EDUCATION-LEADERSHIP STUDIES (EDLS)
EDLS 501 - VISION AND GOALS FOR SCHOOL LEADERS
Prerequisite: None
The development of a sound vision with accompanying goals is the cornerstone of effective school leadership. This module will examine various concepts that can be used to lead schools in a visionary and collaborative manner with accompanying goal setting that reflects high expectations for diverse stakeholders.
Credit: 1
EDLS 502 - CRITICAL CONCEPTS IN FISCAL RESOURCE MANAGEMENT
Prerequisite: None
The module is designed to provide the student with basic concepts centered around overall fiscal management of a school building. The student will examine concepts regarding budgetary and fiscal documents, along with the allocation and management of building level resources.
Credit: 1
EDLS 503 - CRITICAL CONCEPTS IN HUMAN RESOURCE MANAGEMENT
Prerequisite: None
This module will examine concepts that can be used in the various human resources functions of a building or district educational leadership. Through the acquisition of these concepts, the student will help promote district and building level goals as well as the success of all student groups.
Credit: 1
EDLS 511 - THEORIES OF INSTRUCTIONAL LEADERSHIP
Prerequisite: None
The theories and concepts of instructional leadership are examined in this module. Various facets of instructional leadership are emphasized, specifically human behavior within the context of the building level organization.
Credit: 1
EDLS 512 - ISSUES IMPACTING STUDENT ACHIEVEMENT
Prerequisite: None
This module examines critical issues that impact student achievement including but not limited to: political and financial constraints, ethical and cultural influences, community partnerships, and equitable treatment.
Credit: 1
EDLS 513 - IMPROVING INSTRUCTION
Prerequisite: None
This module examines the role of instructional leadership as a crucial catalyst to promote the success of students. Theories and approaches for improving instruction through educational leadership and organizational management will be explored.
Credit: 1
EDLS 521 - ORGANIZATIONAL BEHAVIOR IN EDUCATION
Prerequisite: None
This module examines the behavior of persons in organizational settings and its effect on the learning process. The module suggests ways in which an organization can cope with rapid change, and discusses the effects of organizational climate and organizational culture on human behavior and organizational health.
Credit: 1
EDLS 522 - ORGANIZATIONAL CLIMATE AND CULTURE
Prerequisite: None
Climate and culture are critical influences on the learning experience and can be the difference in all students’ success. This module will examine the basic theories and concepts of school climate and culture, and ways in which high expectations promote success for all students.
Credit: 1
EDLS 523 - ORGANIZATIONAL MANAGEMENT FOR EDUCATIONAL LEADERS
Prerequisite: None
This module explores the diverse aspects of organizational management in an educational setting. The effective allocation and deployment of resources related to personnel, time, money, and facilities to achieve organizational goals will be discussed.
Credit: 1
EDLS 531 - LEGAL ISSUES IN EDUCATIONAL LEADERSHIP
Prerequisite: None
This module covers basic school law and legal principles originating in constitutional, statutory, judicial and common law relevant to the legal framework of the public education, including special education law and its applicability in Ohio.
Credit: 1
EDLS 532 - ETHICAL, PROFESSIONAL, AND LEGAL DIMENSIONS OF EDUCATIONAL LEADERSHIP
Prerequisite: None
This module addresses the scope of ethical and professional dimensions of the educational leader, including legal principles originating in constitutional, statutory, judicial and common law.
Credit: 1
EDLS 533 - ESSENTIAL CONCEPTS IN SCHOOL SAFETY AND CRISIS MANAGEMENT
Prerequisite: None
The primary responsibility of school administrators is to ensure the safety and security of all school stakeholders. This module will examine foundational concepts of school safety and security, through the stages of crisis management: planning, preparation, response, and recovery.
Credit: 1
EDLS 541 - PROFESSIONAL DEVELOPMENT IN EDUCATION
Prerequisite: None
This module prepares leaders with the knowledge and skills to develop, implement and evaluate effective professional development programs. Lifelong learning, professional learning communities, and other continuing education approaches will be examined.
Credit: 1
EDLS 542 - POLITICAL DIMENSIONS OF EDUCATIONAL LEADERSHIP
Prerequisite: None
This module is designed to assist students to understand the interplay of the political, social, and economic, legal, ethical, and cultural contexts of education – at the local, state, and federal levels – in promoting the success of all student groups.
