CORE & CONCENTRATION COURSES
Transformational 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 examines leadership styles and attributes through historic and current examples. Candidates apply leadership concepts and lessons learned from selected leaders to their own leadership style and practice. Selected leaders represent diverse aspects of society, including politics, sports, entertainment, business, and religion. Candidates evaluate how these individuals developed as leaders and how they developed others around them. Candidates engage in developing their own leadership voice through analysis, assessment, and reflection.
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.
Through an examination of evaluation theory and approaches candidates develop skills needed to make decisions that lead to improved program performance. The course provides 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 focus on the most important and perhaps most difficult question: How to measure the impact of a program?
CONCENTRATION & RESEARCH COURSES
EdS Transformational Leadership Year 2
This course surveys principles and practices of sociological knowledge management applied to the movement of organizational knowledge within a wide variety of entities such as schools, colleges, churches, for-profits, and nonprofits. Organizational knowledge limitations are explored and strategies for increasing organizational knowledge and involvement to better meet organizational objectives. The focus is how to identify and execute needs assessments by strategically involving stakeholders within the organization. Organizational communication methodologies are studied within the process.
Given the diverse nature of an organization of 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. This course examines the development of better practices for creating and sustaining a culture of collaboration.
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.