. Students present their capstone project to faculty and students.

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

1. Display abilities to analyze, synthesize, evaluate, and apply knowledge.
2. Organize ideas and communicate effectively both in writing and in speaking.
3. Employ leadership theories and strategies.
4. Analyze organizational culture and apply change theories and strategies.
5. Integrate theory and professional practice.

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.

Note: written, bound dissertations must be submitted electronically.

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.

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.  Additionally, the leader’s role in leading equitable, evidence-based practices that support student success, organizational improvement, and stakeholder involvement will be investigated.

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 including student guidance and auxiliary services.
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.

EDS776 Exit Assessment Meeting (0 cr.)

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

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

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

EDS777 Exit Assessment Meeting (0 cr.)

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

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

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

EDS780 Advanced Action Research (3 cr.)

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

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

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

EDS790 Field Experience Seminar (0 cr.)

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

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

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

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

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

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

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second education organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota 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.

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

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

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

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second education organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota 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.
   
    

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

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

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

1. Log approximately 107 hours of administrative field experience.
2. Complete hours toward accumulating at least 40 hours at a second education organization at the top leadership level.
3. Practice the skills associated with the competencies for effective school leadership as prescribed by Minnesota 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.
   
    

EDS795 The Special Education Director (3 cr.)

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

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

1. Interpret state and federal regulations governing monitoring of special education programs (Total Special Education System {TSES}, State Performance Standards {SPS}, and Minnesota Continuous Improvement Monitoring Process.
2. Analyze and evaluate special education administrative and service models used in Minnesota, and student and program outcome data for the purposes of long range program improvement.
3. Identify and critique policies, district vision, procedures, and practices for implementation of education services to ensure alignment with policies.
4. Apply the key requirements of the IDEA and ESEA legislation that affect special education students and programs.
5. Create strategies for special education advocacy groups, other district administrators, outside agencies, school board members, and Minnesota Department of Education.
6. Describe and evaluate when to use assistive technologies and specialized instructional strategies to support special education programs and students.

EDS798 Advanced Action Research Seminar (3 cr.)

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

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

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

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

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

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

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

EL600 Orientation and Writing Assessment (0 cr.)

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

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

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

EL602 Facilitation Through Communication (3 cr.)

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

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

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

EL603 Foundations of Educational Leadership (3 cr.)

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

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

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

EL613 Fundamentals of Management (3 cr.)

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

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

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

EL622 Supervision (3 cr.)

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

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

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

EL623 Curriculum and Instruction (3 cr.)

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

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

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

EL630 Educational Research (3 cr.)

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

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

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

EL633 Ethics and Law (3 cr.)

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

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

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

EL634 Action Research Project (3 cr.)

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

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

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

EL652 Adult Learning (3 cr.)

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

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

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

EL662 Promoting Change (3 cr.)

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

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

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

EL670 Multicultural Leadership and Team Building (3 cr.)

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

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

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

ESL560 Student Teaching (6 cr.)

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

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

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

ESL570 International Student Teaching (6 cr.)

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

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

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

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

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

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

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

ESL601 Second Language Acquisition (3 cr.)

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

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

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

ESL602 Language and Culture (3 cr.)

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

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

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

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

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

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

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

ESL605 Reflective Language Teaching (3 cr.)

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

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

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

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

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

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

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

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

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

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

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

ESL608 Writing Instruction (3 cr.)

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

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

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

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

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

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

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

ESL690 Researching Critical Issues in English Language Learning: Paper and Presentation (3 cr.)

Prerequisite(s): ESL600 , ESL601 , ESL602 , ESL603 , ESL605 , ESL606 , ESL607 , ESL608 , ESL620  
In this course ESL master’s degree candidates integrate their knowledge of current practices and policies related to the education of English language learners. This course involves continued instruction on the fundamentals of ESL research-writing and further exploration of the student’s individual research topic. Candidates choose a topic of interest to research in depth, developing a full-length 3-chapter thesis proposal which they will deliver and defend in an oral presentation.

