Course Descriptions

EDLD 701: Framework for Effective Leadership                     (On Campus)       Program Core    3 credits        This course presents the conceptual framework for the Doctorate of Educational Leadership. Candidates will develop an understanding of the change process that is grounded in the principles of relational trust, academic press, and social support. Candidates will analyze and create a personal model for leadership based upon needs of the organization.

 

 EDLD 702: Culture and Identity                                                                         (On Campus)       Program Core    3 credits

This course defines culture and identity from local and global perspectives.  It involves understanding one’s culture, the culture of groups one belongs to, and the culture of others. Candidates will explore various life/world views with practical application for educators, as they develop knowledge, skills, and attitudes that promote self-understanding and student success.

 

EDLD 703: Research Methods and Data Collection             (On Campus)       Program Core    3 credits

This course presents the research process through the development of a research proposal that includes identifying a topic that is specific to their problem of professional practice, analyzing the relevant literature, choosing an appropriate research design, following ethical and legal procedures for conducting human research, and determining the appropriate method to analyze the data. By the end of the course, candidates will be able to evaluate research designs in terms of validity, apply qualitative and quantitative data collection methods, understand the role of hypothesis testing in inferential statistics, and identify appropriate data analysis procedures for a variety of quantitative and qualitative studies.

 

EDLD 704: Data Sources, Priorities, & Planning                     (On Line)                Program Core    3 credits                

This course focuses on evidence-based practices and the development of knowledge that is necessary for gathering and analyzing relevant data. Doctoral candidates will identify various forms of data and organizational evidence with an emphasis on utilizing the findings for school improvement and change.

 

EDLD 705a: Review of Literature on Problem of Practice

(Guided Study with Doctoral Advisor)                                                                             Program Core    3 credits

Integrated with EDLD 705b lab: Problem of Practice Internship I  (13-week Field-based Internship)             

This course is designed to help candidates enhance their skills as school leaders by gathering and marshaling relevant data to solve specific problems of practice. This course is an individualized study based on readings that are approved by the Doctoral Mentor and are related to the candidate’s problem of professional practice. Working closely with their Doctoral Mentor and Field-based Internship Supervisor, candidates will examine the literature specific to their problem of practice and then prepare an APA-format review of that literature. This course contributes to the development of the capstone project and will reflect the candidate’s ability to engage in scholarly and organizational inquiry, to read and evaluate the relevant literature, to analyze a problem of professional practice, collect the relevant data and evidence, and to leverage that evidence for change.     

 

705b lab: Problem of Practice Internship I                                                                   Specialty Area   1 credit

(Integrated with EDLD 705a: Review of Literature on Problem of Practice)

This course is a 13-week internship with the student’s Field-based mentor. Field-based mentors will be experts in the field. Candidates will select their field-based Mentors, with input from their Doctoral Advisor, based on the problem of practice. The field-based mentor will, under the supervision of the Doctoral Advisor, work with the candidate for a minimum of one hour a week for 13 weeks to connect the problem of practice with real work in the field. The Doctoral Advisor will submit the course grade for 705a (standard letter grade) and 705b (Satisfactory/Non-satisfactory).

 

EDLD 706: Leveraging Fiscal Resources                                       (On Line)                Program Core    3 credits                

This course is designed to help candidates learn how to navigate and influence state and federal governmental structures that impact the financial well-being of the system and local school initiatives. Candidates will also develop a foundation of knowledge to guide them in aligning resources at all levels of the organization so that systematic change supports the academic and professional needs at the building level.

 

EDLD 707a: Action Plan for Problem of Practice

(Guided Study with Doctoral Advisor)                                                                             Program Core    3 credits                

Integrated with EDLD 707b lab: Problem of Practice Internship II  (13-week Field-based Internship)

In this course, candidates will build upon the work they did in the EDLA 705a Review of the Literature on Problem of Professional Practice course. This course is an individualized study in which the candidates will work closely with the Doctoral Advisor and the field-based mentor to analyze the findings from the review of the literature, identify what new data or evidence is required, and to make a plan to collect that new evidence. This course contributes to the development of the capstone project and will help candidates develop the skills necessary to lead a process of evidence-based decision making.

 

707b lab: Problem of Practice Internship II                                                                 Specialty Area   1 credit

(Integrated with EDLD 707a: Action Plan for Problem of Practice)

This course is a 13-week internship with the student’s Field-based mentor.  Field-based mentors will, under the supervision of the Doctoral Advisor, work with candidates for a minimum of one hour a week for 13 weeks to connect the problem of practice with real work in the field. The Doctoral Advisor will submit the course grade for 707a (standard letter grade) and 707b (Satisfactory/Non-satisfactory).

 

EDLD 708: School Improvement: People, Data, Processes (On Campus)  Program Core    3 credits                

The purpose of this course is to provide candidates a foundation in the systems approach for change based upon evidence that promotes a culture for learning. Candidates will learn about an integrated approach in creating school structures that are grounded in achievement and the social, emotional, and behavioral needs of students. Candidates will analyze information and create a plan, based upon the processes learned, that is informed through data and promotes action in supporting teaching and learning.

