Education-Leadership, Foundations, and Policy

The intersection of evaluation theory and practice is focused on with an emphasis on the design of thoughtful, ethical evaluation inquiry about problems of practice (POPs) associated with educational programs. The course focuses specifically on developing the knowledge, skills, and understandings regarding evaluation and the collection of information to make judgments about an education initiative or program.

Explores problems of designing, conducting, and reporting evaluation research studies. Time is spent examining philosophies of science that underlie evaluation studies; conceptualizing a total evaluation study; planning for the use of time and resources in conducting an evaluation study; assembling the evidence for or against a particular proposition; analyzing costs; and learning how to avoid common pitfalls in working with clients and program participants to design and conduct an evaluation study.

Advanced course in methods and practices of qualitative research. Students determine their own philosophy of inquiry and become increasingly proficient in the application of qualitative methods. Assumes an introductory course in qualitative methods. Focuses on research design and proposal development, data collection and analysis techniques, and presentation of findings. The course is field-based and guides students through the complete qualitative research cycle.

Why is there so much inequality in college entry and completion? How can higher education provide opportunity while sorting, selecting, and certifying students? What is the relationship between higher education and economic prosperity? By addressing these, and related questions, we will examine the complex interplay between inequality and opportunity and the relationship between higher education and the society at large.

This course emphasizes the historical development of American higher education, the growth of colleges and universities, and the major philosophical and sociological forces that have shaped their development.

This course addresses the organization of and governance and decision-making in postsecondary institutions. Through the application of theoretical frameworks based in a variety of social theories, it focuses on the impact of politics, culture, and policy on the organization and governance of higher education.

This course is designed to provide students with a broad overview of, and principles related to, leadership in both the business/corporate and academic contexts. While there is significant overlap in these two industries, business and the academy, higher education has unique and complex challenges due to the design, nature, and current climate in the industry. The course will focus on leadership theory as the foundation for theory and practice.

Applies political and social theories to politics, policy and power in K-16 education. Concepts: role of the State, pluralism, rational choice, mobilization of bias, public goods, interest groups and social movements. Key issues: access and success, equity, school choice, stratification, governance, and reform. Goal is to enable students to conduct research using political theory and policy frameworks in educational settings.

This course provides students with an understanding of the role and circumstances of American faculty members and the issues and policy forces that affect the professoriate. It explores aspects of the professoriate and institutional policies and external factors that shape the viability and vitality of the profession.

Surveys selected major problems or issues facing contemporary American higher education.

Students will analyze various diverse perspectives, assumptions, strengths, and weaknesses of leadership theories and models. Theories and models will be situated in the American public education context with a special focus on educational leadership at the school and district levels.

This course is designed to develop aspiring leaders' understanding of educational policy, the politics of education, and advocacy in education. Course readings and activities facilitate the ability to identify problems and unpack issues with implications for educational politics, policy and advocacy; gather and analyze data; identifying where and how to act to influence decisions through direct advocacy or action; and reflect upon this work.

This course explores relationships among educational values and vision, the definition of organizational problems, and the identification of relevant solutions. Approaches such as equity audit, appreciative inquiry, force-field analysis and root-cause analysis help students connect the identification and framing of priority issues with approaches to organizational decision-making that translate vision and values into organizational development.Prerequisite: Students in the (ExSel Ed.D. program)

This course examines research on learning and motivation in order to assist educators & educational leaders in thinking about the effectiveness of traditional & innovative designs for learning. A special focus concerns the development of learning environments for students in persistently low-performing schools & schools serving diverse populations. The course culminates in a practicum requiring the design of an innovative learning environment.

Participants in this course will explore how theories of motivation, research and personnel practices can enhance the development of both human and social potential within an educational organization. In addition, we will explore how values and beliefs shape those practices and can be used to enact leadership for social justice and equity. All students should be a member of the Ed.D. Admin & Supervision cohort group.

Developing High-performance Organizations is a doctoral-level course for ExSEL students and others interested in understanding how organizations evolve, develop, improve, and decline. Students examine case studies, research on efforts to improve organizational performance, and methods for studying organizations over extended periods of time.

The course offers a practice-focused, evidence-based, and critical examination of equity-oriented improvement in educational settings. Students explore equity issues from stakeholders' points of view and draw on principles and approaches of improvement science to develop working theories of change. Critical reviews of existing research and in-class working sessions provide the foundation for students' investigation of an improvement project.

Administrative Internship

Designed to give masters students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Permission of Advisor

For master's research, taken under the supervision of a thesis director.

Required for all doctoral degree candidates; deals with dissertation proposal development for students in educational administration.

Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member. Opportunities are arranged by the students with the assistance of the sponsoring faculty member.

Supports advanced doctoral students in the Higher Education Program in developing research questions, refining methodology, and preparing for the dissertation or capstone. Emphasizes peer feedback, research writing, and proposal development. Students build momentum toward independent scholarship through structured planning, review, and critical reflection.

Ed.D. Research conducted under the guidance of capstone committee. 12 hours required for graduation. Permission of Instructor required.

Under close faculty guidance, students work on an area of interest not covered by the curriculum. A plan of study must be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.