25 courses with the subject EDLE, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDLE 700(3-3-0) Group Dynamics, Decision Making, and People Management: This course will be an
examination of small groups as crucial environments for individual self-assessment and change, and for effective use of human resources in decision-making and program implementation. Individual group members will be expected to demonstrate the ability to be a change agent in different cultural climates. EDLE 701 (3-3-0) Cultural Diversity in American Schools: The course addresses the origins, concepts, principles, and trends of multi cultural education, equity and the conceptual framework of cultural diversity in relation to education. The topics will include concepts that facilitators of leaning will need in order to skillfully and effectively teach in a multicultural setting. Specific content areas to be covered are the topology of American cultures: Race, Ethnicity, Gender, Sexual orientation, Physical condition, Age, Ethnocentricity, Eurocentricity, Afrocentricity, Interculturality, Cross-culturality, Group dynamics and Organizational development, Cooperative learning and emerging Sub-cultures. Discussions will focus on explication of the concepts and development of strategies, for conflict resolution and situational leadership, thus enabling the facilitator of learning to become a better decision maker and change agent. EDLE 703 (3-3-0) Public Policy and Political Issues In Education: This course is an in-depth examination of the theoretical and conceptual basis of politics and public policy in education and its relationship to the successful practice of educational administration. A compendium of political issues at the local, state, and federal levels serves as focal points to stimulate students’ thinking, understanding, and perception about education, politics and policy formulation. Emphasis is placed on the practical application of the acquired knowledge base by engaging in a variety of didactic schema such as case studies analyses, simulations, and mini-studies. Each schema is designed to demonstrate the interrelationship among education, politics, and policy formulation at the local, state, and federal levels. Continuous evaluation is made throughout the course to determine students’ level of political astuteness and savvy.
EDLE 704(3-3-0) Curriculum and Instructional Leadership: This course is designed to examine the educational
leader’s role as a facilitator of learning in curriculum and instruction. The central intent of the course is to provide curriculum and instructional master theories on design, implementation, and evaluation. Case studies and simulations which enhance change will be included. Instructional strategic concepts and issues will be viewed from the educational leader’s point of view as a decision-making facilitator of learning and curriculum specialist.
EDLE 705(3-3-0) The Planning and Financing of Educational Organizations: This course is an in-depth
examination of school planning and implementation of the financial perspective at local, district, and state levels. Included are the traditional methods of financing and the emergent ideas and subsequent suggested practices to meet the needs of a changing national educational environment. Also addressed are the areas of financing of school corporations in the current economic and political setting with emphasis on interrelationships of educational, economic, and political decisions. EDLE 706 (3-3-0) Seminar in Educational Leadership: Educational leadership within the changing contexts of the American school and society is the focus of the course. Strong emphasis is placed on the role, function, and duty of the facilitator of learning as a change agent when faced with the problems, issues, and concerns of today’s schools. This seminar examines the prerequisite interpersonal skills, knowledge, and abilities necessary for the educational leader to meet the challenges of the changing school. Focus is also placed upon personal assessment and evaluation of leadership
Educational leadership within the changing contexts of the American school and society is the focus of the course. Strong emphasis is placed on the role, function, and duty of the facilitator of learning as a change agent when faced with the problems, issues, and concerns of today’s schools. This seminar examines the prerequisite interpersonal skills, knowledge, and abilities necessary for the educational leader to meet the challenges of the changing school. Focus is also placed upon personal assessment and evaluation of leadership competencies. Provisions are made for skill development and improvement. Theory into practice is the primary objective for the course, and various didactic schema are employed to ensure this occurrence. Site-based field experiences, case study analyses, socio-dramas, bibliographic leadership studies, and simulations are examples where theory and practice are rejoined, analyzed and applied.
EDLE 708(3-3-0) Organizational Theory and Administrative Behavior: This course is designed to analyze the
relationship between administrative theory and practice by utilizing the literature in organizational theory and administrative behavior and by applying the concepts to administrative practice in educational settings. The awareness of gender issues and cross-cultural issues that affect the modern organizational climate is emphasized. Case studies, simulations, and in-basket techniques will be utilized to supplement lectures and discussions.