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

1. Synthesize current policies regarding services to English learners with knowledge of past and current trends.
2. Develop research questions or hypotheses related to policies that impact English learners.
3. Write a literature review investigating a particular ESL topic.
4. Use APA style correctly.
5. Organize an academic research paper.
6. Investigate a particular ESL-related topic, using appropriate research methodology and data collection techniques.
7. Produce a final draft of a 3-chapter academic thesis proposal.
8. Present and defend thesis proposal.

GN330 Arts and Social Change (3 cr.)

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

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

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

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

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

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

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

GN380 Contemporary Environmental Issues (3 cr.)

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

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

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

PSY315 General Psychology (3 cr.)

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

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

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

WRIT200 Reading and Writing for Academic Purposes (3 cr.)

Prerequisite(s): This course is required for students who do not place into HHSM304 after admission to the program.
This course is designed to prepare students for competency in academic written work at a level required within degree programs. This course assists students with the ability to adjust and produce writing strategies according to the assignment; to implement a writing process that includes the ability to recognize and correct errors while editing; to select, evaluate and use appropriate research materials; to utilize active reading strategies while completing assignments and during the research process; and to develop a multi-disciplinary vocabulary base.

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

1. Demonstrate basic proficiency comprehension of academic writing tasks required for a variety of assignments.
2. Modify writing strategies throughout all stages of the writing process according to the assignment, including varying overall essay and paragraph organization to suit the writing task.
3. Paraphrase and summarize material from outside sources accurately.
4. Demonstrate mastery of grammatical, mechanical and usage principles.
5. Select, evaluate, and appropriately use both primary and secondary research-based writing materials.
6. Implement active reading strategies to improve comprehension of texts and unfamiliar vocabulary.

HS612 Health Informatics and Application (3 cr.)

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

HS658 Human Resources in the Health and Human Services Sectors (3 cr.)

1. Outline the key components of human resource management and the value added by this functional area, including the essential components of effective job analysis and design, development of position descriptions and fundamental employee health and safety programs.
2. Identify current and emerging human resource issues and scenarios within health sector organizations, and relevant laws, regulatory requirements, and industry best practices impacting them.
3. Analyze the broad role of human resource management within the health sector, including workforce recruitment, development, evaluation, engagement and retention programs, succession and strategic planning to maximize resident/patient/client quality of life, quality of care, and workforce satisfaction and engagement.
4. Understand how human resource, change management, and leadership development programs are planned, implemented, and evaluated to address diversity, inclusion, and culturally responsive practices.
5. Negotiate, interpret, and implement contractual and financial agreements, including those related to organized labor, managed care, vendors, and consultative services.

HS662 Financial Practices in the Health and Human Services Sectors (3 cr.)

This course explores the skills required for effective, ethical financial management within the health sector. Students analyze and interpret financial statements, create and evaluate operating and capital budgets, and incorporate general principles of financial management.

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

1. Relate the historical context of healthcare financial management, theory, and concepts to the current state of the health sector.
2. Create and evaluate an operating and capital budget for an organization.
3. Examine the reimbursement requirements and regulatory compliance on financial performance, including exploration billing and collections practices.
4. Analyze and evaluate the financial statements of organizations in the health or human service sectors.
5. Use the tools of financial forecasting, planning, auditing programs, reporting systems, and control needed to make managerial decisions within the health sector.

HS662 Healthcare Financial Management (3 cr.)

This course examines the financial practices and procedures associated with leading a healthcare, long-term care, or human services organization. Students have the opportunity to analyze and interpret financial statements, as well as create and evaluate capital budgets. Public policy and the economic forces that influence healthcare organizations are explored.

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

1. Create an operating and capital budget for an organization.
2. Evaluate budget decisions and common economic variables.
3. Describe and interpret how public policy may affect the financial operations of a healthcare entity.
4. Examine the reimbursement requirements and regulatory compliance on financial performance.
5. Analyze and evaluate the financial statements of a healthcare organization.

