In addition to the core courses required for a Doctorate of Education, candidates enrolled in the Professional Leadership, Inquiry, and Transformation specialization must select six courses from the 18 course options below, for a total of 18 credit hours.
EdD - Professional Leadership, Inquiry, and Transformation Courses
EdD - Higher Education Courses
EDDH 621 (3)
Critical Issues in Higher Education
This course will explore the challenges and opportunities that exist in America's system of higher education. Candidates will develop leadership skills in analyzing higher education issues and making informed decisions, based on this analysis, relative to higher education practice. Included in this course will be a study of the impact that state and federal policies have on higher education and the significant role that higher education leadership has in examining and influencing these policies. A particular emphasis will be placed on utilizing appropriate resources to be well-informed on issues facing higher education and developing skills essential to presenting one's perspective through debate and advocacy in order to be an effective leader in higher education.
EDDH 623 (3)
Higher Education: Curriculum and Leadership
This course addresses the need for administrators and teacher leaders to both understand innovative curriculum, instruction, and assessment for college and university education and to develop the leadership skills to implement them effectively. Students will explore a wide variety of curricula and instructional and assessment applications, including curriculum theory, instructional theory and practice, curriculum designed for the gifted and talented, curriculum designed for special needs populations, and educational technology. The aim of the course is to prepare higher education leaders to effect transformational change as well as to meet the curriculum, instruction, and assessment challenges that face higher education today and in the future.
EDDH 630 (3)
Higher Education: Finance and Facilities Management
This course will provide a contextual framework for candidates to understand factors affecting the financial wellbeing of higher education institutions and how these factors affect an institution's long term viability, sustainability and ability to deliver on their mission.
EDDH 633 (3)
Higher Education: Human Issues, Accountability, and Administrative Behavior
This course examines the character and structure of the American Postsecondary Education system. Candidates will explore the history, major participants, and forces that have shaped the American postsecondary enterprise through a study of six components: (1) History of American Higher Education; (2) Diversity of institutions within higher education; (3) Benefits of higher education; (4) Diversity of Students within American higher education; (5) Issues of Autonomy, Accreditation, Accountability, Academic Freedom and Federal and State Coordination of higher education institutions; and (6) Future Trends in American higher education.
EDDH 638 (3)
Higher Education Law
Leadership in American higher education demands an understanding of the legal context of that service, and its policy implications. This course will provide candidates with an overview of the laws and legal precedent most relevant to higher education and will introduce candidates to methods of legal analysis and decision-making so that they can anticipate, recognize and appropriately address legal issues as higher education leaders. Additionally, candidates will learn how to incorporate legal advice from attorneys into decision-making. Candidates will also learn to access court cases, regulations, statutes, and understand the legal relationships among these various sources of law. The primary format for this course will be reflection and discussion, based on articulating deep analytical thinking, both orally and in writing.
EDDH 640 (3)
Technology and Revolutions in Higher Education
Higher education is in the midst of a revolution. Technology has already changed the way we organize and live our lives, and higher education is scurrying to adapt to the rapidity of the digital age. This course investigates the current forces accelerating change in traditional higher education, conducts research to determine what a transformed learning environment could be, and promotes the need for higher education to take the lead in realizing a new vision for teaching and learning.
EdD - Teacher Leadership Courses
EDDL 613 (3)
Leading Without Authority
Leaders influence change and re-shape an organization's culture most effectively when empowering others, tapping into the talents of colleagues, and leading by example. Those who understand the art of leading without authority - also known as servant leadership - will inspire commitment and leadership development in others. This course examines and provides resources to apply the powerful but often misunderstood approach of leading through the principles of servant-leadership, principles that emphasize leading by serving, leading by example, and recognizing that the more organizational power and influence one has, the more he or she is responsible for the growth and well-being of others.
EDDL 614 (3)
Creating a Greater Community
This course focuses on the structure and impact of successful and effective family, school, and community partnerships, and introduces candidates to a study of the knowledge, dispositions, and skills needed by school administrators to understand and respond to diverse community systems, interests, and needs. Also examined are relations with K-12 education stakeholders, including boards, learners, parents, faculty, staff, and the community at large. Candidates will discover additional techniques to collaborate effectively with families and community members and to mobilize community resources to benefit students and families. Additionally, this course facilitates and guides the analysis and development of instructional approaches and programs that foster relationship building, communication, student achievement, and families' knowledge of the curriculum and educational system.
EDDL 625 (3)
Good Teaching is Not Enough
This course explores the research and work of David Conley four key dimensions (cognitive strategies, content knowledge, academic behaviors, and admission requirements), in college and career readiness, their relationship to the Common Core Standards, institutional efforts to implement them, and examines factors that appear to lead to an opportunity gap for students of color, fragile status, and disadvantage.
EDDL 626 (3)
Reimagining the Educational Enterprise
This course focuses on fostering teamwork among leaders in education who want to create alternatives to traditional schools. Participants will use a comprehensive process to collaboratively create a description of a new and innovative school using research-based conceptual frameworks encompassing school standards, elements of effective schools, educational leadership, and program evaluation. These frameworks contain the building blocks the development of any new school needs, but innovative thinking is achieved through interaction with local students, parents, and communities. Candidates will develop techniques to effectively facilitate new school planning in their own learning community. Additionally, this course will guide leaders in education through a step-by-step process to create "blueprints" for new schools of the future. The school design process bridges the gap between local student needs and new school implementation. Candidates participating in this course will become leaders in the improvement of the current educational system.