EDLE 709(3-3-0) University and College Teaching: An examination of philosophies, methodologies, and related
issues (gender, race, et.al) that influence teaching and learning in college and university classroom settings. Emphasis on teaching effectiveness, the application of course material to the formal classroom environment, assessment, and standards. EDLE 710 (3-3-0) The Adult Learner: The focus of this course will be on the examination of how adults learn in instructional settings. Characteristics of the adult learner will be examined. Students will investigate adult learning theory as well as current trends and advancements in adult learning. The focus will be on making better instructional decisions and media selections for the education and training of adults. EDLE 720 (3-3-0) Educational Statistics: This course will cover the application of basic statistical procedures to the decision making process. The student will learn the most widely-used statistical procedures and how they support managerial decision-making and organizational change processes. The course includes Parieto Analysis, Ishikawa Diagrams, statistical process control, charting, presentation, the communication of statistical information; and touches on experimental design in the managerial context. Emphasis will be on research conducted in schools by presenting methods that are appropriate for school-based research. Educational leadership is evolving to place added emphasis upon teacher, parent, and student empowerment, which will have fundamental consequences for administrative practice. In the future, administrators will need skills in projecting budget expenses for programs developed by this consortium of participants. To share power will require the educational leader to be skillful in interpreting and sharing research findings with these participants. This course will be the introduction to the development of an educational leader able to evaluate design and conduct educational research to deal with the changing school.
EDLE 710(3-3-0) The Adult Learner: The focus of this course will be on the examination of how adults
learn in instructional settings. Characteristics of the adult learner will be examined. Students will investigate adult learning theory as well as current trends and advancements in adult learning. The focus will be on making better instructional decisions and media selections for the education and training of adults.
EDLE 711(3-3-0) Emerging Issues in Leadership and Supervision: This course will introduce doctoral
students to the role of an institutional leader and supervisor in the Twenty-First Century, and on how leadership continues to evolve in the changing expectations of individuals in the organizations, in which senior and upper level administrators reign. Senior and upper level leaders must be able to communicate skillfully both orally and in writing with all stakeholders. In addition, they are expected to model collaborative decision-making skills as they negotiate the political landscape, work with diverse groups of constituents, while addressing retention and graduation rates. Whether the leader is K-12 or Post-secondary education, they both face the same or similar issues with faculty, students, board and trustee members, and the general public. Through readings, discussion forums, chats, blogs, emails, interviews, case studies, in-baskets issues, simulations, videos, and other electronic tools, this on-line course will provide doctoral students with the skills, understandings, and dispositions of a senior and upper level administrator. Attention is also given to the role of the superintendent and higher education administrator in goal setting, developing and implementing long-range plans in response to current and emerging issues within the academic community, as well as, the broader spectrum of state and national educational issues.
EDLE 712(3-3-0) History of Higher Education: Candidates examine the history of higher education
particularly in the United States. Candidates examine the aims and institutional forms of higher education. The nature of academic pursuits in terms of the development of disciplines and fields of study and the development of the professoriate are examined.
This course will cover the application of basic statistical procedures to the decision making process. The student will learn the most widely-used statistical procedures and how they support managerial decision-making and organizational change processes. The course includes Parieto Analysis, Ishikawa Diagrams, statistical process control, charting, presentation, the communication of statistical information; and touches on experimental design in the managerial context. Emphasis will be on research conducted in schools by presenting methods that are appropriate for school-based research. Educational leadership is evolving to place added emphasis upon teacher, parent and student empowerment, which will have fundamental consequences for administrative practice. In the future, administrators will need skills in projecting budget expenses for programs developed by this consortium of participants. To share power will require the educational leader to be skillful in interpreting and sharing research findings with these participants. This course will be the introduction to the development of an educational leader able to evaluate design and conduct educational research to deal with the changing school.
EDLE 721(3-3-0) Research, Design, and Evaluation Methodology: This course is designed to teach the student
how to match the research design to the substantive problem in education without further distorting the problem. The first one half of the course will cover the basics of research design. The second half of the course will cover program evaluation. Future school administrators will be provided the information they need to conduct or supervise instructional program evaluation. The program evaluations component will be based on the material covered in the first half of the class. The student will have taken statistics and be knowledgeable of the basics of test and measurement. EDLE 722 (3-3-0) Qualitative Research, Theory, and Application: A study of qualitative research from different theoretical and methodological approaches. This course is designed to assist the educational leader in becoming a more effective facilitator of learning through knowing how to conduct research without formal hypotheses, allowing the hypotheses to evolve over time as events unfold. The researcher begins without preconceived ideas about what will be observed and describes behavior that seems important. Language principles, designs, and methodologies of producing qualitative research from experimental and non-experimental approaches will be presented. Students will demonstrate skills needed from practical and applied research in various educational settings.
