Education-Leadership, Foundations, and Policy

This course introduces strategies for effectively working with large-scale quantitative data for social science research. Topics covered include: data cleaning, recoding and checking; merging data from multiple sources; reshaping data; documenting processes; writing programs and macros to reduce errors; and presenting descriptive data through tables and graphs. Students will utilize Stata, a statistical software package.

The course covers descriptive and inferential statistics. Students learn to identify the type of data, select appropriate statistic and graphical methods, analyze data, and interpret the results. Specific methods include the t-test, chi-square test, correlation, simple linear regression, one-way ANOVA, and repeated measures ANOVA. Calculations are done by hand and with statistical software.

This course is designed to provide students with a broad overview of strategic management within the corporate, academic and intercollegiate contexts. Basic concepts and learnings in the area of strategy will be explored paying particular attention to higher education and athletics strategy and will cover fundamental strategy formulation i.e. planning, competitive analysis, market positioning; and the application of learnings to implementation.

Examination of the governance structure of the National Collegiate Athletic Association (NCAA) and its conferences. Focus is on the historical evolution of NCAA governance; understand the legal, financial, educational, and diversity issues which underlie decisions in intercollegiate athletics. Students will examine compliance and enforcement issues in that stem from rules and regulations emanating outside of the college/university setting

How has the life of former Heisman trophy winner Ricky Williams been affected by social anxiety? What kind of resilience did Katie Hnida need to become the first female kicker in college football? In this graduate level course, we will learn and practice effective counseling skills for use with student athletes in individual and group settings.

This course is designed to examine race and ethnicity as social constructs and to explore how they matter in the lives of youth through a critical examination of youth development research, policy and practices. We will identify dominant group narratives and analyze how research and policy contribute to these narratives, and how individual, interpersonal, and structural factors mediate the associations between group membership and youth outcomes

Students apply academic experiences in professional and/or research settings; reflect and critically and constructively analyze experiences from multiple perspectives; and view the work as connecting course content authentic contexts. Students work as professionals with site supervisors and instructors to complete related assignments and relevant background research on the professional and academic resources available.

Prerequisite: Instructor permission.

This course examines contemporary policies and practices in the financing of American higher education. The interpretation and uses of financial data, sources and methods of securing funds, budget processes, and policies and issues regarding the financing of higher education are some of the topics covered.

Explores equity, access, and identity in U.S. higher education through critical analysis of systems, practices, and lived experiences. Emphasizes theory-to practice connections and prepares students to advance inclusion and justice through informed dialogue, reflection, and action.

This course is designed for graduate students interested in enhancing their understanding of intercollegiate athletics administration. We will explore principles, techniques, regulation, and process related to the management of college athletics. It is important in today's dynamic environment of collegiate athletics that student's value effective leadership and management principles.

Prepares students for the transition from graduate study to professional practice. Emphasizes career planning, job search strategies, and development of a personal e-portfolio. Students reflect on their learning, articulate core competencies, and build tools for lifelong growth as practitioner-scholars in higher education.

This course examines college student development as a complex phenomenon shaped by individual identities, institutional contexts, and systems of power. Using psychosocial, cognitive-structural, and social identity theories, students explore how college environments influence learning, growth, and meaning-making, with emphasis on applying theory to practice and promoting equity and social change in higher education.

The commitment to effective professional learning increases educator effectiveness, providing a vehicle through which leaders can navigate change and seek improvement in their schools. Leaders who foster an environment of adult learning and build capacity to lead learning enhances the quality of instruction and student outcomes. Providing the tools and resources, leaders can create accessible means to develop new knowledge, skills, and practices.

Overview of the contributions of psychology to the teaching-learning process. Topics include learning theory, individual differences, motivation, human development and personality, teaching methodology, and measurement and evaluation.

This seminar for students in the Educational Psychology-Applied Developmental Science MEd program explores issues in the field of educational psychology and promotes students' development as scholars and professionals. Students will develop and strengthen valuable skills to support their academic and career goals.

This course provides students with practical experience in survey research. Topics focus on survey design, administration, analysis, and reporting. Specific topics include item writing guidelines, cognitive interviews and pilot testing, survey implementation and planning, sampling methods, data analysis, and presentation of survey results. Particular attention is given to strategies for ensuring reliable survey responses and valid inferences.

This class serves as an introduction to the central concepts of qualitative methods in research and evaluation. Primary emphasis is on the development of skills required to conduct qualitative research, with a focus on research design, specific methods of inquiry, and approaches to analysis. The philosophy and epistemology of qualitative approaches are also discussed. Empirical readings provide examples of qualitative research within education and related fields.

This course provides a theoretical and applied understanding of the general linear model in the context of continuous outcomes. Focus is on multiple regression with continuous predictors, dichotomous and multi-category predictors (i.e., ANOVA in a regression framework), and models that include combinations of these predictor types. Emphasis will also be placed on moderation and mediation, and model assumptions.

In this course we consider how an anthropological perspective can help us understand the goals and purposes of education, how cultural differences matter for ideas and practices of teaching and learning both in and outside of schools, and how cultural difference intersects with the production of social and educational inequality in the US and globally.

This course is designed to introduce the quantitative and qualitative social science research process to students, as well as to help familiarize students with some of the more popular forms of assessment within the fields of higher education, student affairs, and athletic administration.

Through research based practices and theoretical framing, students learn to build schools' professional capacity through recruitment, interviewing, induction, professional development, evaluation, and compensation. The process is considered in school and policy contexts with attention to ethical and diversity considerations. Students develop actionable plans for employing, supporting, and retaining professional capacity as a leader.

This course covers the basic principles of engaging families and the community in the life of a school, a fundamental responsibility of school leaders. Topics include communication with the school community and families, community partnerships, crisis communications, and research-based engagement practices. This course will provide tools and resources for building positive relationships with staff, parents, and the community at large.

This course explores the principal¿s pivotal role in organizational operations and change, focusing on how school leaders shape climate, foster internal professional accountability, and respond to the demands of external accountability. Students examine schools as complex organizations, analyze leadership routines and tools, and apply improvement science to address a real-world problem of practice.

This course explores school finance principles and challenges, emphasizing budgeting activities like planning, data collection, development, communication, implementation, and monitoring. Topics include resource allocation, accounting, business management, organizational behavior, and data management. Students apply concepts and engage in discussions.