Credit: 1
EDLS 601 - THE VISIONARY SCHOOL LEADER
Prerequisite: EDLS 501
This module is an application of the concepts of leading with a sound vision and accompanying goals. Students will engage in the construction of ways to lead schools in a visionary and collaborative manner with accompanying practical and realistic application of goals that reflect high expectations for diverse stakeholders.
Credit: 1
EDLS 602 - MANAGING FISCAL RESOURCES
Prerequisite: EDLS 502
The module is designed to provide the student with application processes for the overall fiscal management of a school building. The student will engage in applying budgetary and fiscal plans and documents, along with the allocation and management of school resources.
Credit: 1
EDLS 603 - MANAGING HUMAN RESOURCES
Prerequisite: EDLS 503
This module is designed for a student seeking a license as a school principal. The student will acquire and apply the human resources functions that help support building level goals and promotes success for all student groups.
Credit: 1
EDLS 610 - VISIONARY SCHOOL LEADERSHIP
Prerequisite: None
The development of a sound vision with accompanying goals is the cornerstone of effective school leadership. This course will examine and apply various concepts that can be used to lead schools in a visionary and collaborative manner with accompanying goal setting that reflects high expectations for diverse stakeholders.
Credit: 2
EDLS 611 - INSTRUCTIONAL LEADERSHIP
Prerequisite: None
The theories and concepts of instructional leadership are examined in this course. Various facets of instructional leadership are emphasized, specifically human behavior within the context of the building level organization. Critical issues that impact student achievement including but not limited to: political and financial constraints, ethical and cultural influences, community partnerships, and equitable treatment are examined. The role of instructional leadership as a crucial catalyst to promote the success of students. Theories and approaches for improving instruction through educational leadership and organizational management will be explored.
Credit: 3
EDLS 612 - ORGANIZATIONAL MANAGEMENT FOR SCHOOL LEADERS
Prerequisite: None
This course examines the behavior of persons in organizational settings and its effect on the learning process. The content suggests ways in which an organization can cope with rapid change and discusses the effects of organizational climate and organizational culture on human behavior and organizational health. Basics theories and concepts of school climate and culture, and ways in which high expectations promote success for all students, are examined. The diverse aspects of organizational management in an educational setting, and effective allocation and deployment of resources related to personnel, time, money, and facilities to achieve organizational goals, will be discussed. Emphasis is on the development of a school culture in which educators work collaboratively to achieve an end result of increased student learning. The need to change and/or sustain a positive school culture, and the role of leadership in influencing and implementing culture change are key components.
Credit: 3
EDLS 613 - LEGAL, ETHICAL, AND PROFESSIONAL ISSUES IN EDUCATIONAL LEADERSHIP
Prerequisite: None
This course covers basic school law and legal principles originating in constitutional, statutory, judicial, and common law relevant to the legal framework of public education, including special education law and its applicability in Ohio. Participants will be equipped with skills and legal knowledge to make good decisions as school administrators.
Credit: 2
EDLS 614 - POLITICS, POLICY, AND COMMUNITY RELATIONS
Prerequisite: None
This course is designed to assist students to understand the interplay of the political, social, economic, legal, ethical, and cultural contexts of education – at the local community, state, and federal levels -- in promoting the success of all student groups. Students will examine the scope and responsibility of aspiring educational leaders to influence the political and cultural contexts in which public education is grounded. Problem-solving simulations will be utilized to provide school leaders with realistic problem-solving scenarios. Analytical tools to maintain positive school community relations to promote student success will be referenced to relevant Ohio standards.
Credit: 2
EDLS 615 - CRISIS MANAGEMENT, CULTURE, & VIOLENCE PREVENTION IN SCHOOLS
Prerequisite: None
The primary responsibilities of school administrators is to ensure the safety and security of all school stakeholders. This course examines foundational concepts of school safety and security, through the stages of crisis management: planning, preparations, response, and recovery. This course also examines the application of basic theories and concepts of school climate and culture, specifically ways in which high expectations promote success for all students.