EDLE 723(3-3-0) Quantitative Research Application and Methodology: This course provides administrators with
the knowledge of the methods and analytic approaches in educational research that will aid them in dealing with the school restructuring now occurring in the nation’s schools. The measurement, design, and analysis procedures that are the most useful for dealing with a changing school system will be presented. An integrated approach to statistics and
EDLE 725Special Topics on School Leadership - Closing the Achievement Gap: Research and3
Effective Strategies for African American K-12 Students in Public Schools Lecture Hours: 3 Lab Hours: 0 This course is designed (1) to familiarize graduate students with research about the causes of the underachievement of many African American students in K-12 public schools, and (2) to provide graduate students with effective research-based strategies to improve African American student achievement and retention. EDLE 708 and EDLE 729
Lecture Hours: 3 Lab Hours: 0 This course is the first in the three-semester internship course series designed to provide K12 and Higher Education candidates field-based clinical leadership experience. The course provides interns with opportunities to develop insight into leadership processes, focusing on skills of observation and diagnosis, while shadowing site administrators and mentors/coaches. The course gives the candidate the initial field experiences needed to prepare for the subsequent placement in increasingly more involving leadership roles in EDLE 730 and EDLE 731. These roles will be negotiated with site mentors and approved by supervising university faculty. Weekly seminars with participating faculty members are devoted to analysis and discussion of the intern's field experiences, the development of required evidences, and conferencing with site administrators. EDLE 701, EDLE 704, and EDLE 722
EDLE 731Research Internship Seminar in Educational Leadership3
Lecture Hours: 3 Lab Hours: 0 In this course, candidates engage in a series of field-based clinical experiences with a focus on sharing their research, writing, and communication of expertise as related to their dissertation area of focus. Candidates present their preliminary dissertation proposal (chapters 1, 2, and 3). Successfully completing this seminar course prepares candidates to formally enroll in dissertation study under the supervision of a faculty chair and committee. This course is designed for K12 candidates.
EDLE 741Dissertation in Educational Leadership III & IV1-6
(variable) Lecture Hours: 1-6 (variable) Lab Hours: 0 This is the second of a two course sequence designed to support the candidate as s/he completes the dissertation. The dissertation process serves to bring together all of the experiences in which students have engaged during the entire program. The dissertation culminates the theoretical and practical research experiences of the candidates. The applications of theory and research to solve, inform, or suggest changes in problems and dilemmas facing educational leaders today should be reflected in an original, sophisticated, and high quality document. To facilitate the dissertation process, candidates will participate in regularly scheduled seminars designed to keep them on task and provide on-going constructive faculty feedback. The result is a final dissertation and successful defense. Higher Education: ELHE 705 and ELHE 753
Lecture Hours: 3 Lab Hours: 0 This course will provide doctoral candidates in the PK-12 and higher education cognate areas opportunities to investigate a variety of research approaches. This course serves as the introductory class in the doctoral dissertation writing process. The course explores the doctoral dissertation requirements of the EDLE doctoral program. The course is also the place for the doctoral candidates to begin the process of choosing and refining a topic and to complete a rough draft of the dissertation prospectus. This is a required course for all students pursuing the EDD degree. The overall purpose of the course is to introduce vocabulary, 210
EDLE 799Advanced Studies in Educational Leadership and Organizational Change3
Lecture Hours: 3 Lab Hours: 0 This course prepares K12 doctoral students to lead change initiatives within a variety of organizational settings. Students will explore change management through a systems approach at it relates to the structural, human resource, political and symbolic frames. Analysis will include contrasting organizational environments, assessing conditions that foster both acceptance and resistance to change, and discussing specific strategies for managing change. Participants are required to select a "live" project and apply the course content to this project. This course is designed to foster the skills necessary for leading teams through a successful transition process.
Lecture Hours: 0 Lab Hours: 0 This course must be taken every semester in order to maintain active status in the doctoral program until completion of dissertation.