HS698 Capstone (3 cr.)

Prerequisite(s): All required coursework.
In this course, students integrate theory and findings from contemporary practices and literature identified in an in-depth study of a health sector administrative topic.

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

1. Complete a study that poses a research question, synthesizes related literature, and analyzes gaps in literature to find potential areas of additional research.
2. Participate in an experiential activity regarding healthcare and human services administration.
3. Articulate and integrate learnings from the core health and human services curriculum and the experiential activity.

HS710 Advanced Research, Writing, and Communication (3 cr.)

This course focuses on graduate academic and professional writing skills within the health sector, including voice and style, ethical use of source material, and revision.  Students learn to identify and evaluate resources relevant to the research, writing, and communication process with an emphasis in the health sector.

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

1. Analyze and synthesize a variety of credible sources relevant to a research question.
2. Integrate source material into academic and professional writing, including correct use of summary, paraphrase, and quotation, along with proper citation.
3. Evaluate various modes of organizational and health-related communication, including emerging technologies.
4. Apply various communication styles, including variations found within diverse cultural, gender, and generational groups.

HS711 Finance for Health Services Administrators (3 cr.)

Prerequisite(s): HS662 
This course examines the practices and procedures associated with ethical financial practices in the health sector. Public policy, ethics, stewardship, and the economic forces that influence organizations within the health sector are explored.

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

1. Evaluate budget decisions and common economic variables to advance financial viability and growth of organizations within the health sector.
2. Describe and interpret how market forces and public policy may affect the financial operations of a healthcare entity, including the emergence of risk adjusted and risk sharing models for population health management.
3. Develop, implement, monitor, and evaluate financial policies and procedures that comply with Generally Accepted Accounting Principles. 
4. Review and demonstrate an understanding of contract negotiation and implementation, including the anticipated impact on an organization.
5. Identify and establish policies, procedures, and practices to mitigate risk and safeguard the assets of the organization.

HS712 Health and Human Service Systems (3 cr.)

This course evaluates the fundamentals of current healthcare and human services delivery systems in the U.S. Topics include health sector regulatory and financial systems, delivery operations, and organizational design theories.

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

1. Compare the evolution of various types of services for vulnerable individuals and populations.
2. Analyze the impact of social, economic, political, and regulatory forces on planning and objective setting.
3. Evaluate the emergence of organizational designs, operations, and governance in the health sector.
4. Analyze the factors influencing organizational outcomes and consumer/patient/client satisfaction.
5. Assess and analyze how the health sector financing and policy, care management, private health coverage, and government programs and reforms (including Medicare, Medicaid, and the ACA) impact the cost, quality, experience, and outcomes of care and delivery systems within the U.S.

HS713 Aging, Illness, and the Continuum of Care (3 cr.)

This course provides a culturally responsive overview and comparison of the aging process and illness.  Identification of resources designed to support healthy aging as well as understanding various health and human service agencies that meet the needs of the disabled, acute and chronically ill, and the medically complex are covered.  This course covers the language and basic understanding of healthcare and human services needs for clients, patients, and residents across the continuum of care.

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

1. Differentiate between aging and disease progression as distinct but interrelated factors in human development.
2. Effectively define and communicate common medical and pharmacological terms for individuals and care providers.
3. Describe the common physical, social, and psychological aspects of the human development process, focusing on the disabled and chronically ill, as well as the various approaches to addressing individual needs.
4. Identify and develop culturally responsive best practices for addressing common elderly/disabled/chronically ill and medically complex individuals within an agency, facility, or community-based setting.
5. Research and evaluate the laws and agencies (both public and private) addressing the needs of vulnerable populations in residential and community-based settings.

HS715 Advanced Health Policy and Ethics (3 cr.)

This course examines the ethical, legal, and culturally relevant dimensions of the U.S. health sector, including nonprofit, for-profit, and public health systems. Topics include ethical issues, public policy, stewardship, and compliance standards impacting healthcare finance and delivery; frameworks for ethical decision making; socio-economic impacts on public policy; and strategies for influencing the policy-making process within the health sector.