Credit: 3
EDLS 616 - PROFESSIONAL DEVELOPMENT
Prerequisite: None
Effective professional development plays a critical role in school success. This course prepares leaders with the knowledge and skills to develop, implement and evaluate effective professional development programs. Adult learning practices, professional learning communities, and other continuing education approaches will be examined. Participants will be expected to demonstrate effective utilization of knowledge-based skills related to adult learning, teachers and their world, and professional development.
Credit: 2
EDLS 617 - FISCAL RESOURCE MANAGEMENT
Prerequisite: None
This course will focus on the application of fiscal management in order to lead and operate a school building. The student will learn about annual budgets, multi-year fiscal plans, budgetary priorities, accounting and cost control procedures, and fiscal records. In addition, the student will learn to allocate and manage resources for a school building, including strategic planning and technology to support staff instruction and student learning.
Credit: 2
EDLS 618 - HUMAN RESOURCE MANAGEMENT
Prerequisite: None
This course will examine concepts that can be used in the various human resources functions of a building or district educational leadership. Through the acquisition of these concepts, the student will help promote district and building level goals as well as the success of all student groups. This course is designed for a student seeking a license as a school principal. The student will acquire and apply the human resources functions that help support building level goals and promote success for all student groups.
Credit: 2
EDLS 619 - LEADERSHIP IN EDUCATION
Prerequisite: None
Students will be encouraged to think like a principal rather than thinking like a teacher. This transition will be accomplished through the studies of various leadership models, traditional responsibilities of principals, how principals spend their time, and on which aspects of the school require the most attention from the leadership role. A distinction will be drawn between being a leader and being a manager of an educational building. Students will examine the role of the principal in the context of their own professional environment. One of the more challenging aspects of a building leader is facing difficult conversations effectively. This will be a key component of this course.
Credit: 2
EDLS 622 - TRANSFORMING ORGANIZATIONAL CLIMATE AND CULTURE
Prerequisite: EDLS 522
This module will examine the application of the basic theories and concepts of school climate and culture, specifically ways in which high expectations promote success for all students.
Credit: 1
EDLS 633 - SAFETY AND CRISIS MANAGEMENT FOR EDUCATIONAL LEADERS
Prerequisite: EDLS 533
The primary responsibility of school administrators is to ensure the safety and security of all school stakeholders. This module will examine how to develop, apply and implement foundational concepts of school safety and security, through the stages of crisis management: planning, preparation, response, and recovery.
Credit: 1
EDLS 641 - PROFESSIONAL DEVELOPMENT IN ACTION
Prerequisite: EDLS 541
This module is designed to prepare leaders who have the knowledge and skills to develop, implement and evaluate effective professional development programs. Participants will be expected to demonstrate effective utilization of knowledge-based skills related to adult learning, teachers and their world, and professional development.
Credit: 1
EDLS 701 - CAPSTONE 1: EMERGING ISSUES IN INSTRUCTIONAL LEADERSHIP
Prerequisite: At least 24 graduate semester hours in the M.Ed. program, completion of all M.Ed. core courses/modules, completion of the Educational Leadership Program Capstone Application
This is the first of the three-part module for the capstone experience. In this one-hour module, students will explore newly emerging issues related to instructional leadership that are beyond the scope of the MED and administrative licensure content. Students will select an emerging issue in the instructional leadership for more in depth study. Students will produce final products that show evidence of a comprehensive understanding of their chosen topic and careful reflection about implications for future practice and research.
Credit: 1
EDLS 702 - CAPSTONE 2: EMERGING ISSUES IN ORGANIZATIONAL MANAGEMENT
Prerequisite: At least 24 graduate semester hours in the M.Ed. program, completion of all M.Ed. core courses/modules, completion of the Educational Leadership Program Capstone Application
This is the second of the three-part module for the capstone experience. In this one-hour module, students will explore newly emerging issues related to organizational management that are beyond the scope of the MED and administrative licensure content. Students will select an emerging issue in organizational management for more in depth study. Students will produce final products that show evidence of a comprehensive understanding of their chosen topic and careful reflection about implications for future practice and research.
Credit: 1
EDLS 703 - CAPSTONE 3: INQUIRY SEMINAR ON EMERGING ISSUES IN EDUCATION
Prerequisite: At least 24 graduate semester hours in the M.Ed. program, completion of all M.Ed. core courses/modules, completion of the Educational Leadership Program Capstone Application, completion of or concurrent enrollment in Capstone 1 and 2 modules.