 

EDLD 709: Ethics: A Higher Standard of Leadership            (On Campus)       Program Core    3 credits

This course provides an understanding of, and an appreciation for, the function of philosophical inquiry and ethical analysis in the field of educational leadership. This course also provides a practical orientation to the understanding of forces that affect the ethical decision-making of school leaders. Candidates will analyze the ethical frameworks that bound their professional practice. Through critique of philosophy, theory, and personal practice, as well as classroom situation and analysis, candidates will broaden their understanding of a variety of divergent frameworks of ethical decision-making and relate what they have learned to their professional practice.  Particularly in an era of increasing regulatory mandates and decreasing availability of both human and institutional resources, an understanding of the function of ethical analysis is of critical importance in the identification, elucidation, and resolution of controversies in school systems.

 

EDLD 710: Data Analysis                                                                        (On Campus)       Specialty Area   3 credits                

This course builds upon the skills developed in EDLD 705 Data Sources, Priorities, and Planning, EDLD 706 Review of Literature on Problem of Practice, and EDLD 708 Action Plan for Problem of Practice. In collaboration with the instructor of the research course and the Doctoral Mentor, along with appropriate faculty, candidates will act on the evidence-based plan and leverage the evidence they have gathered to improve student learning or the professional environment.  This course contributes to, and will be documented in, the candidate’s capstone project.

 

EDLD 711: Building Capacity: Continuous Improvement                  (On Line)                Program Core    3 credits                

This course is designed to help candidates align the strengths, interests, and needs of the people they serve with the mission of the organization. Candidates will develop and articulate their mission in a way that strengthens the competence and commitment of the people they serve. Candidates will also learn how to develop and put systems in place that enhance others in a way that builds their competence and commitment in promoting learning for all stakeholders.

 

EDLD 712a: Leadership Integration for Problem of Professional Practice 

(Guided Study with Doctoral Advisor)                                                                             Program Core    3 credits

Integrated with EDLD 712b Lab: Problem of Practice Internship III (13-week Field-based Internship)

This course builds upon the other courses and contributes to the development of the capstone project by helping candidates integrate principles of leadership, data collection, and leveraging relevant data for meaningful change specific to their problem of practice.

 

712b lab: Problem of Practice Internship III                                                                Specialty Area   1 credit

(Integrated with EDLD 712a: Integration for Problem of Practice)

This course is a 13-week internship with the student’s Field-based mentor.  Field-based mentors will, under the supervision of the Doctoral Advisor, work with candidates for a minimum of one hour a week for 13 weeks to connect the problem of practice with real work in the field. The Doctoral Advisor will submit the course grade for 712a (standard letter grade) and 712b (Satisfactory/Non-satisfactory).

 

EDLD 713: System-wide Curriculum and Assessment        (On Line)                Program Core    3 credits

This course is designed to help school leaders develop a practical knowledge of the professional, political, and organizational issues surrounding the design, implementation, and evaluation of curriculum, and to increase their ability to lead, direct, and support the learning process and continuing education for everyone in the school system.  This course will help doctoral candidates develop an understanding of the various contexts in which curriculum improvement efforts occur, an understanding of the roles of various individuals and groups in curriculum improvement, and the skills necessary to lead the curriculum improvement process. This course is also designed to help school leaders develop the skills to lead the curriculum improvement cycle and the process of curricular evaluation.

 

EDLD 714: Capstone Completion (Guided Study with Doctoral Advisor)  Program Core    3 credits                

The EdD program culminates in the successful completion of a scholarly project that demonstrates a synthesis of the doctoral candidate’s work specific to a significant problem of professional practice. The EdD doctoral capstone is a tangible, academic, and professional product, such as an action plan, a publication in a professional journal, or a result that can be developed from professional practice. The capstone project will reflect the candidate’s ability to engage in scholarly and organizational inquiry to analyze a problem of professional practice, read and evaluate the relevant literature, collect the relevant data and evidence, and solve that problem of professional practice or transform a relevant aspect of professional practice. This substantive project should make a significant, evidenced-based contribution to existing knowledge in the field of educational leadership. The doctoral project may take on many forms, and it will be specific to the candidate’s area of specialization or professional interest. The topic and format of the doctoral project will be reviewed and evaluated by a committee that consists of the candidate’s Doctoral Mentor and the faculty of the Department of Educational Leadership and Administration. The candidates will design, develop, and implement the doctoral project in collaboration with the Doctoral Mentor, the instructors of the research course, along with recommendations from the field-based internship personnel.

 

EDLD 715: Organizational Analysis:

Overcoming Systemic Barriers                                                          (On Campus)       Program Core    3 credits

Candidates will explore classic, modernist and postmodernist organizational theory in the context of educational organizations. Organizations are explored through the frames of power, culture, structure, and intrapersonal and interpersonal perspectives.  

 

EDLD 799: Doctoral Conference and Oral Exam                     (On Campus)       Program Core    3 credits                

The Oral Exam is the final, formal interaction among the doctoral candidate, the Doctoral Mentor, and the faculty of the Department of Educational Leadership and Administration. The oral exam is a time for the candidate to share reflections and to articulate the level of integration of the knowledge, skills, and dispositions gained as a participant in the doctoral program. The oral exam consists of three areas of focus:

1. The capstone project

2. The integration of specific leadership skills

3. Enhanced professional practice.

In the capstone and integration portions of the exam, the questions asked are of an integrated and comprehensive nature. In the professional practice portion of the exam, the questions are case-based around organizational dynamics and range from comprehensive to minutely focused. The Oral Exam is scheduled at the successful completion of all coursework at conclusion of the program. Successful completion or the Oral Exam will result in the awarding of the degree Doctor of Education.