- Admission Requirements
- Master of Science (Higher Education) Degree Requirements
- Master of Education (PK-12) Degree Requirements
- Admission Requirements
- Doctor of Philosophy/Doctor of Education (Higher Education)
- Doctor of Philosophy/Doctor of Education (PK-12)
Courses with an Educational Leadership (EDL) prefix are utilized primarily by the PK-12 graduate programs. Courses with a Higher Education (HE) prefix are utilized primarily by the Higher Education graduate programs.
501. Leadership and Organizational Behavior. 3 credits. This course provides school leaders with preparation in skills for providing purpose and direction for individuals and groups, shaping school culture and value, facilitating the development of shared strategic vision for the school, formulating goals and planning change efforts with staff, and setting priorities for one’s school in the context of community and district priorities for student and staff needs.
502. Technology and Information Systems. 2 credits. This course provides an understanding of selected computer applications for educational administrators. The focus of instruction is to have educational leaders use the computer as a decision-making and planning tool for carrying out communication functions of administration at the building and district levels.
503. Seminar in Educational Leadership. 1 to 4 credits. S/U grading only.
511. Effective Administrative Communications. 3 credits. This course prepares aspiring school leaders to plan for their personal and professional development; understand and use the principles of interpersonal, oral, and written communication.
512. Research, Measurement, and Program Evaluation. 3 credits. This course provides school leaders with an understanding of how to determine what diagnostic information is needed about students, staff, and the school environment; examine the extent to which outcomes meet or exceed defined standards, goals, or priorities for individuals or groups; draw inferences for program revisions; interpret and understand research, measurements, and evaluations; relate programs to desired outcomes; develop equivalent measures of incompetence; and design accountability mechanisms.
513. Leading Curriculum and Learning. 3 credits. Corequisite: EDL 535, 536 or 537. This course provides school leaders the ability to understand major curriculum design models, interpret school district curricula, initiate needs analyses, plan and implement with staff a framework for instruction, align curriculum with anticipated outcomes, monitor social and technological developments as they affect curriculum, and adjust content as needs and conditions change.
514. Supervision and Staff Development. 3 credits. This course provides school leaders with preparation in skills for instructional improvement, working with faculty and staff to identify professional needs. Classes are designed for in-depth study and practice planning, organizing, and facilitating programs that improve faculty and staff effectiveness and are consistent with institutional goals and needs; supervising individuals and groups; providing feedback on performance; arranging for remedial assistance; engaging faculty and others to plan and participate in recruitment and development activities; and initiating self-development.
515. Education Law and Ethics. 3 credits. This course is designed as a beginning law course for school dministrators. In addition to the acquisition of legal knowledge as it relates to P-12 education, students are introduced to ethical perspectives that frequently influence the legal decision-making process.
516. Education Finance and Policy. 3 credits. Includes such topics as the organization of and responsibility for education in the United States at the federal, state, and local levels; basic administrative theories, processes, and techniques; and major areas of concern in the operation of local schools. The course includes an experiential learning assignment in which students complete a budget project.
517. Social, Cultural, Political, and Community Dimensions of Schools. 4 credits. This course provides school leaders with an understanding of the historical, philosophical, ethical, social, and economic influences affecting education to the degree that they can apply their understandings to professional decisions. Students are expected to apply political concepts and strategies and approaches to collaboration in involving the community in decision making, building community support for integrating health and social services in support of students, and developing community support for school priorities. Throughout the course, students’ work will be expected to manifest a sensitivity to issues of diversity in a pluralistic society.
519. Principalship. 2 credits. This course provides school leaders with an understanding of the role of the building principal along with skills and techniques associated with the principalship. The topics include the principal’s role in community and family relationships and collaboration, using community resources to support the academic and social needs of students and families, the development and application of policies related to students and staff, planning and delivering of curricular and cocurricular programs within the school, and the principal’s role in working with staff. Students must also enroll in a one-credit field-based experience (EDL 520, 521 or 522) appropriate for their desired level of preparation for the principalship.
520. Middle School Principal Field Study. 1 credit. Corequisite: EDL 519. This course provides a field-based experience in the role of the middle school principal.
521. Elementary Principal Field Study. 1 credit. Corequisite: EDL 519. This course provides a field-based experience in the role of the elementary school principal.