This is the third of the three-part module for the capstone experience. In this one-hour module, students will produce an independent study project that extends/applies/researches their chosen emerging issue in education.
Credit: 1
EDLS 704 - ADMINISTRATIVE INTERNSHIP 1: PROBLEM OF PRACTICE PROJECT
Prerequisite: Completion of program Gateway requirements and completion of 21-24 semester hours in the Educational Leadership program.
Administrative Internship 1: Creation, Research, Implementation, and Presentation of a Problem of Practice (PoP) project. This is a planned, supervised and evaluated field-based internship experience. It is designed as the culminating field experience for candidates seeking the M.Ed and Principal and CIPD licensure. It requires work in a school setting with qualified on-site mentors appropriate for the licensure sought.
Credit: 2
EDLS 705 - ADMINISTRATIVE INTERNSHIP 2: ADMINISTRATIVE & PROFESSIONAL PRACTICE, BUILDING LEVEL PRINCIPAL
Completion of program Gateway requirements, completion of 21-24 semester hours in the Educational Leadership program, and EDLS*704.
Administrative Internship 2: Administrative & Professional Practice: This is a planned, supervised and evaluated field-based internship experience. It is designed as the culminating field experience for candidates seeking Principal licensure. It requires work in a school setting with qualified on-site mentors appropriate for the licensure sought.
Credit: 2
EDLS 721 - ADMINISTRATIVE INTERNSHIP 1: CREATION AND RESEARCH OF A SCHOOL IMPROVEMENT PROJECT
Prerequisite: Completion of core module requirements, completion of 21-24 semester hours in Educational Leadership program
Administrative Internship 1: Creation and Research of a School Improvement Project is a planned, supervised and evaluated field-based internship experience. It is designed as the culminating field experience for candidates seeking the M.Ed. and requires work in a school setting with qualified on-site mentors appropriate for the licensure sought. Candidates engage in a major administrative project with involves problem identification, analysis of related research, development of a process or procedure to address the problem, development of an evaluation process, and preparation of a project product.
Credit: 1
EDLS 722 - ADMINISTRATIVE INTERNSHIP 2: COMPLETION AND PRESENTATION OF A SCHOOL IMPROVEMENT PROJECT
Prerequisite: EDLS 721
Administrative Internship 2: Completion and Presentation of a School Improvement Project is planned, supervised and evaluated field-based internship experience. It is designed as the culminating field experience for candidates seeking the M.Ed. and requires work in a school setting with qualified on-site mentors appropriate for the licensure sought. Candidate engage in a major administrative project which involves problem identification, analysis of related research, development of a process or procedure to address the problem, development of an evaluation process, and preparation of a project product.
Credit: 1
EDLS 723 - ADMINISTRATIVE INTERNSHIP 3: ADMINISTRATIVE ACTIVITIES, BUILDING LEVEL/PRINCIPAL
Prerequisite: EDLS 721, 722
The Administrative Internship 3: Administrative Activities, is the third part of a planned, supervised and evaluated field-based internship experience. It is designed as the culminating field experience for students seeking the M.Ed. and requires candidates to work in a school setting with qualified on-site mentors appropriate for the licensure sought. Candidates engage in administrative activities in at least two different buildings representing diverse student age populations. Administrative Internship 3 allows candidates to observe the functions of principals, assume leadership in planning, implementing and evaluating selected internship experiences, put theoretical knowledge to work, and acquire new knowledge and skills in school administration.
Credit: 1
EDLS 724 - ADMINISTRATIVE INTERNSHIP 4: PROFESSIONAL PRACTICE, BUILDING LEVEL/PRINCIPAL
Prerequisite: EDLS 721, 722, 723
The Administrative Internship 4, Professional Practice, is the fourth and final part of a planned, supervised, and evaluated field-based internship experience. It is designed as the culminating field experience for students seeking the M.Ed. and requires candidates to work in a school setting with qualified on-site mentors appropriate for the licensure sought. Administrative Internship 4 allows the candidate to observe the functions of principals; assume leadership in planning, implementing and evaluating selected internship experiences; put theoretical knowledge to work; and acquire new knowledge and skills in school administration.