EDDL 636 (3)
Assessing Learning for Student Achievement
The goal of this course is to help candidates develop the understandings and skills needed to validly and reliably assess student learning. Understandings and skills include: Developing and using classroom assessments; basic psychometric statistics; grading; communicating assessment information; testing ethics; locating and evaluating measures; and assessments used for educational policy decisions. The emphasis in the course, however, is implementation, data collection, analysis, and reporting of results on classroom assessment projects. This course presents a rationale for learning-centered assessment and an overview of the tools, techniques, and issues that educators should consider as they design and use assessments focused on learner needs.
EDDL 637 (3)
The International Challenge
The content of this course focuses on looking outside of the American schooling paradigm to discover what we can learn from educational systems worldwide, and will review the complex issues defining the concepts of schooling and education. As the rapid and interdependent changes of the 21st century present new challenges for education, opportunities to critically examine our current models of education emerge. Candidates will grapple with broader societal issues through the lens of a global environment. As the international community seeks to strengthen its collective efforts, it is crucial to look ahead and chart new paradigms to help guide education forward.
EdD - Transformational Leadership Courses
EDDT 620 (3)
Voices of Leadership
This course provides a review of leadership styles and attributes through the lens of historic and current examples of leadership. Candidates will engage in applying leadership concepts and lessons learned from selected leaders to their own leadership style and practice. Selected current and historic individuals represent diverse aspects of society, including politics, sports, entertainment, business, and religion; potential selections include presidents of the United States, Phil Jackson, Nelson Mandela, Harriet Tubman, Margaret Thatcher, Oprah Winfrey, Adolf Hitler, and Steve Jobs. The course emphasizes a close examination of how and what contributed to the success of these individuals by studying their leadership techniques and their careers. The course challenges candidates to evaluate how these individuals developed as leaders and how they develop others around them. Candidates will engage in developing their own leadership voice through analysis, assessment, and reflection as well as increasing the potential and capabilities of those they lead.
EDDT 624 (3)
How Programs Really Work
The goal of this course is to help candidates develop understandings and skills needed to make decisions that lead to improved program performance. Program evaluation is derived from the idea that social programs should have demonstrable effects and those effects should in some way outweigh the costs of the programing. This course is an examination of evaluation theory and approaches and is designed to provide students an introduction to program evaluation practice including theoretical perspectives on the purpose of program evaluation, phases of program evaluation, ethics and standard elements, and practical experience in evaluation proposal development. Application assignments will be focused on the most important and perhaps most difficult question: How to measure the impact of a program?
EDDT 631 (3)
Transforming the Mission-driven Organization
Although the missions may vary - educational, environmental, spiritual, economic, health, children and youth-mission-driven organizations (MDOs) are distinct entities that focus more on achieving the organizational vision than making a profit margin. This course introduces and examines the concept of mission-driven organizations (typically called non-profit or social sector organizations) and how to lead them. The course establishes a foundation for understanding the rationales for these types of organizations and the methods of leadership employed in social sectors. The course conducts an analysis of the various aspects of MDO leadership including vision, strategy, governance, funding, and metrics as well as analyzes the current practices of MDO leaders and the critical issues and unique challenges faced by these leaders. The course employs case study analysis and strategic plan development to assist candidates in developing a capacity for change and to increase the effectiveness of their own organizations. Candidates will examine various types of MDOs while following one organization of their choosing throughout the course that will serve as the unit of analysis in the final comprehensive paper.
EDDT 634 (3)
Moving Organizational Knowledge
A survey of principles and practices of sociological knowledge management applied to the movement of organizational knowledge. This course identifies organizational knowledge limitations and provides strategies aimed at increasing organizational knowledge/involvement strategies to better meet organizational objectives. The focus is how to identify and execute needs assessments by way of strategically involving stakeholders within the organization/school. Organizational communication methodologies will be studied within the process.
This course examines practical strategies to disseminate and move knowledge, organizationally. The course will explore the theory and practice applied to a wide variety of entities, such as Education (higher and elementary/secondary education), churches, and profit/non-profit. Interdisciplinary fields of study will be incorporated, such, but not limited to strategic management, organizational behavior and communication.
EDDT 641 (3)
Leading the Learning Organization
In this course learners will be introduced to the importance of a learning organization as a system. Candidates will focus study on creating a sustained organizational learning environment that enhances the learning capability and intellectual capacity that will result in individuals and organizations with a strategic advantage. The appropriate use of knowledge will allow the scholar practitioner to explore practices and behaviors which promote individual and organizational learning and growth, as well as identify barriers which may prevent effective knowledge growth.
EDDT 645 (3)
Communication, Collaboration, and Culture
Given the diverse nature of an organization in people, resources, and location, how can we design effective, transformative communication and collaboration to accomplish organizational goals? All professionals must share responsibility for problem solving because successful quality improvement is driven by effective multidisciplinary teamwork. The principal elements that support transformative change in developmental and group cultures are teamwork and collaboration - working together in a cooperative and coordinated way in the interest of a common cause. In order to produce effective change, a supportive organizational culture has to be present. That culture must support and value change and quality improvement. Research findings support that any outcome could be improved if people work well together as a team. This course will examine the development of better practices for creating and sustaining a culture of collaboration.
Note: Professional Leadership, Inquiry, and Transformation candidates may not select courses from the Educational Administration specialization program; further, candidates in the Professional Leadership, Inquiry, and Transformation specialization will not earn licenses, certification, or endorsements.