522. Secondary Principal Field Study. 1 credit. Corequisite: EDL 519. This course provides a field-based experience in the role of the secondary school principal.
523. The Educational Plant. 3 credits. The purpose of this course is to provide a study of the planning, construction, modification, and maintenance of school buildings and complimentary facilities such as playgrounds, athletic fields and facilities, drop-off zones, and parking lots. This course will include appraisal of school facilities and techniques for developing and using input from the community and building and program audits.
524. Educational Personnel Administration. 2 credits. Study of selection, assignment, evaluation, development, and release practices for certified and non-certified school personnel; salary and contract administration in schools.
526. Business Management in Education. 2 credits. Study of the business function in educational organizations with emphasis on budget development and administration, accounting, purchasing, risk management, support services, and capital outlay.
527. Legal Issues in Education. 3 credits. Study of the legal issues affecting educational organizations with emphasis on state and federal relationships to local institutions, school boards and other governing bodies, contracts, teachers’ and students’ rights, and tort liability of educational organizations and their officers. Consideration is given to legal research and policy analysis.
529. Special Education Law. 3 credits. A course designed to give participants a working knowledge of the legislative, judicial, and administrative changes which have revamped the areas of teaching and administering special education since 1974. It will provide information useful to administrators, practitioners, attorneys, parents, and advocates on topics including: student records, discipline, related services, due process, least restrictive environment, and appropriate education.
531. School District Leadership. 2 credits. A study of concerns and issues related to education leadership and administration at the district level, including relationships between the superintendent and the school board, community and school district staff.
532. Staff and Program Evaluation. 2 credits. A study of the evaluation of staff, including teachers, administrators, support personnel, and boards; and for purposes of accreditation, the evaluation of components that support the curriculum. Procedures, processes, and instruments will be identified and analyzed.
533. Collective Negotiations. 2 credits. A study of the collective bargaining process in the field of education. Includes topics such as contract language, planning for negotiations, bargaining strategies, impasse and arbitration, contract maintenance, grievance procedures, and results of the negotiations.
535. Administration of Elementary School Curriculum. 1-3 credits. Prerequisite: EDL 513. Designed primarily for graduate students seeking positions as curriculum coordinators or administrative positions. A study of leadership skills for developing the administrator’s understanding of knowledge construction, adult learning, planning and implementing a framework for curriculum design and instruction, and the professional responsibility for assessing and implementation of an elementary curriculum. The course examines the current issues, trends, subject areas, student achievement, and challenges for the future of elementary curriculum. The student will research the current best practices for application of administrative skills in relationship to supervision of a comprehensive K-5 grade level curriculum and its impact on learners.
536. Administration of Middle School Curriculum. 1-3 credits. Prerequisite: EDL 513. Designed primarily for graduate students seeking positions as curriculum coordinators or administrative positions. A study of leadership skills for developing the administrator’s understanding of knowledge construction, adult learning, planning and implementing a framework for curriculum design and instruction, and the professional responsibility for assessing and implementation of the middle school level curriculum. The course examines the current issues, trends, subject areas, student achievement, and challenges for the future of middle school level curriculum. The student will research the current best practices for application of administrative skills in relationship to supervision of a comprehensive 6-8 grade level curriculum and its impact on learners.
537. Administration of Secondary School Curriculum. 1-3 credits. Prerequisite: EDL 513. Designed primarily for graduate students seeking positions as curriculum coordinators or administrative positions. A study of leadership skills for developing the administrator’s understanding of knowledge construction, adult learning, planning and implementing a framework for curriculum design and instruction, and the professional responsibility for assessing and implementation of secondary curriculum. The course examines the current issues, trends, subject areas, student achievement, and challenges for the future of middle school level curriculum. The student will research the current best practices for application of administrative skills in relationship to supervision of a comprehensive 9-12 grade level curriculum and its impact on learners.
538. Auxiliary School Functions. 3 credits. Overview of school business and facilities management for educational administrators. Topics include: introduction to special area budgeting and accounting; insurance and risk management; forecasting;vendor relations; supervision of classified and support staff; management of support services, e.g., transportation, food service; facility operation and maintenance; and space utilization analysis, allocation; and cooperative community use of facilities.