Credit: 1
EDLS 725 - ADMINISTRATIVE INTERNSHIP 3: ADMINISTRATIVE ACTIVITIES, DISTRICT LEVEL/CIPD
Prerequisite: EDLS 721, 722
The Administrative Internship 3, Administrative Activities, is the third part of a planned, supervised and evaluated field-based internship experience. It is designed as the culminating field experience for students seeking the M.Ed. and requires candidates to work in a school setting with qualified on-site mentors appropriate for the licensure sought. Candidates engage in administrative activities at the district level. Administrative Internship 3 allows candidates to observe the functions of district level administrators, assume leadership in planning, implementing and evaluating selected internship experiences, put theoretical knowledge to work, and acquire new knowledge and skills in educational administration.
Credit: 1
EDLS 726 - ADMINISTRATIVE INTERNSHIP 4: PROFESSIONAL PRACTICE, DISTRICT LEVEL/CIPD
Prerequisite: EDLS 721, 722, 725
The Administrative Internship 4, Professional Practice, is the final part of a planned, supervised and evaluated field-based internship experience. It is designed as the culminating field experience for students seeking the M.Ed. The internship requires candidates seeking licensure as an Administrative Specialist in Curriculum, Instruction and Professional Development to work in district settings appropriate for the licensure sought. The candidate will be involved in instructional supervision, planning, implementing, and evaluating in-service activities, professional development, teacher-centered activities, and other alternative approaches to staff development.
Credit: 1
EDLS 9800 - INTEGRATIVE LEADERSHIP SEMINAR
Prerequisite:
The Integrative Leadership Seminar is designed to introduce students to multiple facets of leadership from an interdisciplinary perspective. The seminar provides a framework for the doctoral student to develop learners' knowledge, skills, and leadership values. This course is designed to encourage students to investigate their leadership behaviors, to reflect on feedback about their leadership style as well as create and implement a developmental plan to improve their leadership potential and effectiveness. This seminar is mandatory to meet the doctoral program residency requirement.
Credit: 3
EDLS 9819 - BECOMING A RESEARCHER
Prerequisite:
Becoming a Researcher is a required doctoral course, designed to introduce doctoral students to academic research in leadership studies and to the scholarly community. By reviewing and critiquing recent research studies, students will build an understanding of how research questions are formed and how studies are designed to answer research questions. Students will master locating and properly citing published research and learn the procedures for conducting research involving human subjects.
Credit: 3
EDLS 9820 - QUANTITATIVE RESEARCH DESIGN
Prerequisite:
This course is designed to provide students with the concepts and tools needed to read, understand, interpret, analyze, and evaluate quantitative literature in the field of leadership studies. In addition, students learn to apply various quantitative techniques to problems and research questions encountered in the field of leadership studies. This course is taught from an application framework. Students will identify the appropriate quantitative technique and research design for a given problem or research question; organize data in the appropriate form used by the SPSS computer software; design and execute the appropriate statistical analysis; and interpret the findings.
Credit: 3
EDLS 9821 - QUALITATIVE RESEARCH DESIGN
Prerequisite:
This is a course designed to acquaint students with qualitative methodology and design. Students are introduced to the philosophical underpinnings of qualitative inquiry, with a focus on anthropological and sociological antecedents of such inquiry. The assumptions of qualitative inquiry, ethical considerations, and appropriate uses of phenomenological, narrative, ethnographic, grounded theory and case study approaches to qualitative inquiry are discussed. Document analysis, content analysis, interviewing, observation, unobtrusive data collection, site selection, building rapport, collecting field notes, data management, and coding procedures are competencies of the course. A qualitative mini-study is conducted utilizing data collection, coding, the preparation of a scholarly report on the study, a presentation of the findings, and receiving peer feedback.
Credit: 3
EDLS 9822 - SEMINARS IN EDUCATIONAL RESEARCH
Prerequisite:
In this seminar students learn how to determine which research techniques are appropriate to use with the research questions posed in their initial dissertation topics. Students undertake an intensive study of the quantitative and/or qualitative tools required to conduct their study as they prepare their dissertation proposal.