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

1. Apply frameworks for ethical administrative decision making.
2. Analyze policies and laws impacting the delivery and financial operations of services for vulnerable individuals and communities.
3. Evaluate the effect of current policies, payment systems, and regulatory agencies on quality and system performance.
4. Examine and evaluate policy environment and solutions, while exploring ways to influence the creation and implementation of public policy.

HS716 Health and Human Service Administration (3 cr.)

This course explores applied theories and skills of leadership and management within the health and human service sectors. Leadership styles and culturally responsive approaches to decision making are examined. Topics such as governance, vision and mission, strategic planning, business decision support, and promotion of sustainable, ethical organizational growth, and organization stewardship are explored.

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

1. Illustrate roles, relationships, and legal responsibilities for administration, board members, departmental managers, clinicians, staff, external stakeholders, and suppliers.
2. Articulate an overview of the scope and roles within strategic planning and external relations (market research, marketing, public and communication relations, communication, media, and government relations).
3. Communicate organizational vision and manage internal communication and cross-functional teamwork.
4. Analyze organizational board governance systems for effective implementation of shared vision and mission.
5. Evaluate strategies for promoting and leading organizational change.
6. Evaluate ethical standards and decision-making models for health and human service administration.

HS717 Health Sector Quality and Performance Improvement (3 cr.)

1. Apply project management tools, quality improvement terms, frameworks, and processes in the context of the health and human services settings.
2. Identify project integration, scope, time, cost, quality, human resource requirements, communications, risk, and procurement management process inputs, tools and techniques, and outputs.
3. Analyze stakeholder needs and expectations, and unique aspects in the health sector.
4. Assess tools and strategies to effectively manage projects within organizations in the health sector to advance quality, cost, satisfaction, and value improvement.
5. Identify approaches to apply change management, process/performance/quality improvement, and project management to improve the performance within the health sector.
6. Develop and integrate creative, adaptive strategies that promote positive change and innovation.

HS720 Strategic Health and Human Services Leadership (3 cr.)

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

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

1. Identify and synthesize ethical and culturally responsive management and leadership principles and styles in the health and human services sectors.
2. Create a vision and mission to optimize health and human service system performance, including exploration of emerging and innovative system design, technology, and partnerships.
3. Compare strategic planning models to best support the organizational mission.
4. Evaluate and apply best practice change management to ensure application of system, workforce, data, and technology-oriented solutions.

HS750 Nursing Home Practicum 1 (200-250 hours) (1 cr.)

Prerequisite(s): Permission of the Program Director
This practicum course is designed to meet the requirements set out by the Minnesota Board of Examiners for Nursing Home Administrators (BENHA) and National Association of Long Term Care Administrator Boards (NAB).  This course provides practical learning experiences within the context of a nursing facility to complement the student’s academic training and work or volunteer experience in long-term care, general healthcare, and management.  Please contact BENHA (http://mn.gov/boards/nursing-home/) to determine if this course meets the (http://www.nabweb.org/) for national or state-by-state requirements.

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

1. Demonstrate knowledge of all functions of the nursing facility departments.
2. Analyze results of regulatory inspections, write and implement a plan of correction including in-service education.
3. Explain the roles of the nursing facility Administrator and the facility relationships in the context of operations, governance, community relations, resident councils and other health care providers operating in the continuum of health care.
4. Complete research designed to improve operations and inform decision-making on a current issue.
5. Develop competence in “AIT Model Standards Covering the Domains of Practice”

a. Domain 10 - Customer Care, Support, and Services
b. Domain 20 - Human Resources
c. Domain 30 - Finance
d. Domain 40 - Environment
e. Domain 50 - Management and Leadership

6. Develop a clear understanding of what is needed to pass their respective State and NAB tests.

HS751 Nursing Home Practicum 2 (250 hours) (1 cr.)