571. School Community Relations. 2 credits. Study of the responsibility of classroom, attendance unit, and district personnel in public information efforts; design, use, and analysis of surveys; study of involvement of parents and other community members in resource, advisory, and decision-making activities; preparation of news releases and public information materials; study of relationships to media personnel.
572. Educational Systems and Planning. 2 credits. A study of the planning process including topics such as establishing goals; assessing needs; identifying resources; and generating, analyzing, and selecting alternatives. Processes and techniques in planning will be emphasized.
573. Administration and Organizational Behavior I. 3 credits. A study and critique of selected theories and research in administration and organizational behavior including topics such as leadership; formal and informal structure; communication; change and intervention; motivation and morale; interpersonal relations and conflict management; small-group processes; and personality, values, and ethics.
574. Administration and Organizational Behavior II. 3 credits. A continuation of Administration and Organizational Behavior I. Provides the student with the opportunity to design and carry out an original field study project in organizational behavior, participate in critiquing studies designed and completed by fellow students, and engage in individualized study in a topic area related to behavior in organizations.
575. Education and Public Policy. 3 credits. A study of the development of policy issues, analysis of policy formation, implementation analysis, and structures and actors in policy activity.
579. Special Topics in Educational Leadership. 1 to 4 credits. Prerequisite: Consent of instructor or advisor. Exploration of special topics in the study of educational leadership not regularly included in available course offerings. May be repeated for different topics.
593. Internship in Educational Leadership. 1 to 8 credits. Prerequisites: Appropriate foundational, cognate, and major area coursework and consent of the advisor and instructor. This is a culminating experience primarily for Specialist Diploma and doctoral students. May be repeated.
597. Readings in Educational Leadership. 1 to 4 credits. Prerequisites: Consent of advisor and instructor. Designed primarily for advanced graduate students. May be repeated for different topics.
599. Individual Research in Educational Leadership. 1 to 4 credits. Prerequisites: Consent of advisor and instructor. May be repeated.
500. Higher Education Orientation. 1 to 3 credits. S/U grading only. The purpose of this course is to provide an introduction to the purpose and expectations for masters study. Students are introduced to academic writing and the use of the APA Style Manual that is required in all courses in the degree program. They will also learn how to use the library and other academic support services.
501. Introduction to Higher Education Administration. 3 credits. An overview of administration of America's colleges and universities. Topics include roles of state and federal government, governing boards, institutional organization and culture, types of institutions, faculty, students, research about higher education, and the profession of administrator.
503. Diversity Across Higher Education. 3 credits. The course intends to promote understanding of the diverse populations within higher education and to encourage students to examine their own attitudes regarding diversity and openness to other cultures. Examination of practice models for service delivery to diverse populations will help prepare students to develop management, leadership, and advocacy skills. The course will underscore the development of skills for working with individuals, small groups, and campus groups in relation to equity, diversity, and inclusion.
505. The College Student. 3 credits. This course will examine the theoretical perspectives that describe students' growth throughout the late adolescent and adult life span. The course will look at theory in the areas of intellectual, moral, ego, psychosocial, career, and spiritual development. Further, the course will examine sources of identity including gender, race, culture, ethnicity, and sexual identity.
507. Collegiate Environments. 3 credits. The course will discuss how student characteristics influence student educational and development needs, and the effects of the college experience on student learning and development. This course also will examine collegiate environments and how students' person-environment interactions affect their development.
509. Higher Education Management. 3 credits. This course will examine the administrative functions of higher education including student affairs, academic affairs, institutional advancement, and administrative services. Students will be introduced to professional issues, ethics, standards of practice and the legal environment.
511. Program Development. 3 credits. This course will examine the learning theories that undergird the design and delivery of educational programs and services. Students will acquire the knowledge and skills needed to conduct needs assessments and outcomes assessments in-person and mediated environments. They will also learn and demonstrate program planning, development and implementation process.
513. College Students and the Law. 3 credits. This course provides an overview of key legal issues that pertain to college students. Using a legal frame and analysis, the focus of the course surrounds administrative decision making, effective practices, and organizational policy design and implementation.
529. Seminar in Higher Education Leadership. 1 to 4 credits. S/U grading only. This is the capstone course for students in the higher education master's program.
530. Orientation to Doctoral Study. 1 to 4 credits. S/U grading only. This course provides an orientation to doctoral study.