Credit: 3
EDLS 9823 - DISSERTATION PROPOSAL DEVELOPMENT SEMINAR
Prerequisite:
In this course, doctoral students will learn the appropriate methods and techniques to use with the research questions presented in their proposed dissertation topics. They will learn how to conduct an advanced database search and undertake an intensive review of the literature. Students will gain knowledge in the quantitative and mixed method approaches to conducting educational research. The course will discuss and review qualitative methods that may be used in applied research. They will also acquire skills in the dissertation-style of writing.
Credit: 3
EDLS 9825 - SEMINAR IN LEADERSHIP RESEARCH
Prerequisite:
In this seminar students learn how to determine which research techniques are appropriate to use with the research questions posed in their initial dissertation topics. Students undertake an intensive study of the quantitative and/or qualitative tools required to conduct their study as they prepare their dissertation proposal.
Credit: 1
EDLS 9826 - SEMINARS IN LEADERSHIP RESEARCH
Prerequisite:
In this seminar students learn how to determine which research techniques are appropriate to use with the research questions posed in their initial dissertation topics. Students undertake an intensive study of the quantitative and/or qualitative tools required to conduct their study as they prepare their dissertation proposal.
Credit: 1
EDLS 9827 - SEMINARS IN LEADERSHIP RESEARCH
Prerequisite:
In this seminar students learn how to determine which research techniques are appropriate to use with the research questions posed in their initial dissertation topics. Students undertake an intensive study of the quantitative and/or qualitative tools required to conduct their study as they prepare their dissertation proposal.
Credit: 1
EDLS 9828 - SEMINARS IN LEADERSHIP RESEARCH
Prerequisite:
In this seminar students learn how to determine which research techniques are appropriate to use with the research questions posed in their initial dissertation topics. Students undertake an intensive study of the quantitative and/or qualitative tools required to conduct their study as they prepare their dissertate proposal.
Credit: 1
EDLS 9829 - LEADERSHIP RESEARCH
Prerequisite:
In this seminar, students learn how to determine which theoretical and conceptual frameworks are appropriate to use with the research questions related to their initial areas of interest. Students undertake an intensive study of the theoretical and conceptual tools required to conduct a study as they prepare for their dissertation proposal.
Credit: 3
EDLS 9830 - DOCTORAL MENTORSHIP
Prerequisite:
The doctoral program calls for the formation of a collaborative partnership among the doctoral student, a mentor from the University's doctoral faculty, and the employer of the doctoral student. The purpose of this partnership is to utilize the resources of the doctoral student and the University in addressing a specific dimension of the school building or district organization, and to redesign that piece of the organization to enhance the overall systemic function of the building/district. Throughout the mentorship process, regular, ongoing communication among the three members of the partnership will assure continuity in the various stages of program development. This process should take between 12 and 15 months.
Credit: 1-4
EDLS 9841 - ISSUES AND TRENDS IN COMPUTER MEDIATED LEARNING AND TEACHING
Prerequisite:
This course represents an overview of the influence of computer and other instructional technology on formal learning and teaching. Attention will be given to historical, social, and psychological perspectives on media and technology, followed by current research affecting learning and instruction. Students will identify a specific area of interest related to instructional technology and pursue an independent project. The projects will relate to continuous improvement planning as addressed in EDUC 9843 of this cognate core.
Credit: 3
EDLS 9846 - ADVANCED STUDIES IN PROFESSIONAL DEVELOPMENT
Prerequisite:
This course is designed to assist professional development practitioners in gaining knowledge and tools necessary to design, implement and evaluate programs for professional growth in an educational context. The course will center on major themes, each to be examined in relationship to implications for professional development practice. The themes currently include school culture, school reform, schools as learning organizations, and the design of professional growth experiences.
Credit: 3
EDLS 9847 - CHANGE PROCESSES AND PROFESSIONAL DEVELOPMENT
Prerequisite:
A course designed to provide an understanding of the theories and practices related to change as it impacts decisions about professional development in formal organizations such as educational settings. The student will use his/her professional assignment to develop case studies of change as it has impacted on professional development decisions for him/herself and as change has impacted the organization and its professional development needs.