Prerequisite(s): HS750  
This practicum course is designed to meet the requirements set out by the Minnesota Board of Examiners for Nursing Home Administrators (BENHA) and National Association of Long Term Care Administrator Boards (NAB).  This course provides practical learning experiences within the context of a nursing facility to complement the student’s academic training and work or volunteer experience in long-term care, general healthcare, and management.  Please contact BENHA (http://mn.gov/boards/nursing-home/) to determine if this course meets the (http://www.nabweb.org/) for national or state-by-state requirements.

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

1. Demonstrate knowledge of all functions of the nursing facility departments.
2. Analyze results of regulatory inspections, write and implement a plan of correction including in-service education.
3. Explain the roles of the nursing facility Administrator and the facility relationships in the context of operations, governance, community relations, resident councils and other health care providers operating in the continuum of health care.
4. Complete research designed to improve operations and inform decision-making on a current issue.
5. Develop competence in “AIT Model Standards Covering the Domains of Practice”

a. Domain 10 - Customer Care, Support, and Services
b. Domain 20 - Human Resources
c. Domain 30 - Finance
d. Domain 40 - Environment
e. Domain 50 - Management and Leadership

6. Develop a clear understanding of what is needed to pass their respective State and NAB tests.

HS752 Nursing Home Practicum 3 (250 hours) (1 cr.)

Prerequisite(s): HS751  
This practicum course is designed to meet the requirements set out by the Minnesota Board of Examiners for Nursing Home Administrators (BENHA) and National Association of Long Term Care Administrator Boards (NAB).  This course provides practical learning experiences within the context of a nursing facility to complement the student’s academic training and work or volunteer experience in long-term care, general healthcare, and management.  Please contact BENHA (http://mn.gov/boards/nursing-home/) to determine if this course meets the (http://www.nabweb.org/) for national or state-by-state requirements.

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

1. Demonstrate knowledge of all functions of the nursing facility departments.
2. Analyze results of regulatory inspections, write and implement a plan of correction including in-service education.
3. Explain the roles of the nursing facility Administrator and the facility relationships in the context of operations, governance, community relations, resident councils and other health care providers operating in the continuum of health care.
4. Complete research designed to improve operations and inform decision-making on a current issue.
5. Develop competence in “AIT Model Standards Covering the Domains of Practice”

a. Domain 10 - Customer Care, Support, and Services
b. Domain 20 - Human Resources
c. Domain 30 - Finance
d. Domain 40 - Environment
e. Domain 50 - Management and Leadership

6. Develop a clear understanding of what is needed to pass their respective State and NAB tests.

HS753 Nursing Home Practicum 4 (250 hours) (1 cr.)

Prerequisite(s): HS752  
This practicum course is designed to meet the requirements set out by the Minnesota Board of Examiners for Nursing Home Administrators (BENHA) and National Association of Long Term Care Administrator Boards (NAB).  This course provides practical learning experiences within the context of a nursing facility to complement the student’s academic training and work or volunteer experience in long-term care, general healthcare, and management.  Please contact BENHA (http://mn.gov/boards/nursing-home/) to determine if this course meets the (http://www.nabweb.org/) for national or state-by-state requirements.

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

1. Demonstrate knowledge of all functions of the nursing facility departments.
2. Analyze results of regulatory inspections, write and implement a plan of correction including in-service education.
3. Explain the roles of the nursing facility Administrator and the facility relationships in the context of operations, governance, community relations, resident councils and other health care providers operating in the continuum of health care.
4. Complete research designed to improve operations and inform decision-making on a current issue.
5. Develop competence in “AIT Model Standards Covering the Domains of Practice”

a. Domain 10 - Customer Care, Support, and Services
b. Domain 20 - Human Resources
c. Domain 30 - Finance
d. Domain 40 - Environment
e. Domain 50 - Management and Leadership

6. Develop a clear understanding of what is needed to pass their respective State and NAB tests.

HHSMXXX Graduate Level Electives (- cr.)