532. Principles and Practices in Higher Education. 3 credits. This course is designed for students newly admitted to the doctoral program in higher education. It introduces the students to the study of higher education enterprise in terms of its context, research, and practice. Among the topics covered, students in the course will explore the significance of institutional missions and purposes, federal and state governments, and the academic community.
536. Leading and Learning in Higher Education. 3 credits. Colleges and universities are complex organizations with a core purpose of learning. An understanding of organizations, what they are and how they function is critical to success as a higher education professional. Further each member of the organization is called on to provide leadership for the organization in the classroom, the department, and other organizational units. Effective leaders will understand the organization and how their roles and work help support the institution's effectiveness in educating students.
538. College Student Experiences. 3 credits. Given the growing awareness, economically, politically, and socially, of the need for students to succeed in college, faculty, staff, and administrators are increasingly being held accountable for college persistence and completion. A significant factor in students' success is their learning and development. Students in this course will explore concepts and theories related to student learning and development and be challenged to interpret and apply theories to real-world higher education practice, considering how these processes influence student success.
549. Dissertation Orientation. 1 to 4 credits. S/U grading only. This course introduces students to the dissertation process, focusing specifically on proposal formulation.
561. Curriculum in Higher Education. 3 credits. A study of processes for planning, implementing, and evaluating curriculum within institutions of higher education. Topics will include historical perspectives on curriculum in higher education, governance systems related to curriculum development and adoption, and issues of current interest and concern.
563. Academic Administration in Higher Education. 3 credits. The roles and responsibilities of academic administration in higher education. Topics include the major academic roles (chairperson, dean, chief academic officer), curriculum and instruction, program evaluation, assessment, planning, faculty workload and evaluation, and the profession of administrator.
564. Higher Education Student and Support Services. 3 credits. An overview of the organization and functions of student and support services within institutions of higher education. Students will gain an understanding of the administrative issues related to career services, student counseling, enrollment services, student activities, health services, student organization, and other institutional units, which serve the needs of students at a college or university.
569. Higher Education Diversity Systems and Policy. 3 credits. The course is designed to provide students with a critical understanding of issues of diversity in higher education from an institutional and systematic perspective. Multiple levels and dimensions of diversity will be discussed, including structural, institutional and systematic manifestations of how diversity and equity are historically and currently addressed. Institutional type and role will also be explored.
570. Higher Education Law. 3 credits. An overview of the legal issues that confront college and university personnel. Pertinent federal and state statutes as well as case law will be used to instruct about legal rights and responsibilities of university/college administrators and students. The legal relationships between the institution and the faculty, the student, the state government, and the federal government will be explored.
573. Higher Education and Public Policy. 3 credits. The course addresses the development, analysis, and implementation of public policy in postsecondary education and the structures and actors involved in policy activity. The course will also introduce students to current and ongoing postsecondary public policy issues at the state, national, and international levels.
576. Higher Education Planning and Finance. 3 credits. Higher education must plan to ensure the future of the institution and those plans guide the allocation of resources to accomplish the institutional mission and plan. This course will provide an overview of planning processes and the subsequent allocation of resources to implement the plan. Students will also learn about financial management including budgeting, financial policies and performance metrics. The college administrator's role in guiding the fiscal welfare of an institution of higher education will be explored.
579. Special Topics In Higher Education. 1 to 3 credits. Exploration of special topics in the study of education not regularly included in available course offerings. May be repeated for different topics.
591. Practicum. 1 to 4 credits. Students will complete projects to further student learning through course design, teaching, and assessment.
592. Internship in Higher Education. 1 to 8 credits. This is a professional practice experience in an administrative unit. May be repeated.
594. Readings in Higher Education. 1 to 4 credits. Designed primarily for advanced graduate students. May be repeated for different topics.
595. Higher Education Seminar. 1 to 9 credits. A seminar for advanced graduate students on a focused topic. Students will have significant responsibility for preparing and presenting papers and studies on the focus topic. May be repeated.
597. Administrative Project in Higher Education. 1 to 4 credits. For advanced graduate students. Students will undertake an assignment from an administrator for a project that will be implemented once it is completed.
598. Individual Research in Higher Education. 1 to 9 credits. Students design a research study, implement the research plan, and/or publish the results of the project. May be repeated.