CORE & CONCENTRATION COURSES
Administrative Leadership Year 1
The first-year writing journey begins with a focus on the scholar as a writer: the writer’s identity. Candidates explore their current and past writing practices and processes, and then articulate who they currently are as writers. The course also focuses on issues such as writer’s block, writing anxieties, and APA style citation practices.
This course is grounded in the belief that it is the responsibility of educators to employ ethical practice in the daily activities of their personal and professional lives. Candidates examine the underlying assumptions and implicit or explicit theories that can support or erode ethical practice, as well as human subjects research issues of harm and deception. As a result of activities and discussions, candidates transform their personal and professional ethical lives and priorities.
This course moves the candidate journey from an examination of their identity as a writer to examining the elements of style in their current writing practices. Candidates improve their own writing through a detailed examination of style. Candidates become more proficient in making stylistic choices for their academic writing, including choosing appropriate words, constructing and punctuating sentences, and weaving paragraphs into elegant compositions.
Based on the view that an individual’s beliefs influence his or her actions in powerful ways, this course encourages candidates to reframe their worldview to move away from knowledge transmission towards transformational learning. Candidates deconstruct conformity to social and cultural canons which have permeated U.S. public schools. They examine theories that are meant to catalyze social transformation and individual change, and develop their own theory and practice of transformative learning for social change.
This course emphasizes the key role that the research literature plays in knowledge use and creation at the doctoral level. Candidates strengthen their skills in locating literatures relevant to their research areas and in reading the literatures critically and efficiently. Through analyzing articles to identify the techniques scholarly writers use, candidates pinpoint the choices writers make to effectively communicate ideas as well as to create and support knowledge claims.
This course emphasizes fostering environments where creativity, inventiveness, and entrepreneurship are expectations in the culture. Topics are investigated through popular literature and case studies of individuals who have made significant breakthrough contributions in science, music, art, and business. The course addresses questions like, can creativity be learned? How critical is it for organizations to innovate? Candidates tap into their creative potential and discover its value for personal growth and the health of the organization.
This course moves beyond the analysis of literature to the practice of developing synthesized arguments that are grounded in the literature. Candidates explore ways of engaging with other scholars’ voices to develop their own argument about a research topic.
This course focuses on helping candidates internalize the knowledge, attitudes, skills, and values necessary for facilitating organizational improvement in schools and colleges. In particular, it zeros in on the theory and technology of Organizational Development (OD), and the what, why, and how of planned change in diverse educational settings. The course content is undergirded by person-centered values, democratic leadership skills, the ideology of service-management, and is aimed at facilitating excellence in student-centered teaching and learning.
In this course, candidates explore several possible dissertation topics to identify the potential viability of them. The candidate then selects one topic to explore in more depth in preparation for the initial literature review in EDDC 706. Candidates leave this course with an essay that explores the topic along with a list of possible questions to ask about the topic.
This course focuses on learning and its connections to the organizations, institutions, and policy settings in which it occurs. It focuses on the role leaders play in constructing, guiding, and improving learning in educational organizations through planning and policy decisions. The intent is to develop researchers and practitioners whose main interest is the development of knowledge useful to the improvement of learning in educational organizations through the systematic application of research and theory to practice.
In this course, candidates develop a Comprehensive Connection Paper that applies the core curriculum and literature to a dissertation topic that was explored in EDDC 704. Candidates demonstrate the ability to analyze and synthesize core learning, and apply theoretical and practical knowledge to a viable research topic. Candidates write and submit a first year critical assessment for review by the program in order to demonstrate readiness for advanced dissertation research and writing.
Permanent whitewater consists of organizational events that are surprising, messy, costly, and often unpreventable. Leaders must help members navigate objective and subjective events within complex, problematic, and contingent settings. Leadership becomes exploration and discovery with members who find themselves on process frontiers, where they must do what has never been done before, with few precedents to guide. When white water thoroughly pervades organizational life, navigation requires that people be extremely effective learners.
CONCENTRATION & RESEARCH COURSES
EdS Admin Leadership Year 2
Leading across cultures and communities involves increasingly complex issues—shifts in cultural practices and racial, ethnic, and linguistic diversity, and implications for fostering learning in educational communities. Factors that disadvantage children, as well as family, community, and cultural assets that support academic, social, and moral development in effective schools are examined. The course prepares candidates to investigate these issues from the individual, school, and community levels, as well as national and international levels.
Great leaders leave a legacy that transcends them and cements their contribution to the growth and transformation of their organization. Legacy is built through decisions and actions, and revealed in how others feel and think about us, having been in our presence. Leaders create performance systems that: drive clarity, connectivity, and consistency; that inspire engagement, production, and satisfaction; and that foster growth, development, and excellence in others. Cultivate qualities that live on because legacy matters.
This course prepares candidates to conduct sound quantitative research. Emphasis is placed on understanding quantitative research designs, identifying target populations, sampling, identifying comparisons, selecting appropriate measures and analyses, including descriptive and inferential statistics, and incorporating previous research and pilot studies to support a research study. Survey, correlation, causal-comparative, and comparative designs are examined. Candidates determine the appropriate quantitative research design, data collection tools, and analysis measures to answer their social science research question.
This course prepares candidates to examine research problems in a relativistic, yet systematic manner. Candidates are trained to conduct qualitative research through the coherent study of methodological designs of narrative, phenomenology, ethnography, action research, and case study. Emphasis is placed on recognizing the issues of alternative knowledge claims, validity or trustworthiness, and in-depth fieldwork. Candidates determine the appropriate qualitative research design, data collection tools, and analysis measures to answer their social science research question.
Building on prior knowledge and skills gained through core, concentration/specialization, and research methods coursework, this course prepares education specialist candidates to develop and present a capstone educational leadership project. The project and presentation will demonstrate mastery of prior learning and a candidate’s ability to apply synthesized knowledge to a problem of practice while using social science research processes and techniques to support transformational action and improvement in organizations, professional contexts, and/or local communities.