Course Descriptions

EDLD 701 Framework for Eff Leadership
3.00 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 the needs of the organization.
EDLD 702 Culture and Identity
3.00 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 & Data Coll
3.00 credits
This course presents a survey of research concepts with the goal of promoting discerning consumption of professional research literature. By the end of the course, candidates will be able to evaluate research designs in terms of validity and methodology (e.g., qualitative and quantitative), understand the role of hypothesis testing in inferential statistics, and identify appropriate data analysis procedures for a variety of quantitative and qualitative studies. This course will also present an overview of the process for designing and developing the doctoral problem of practice.
EDLD 704 Data Sources, Priorities&Plan
3.00 credits
This on-line 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 Lit on Probl of Prac
3.00 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 Advisor and are related to the candidate’s problem of professional practice. Working closely with their Doctoral Advisor, 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.
EDLD 705B Lab: Probl of Practice Intern
1.00 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. The Doctoral Advisor will submit the course grade for 705A and 705B.
EDLD 706 Leveraging Fiscal Resources
3.00 credits
This on-line 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 Probl of Pract
3.00 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 EDLD 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 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.
EDLD 707B Lab: Probl of Practice Intern
1.00 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. The Doctoral Advisor will submit the course grade for 707a and 707b.
EDLD 708 Schl Imnprove:People,Data,Proc
3.00 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:Higher Standard of Ldr
3.00 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
3.00 credits
This course builds upon the skills developed in EDLD 704 Data Sources, Priorities, and Planning, EDLD 705a Review of Literature on Problem of Practice, and EDLD 707a Action Plan for Problem of Practice. Candidates will analyze 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 Bldg Cap Continuous Improve
3.00 credits
This on-line 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 Ldrsp Intgrtn for Prob Prof Pr
3.00 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.
EDLD 712B Lab: Prb of Practice Intrn III
1.00 credit
(Integrated with EDLD 712A: Integration for Problem of Practice) This course is a 13-week internship with the student’s Field-based Mentor. The Doctoral Advisor will submit the course grade for 712A and 712B.
EDLD 713 Sys-wide Curr & Assessment
3.00 credits
This on-line 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
3.00 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 Advisor 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 Advisor, the instructors of the research course, along with recommendations from the Field-based Mentors.
EDLD 715 Org Anly:Overcome Syst Barrier
3.00 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 & Oral Ex
3.00 credits
The Oral Exam is the final, formal interaction among the doctoral candidate, the Doctoral Advisor, 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.