Credit: 3
EDLS 9860 - INSTITUTIONAL EFFECTIVENESS
Prerequisite:
Institutional effectiveness represents the second generation of organizational development theories and considers multiple aspects of organizational health. High performance organizations are concerned about improving all facets of their work. Topics such as continuous quality improvement, assessment outcomes, data gathering and analysis, program evaluation, and strategic planning are covered. The course also examines organizational culture and transformational leadership as underlying themes in implementing planned change.
Credit: 3
EDLS 9880 - LEADERSHIP THEORY
Prerequisite:
This course will provide an essential theoretical understanding of leadership, authority, and group dynamics in a format designed to generate personal insights into one's own patterns of response to social forces, as well as to develop practical skills for exercising authority and leadership within groups and organizations. The history of the development of leadership will be discussed as will traditional views of leadership. An ongoing theme of the course is leadership as service. This course has a strong experiential component that continually provides participants with opportunities to test and integrate their learning with experience (i.e., the mentorship experience).
Credit: 3
EDLS 9881 - ORGANIZATIONAL BEHAVIOR
Prerequisite:
This course examines the interaction of people in the context of the organizational environment along with the environmental presses that influence organizational dynamics at the macro and micro levels. Management history provides a backdrop for understanding the evolution of systems theory. This frames the exploration of macro-level organizational behavior (OB) elements of organizational design and structure; organizational environment; politics and change; organizational control; and organizational culture and the psychological dimensions of organizational life that shape organizational behavior. At the micro-level, personality and motivation theory, ethics, power and authority, conflict and negotiation, group and team dynamics, along with organizational change and organizational leadership are considered in detail. These notions are discussed in relation to leveraging leadership practices to optimize the effectiveness and efficiency of organizations in meeting changing stakeholder expectations. In addition, the course focuses on how leaders can link theory and research with actual practice; this course is taken concurrently with the student's mentorship experience.
Credit: 3
EDLS 9887 - INSTITUTIONAL POLICY AND LEADERSHIP
Prerequisite:
This course blends the study of law and policy. Policy is manifested in the statutes, regulations, guidelines and codifications that define the purposes and parameters of specific actions, establish individual and institutional responsibilities, outline rules to be followed, and identify resources to be allocated. Policies are formulated and enacted at many levels, but policy decisions made at an organizational level are circumscribed by those made at higher levels (state and federal policies). Therefore, the course includes a study of federal and state constitutional provisions, statutory standards and regulatory applications as they apply to the management and control of educational settings, and specific content that is used to study and develop organization-wide policies. The impact of local policies on the organization's constituents is studied.
Credit: 3
EDLS 9888 - HUMAN CAPITAL AND PUBLIC POLICY
Prerequisite:
Human capital is the knowledge, skills, competencies, and attributes that reside in people. Higher levels of human capital bring economic growth and better quality of life to a society. Government investments in such services as health, workforce readiness, and especially education pay off in greater human capital and greater economic growth. Students learn what economic research says about the best use of dollars to produce human capital outcomes. They study and evaluate examples of various quantitative research designs used by economists and draw out implications of research for policy.
Credit: 3
EDLS 9889 - ORGANIZATIONAL DEVELOPMENT
Prerequisite:
Organizational development (OD) is an organizational improvement strategy that utilizes behavioral science principles and practices to increase individual and organizational effectiveness. Organizations must address the opportunities and challenges in successfully managing change by applying a systems approach to planned change initiatives. Organizational development and transformation focuses on how human capital is utilized in organizations to implement successful positive change. The topics learned in this course are the dynamics of an organization and its environment, the style of internal and external OD consultants, organizational culture and processes, diagnosing an organization or its subunits to determine root, causes and change opportunities, selecting and tailoring OD intervention strategies to address root causes and create positive change outcomes, and addressing resistance to change.
Credit: 3
EDLS 9898 - SEMINAR/TOPICS IN ORGANIZATIONAL LEADERSHIP
Prerequisite:
Individual and group study of specific aspects of leadership and organizational dynamics.
Credit: 1-6
EDLS 9899 - DISSERTATION
Prerequisite:
The Ed.D dissertation is an advanced level scholarly investigation. The details of the study and means of pursuing the study are determined jointly by the candidate and the members of the dissertation committee. Students enrolled for this course are considered to hold full-time status by the university.
Credit: 1-10