67 courses with the subject EDU, 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.
EDU 8005Educational Leadership and Change Theory3
This course focuses on organizational and leadership theories as they relate to K-12 and higher education institutions. The course will also reference the impact of diversity, culture, and change on educational institutions. Through linking theory to practice, future leaders will be empowered to make decisions utilizing data, plan strategically, and engage stakeholders in comprehensive strategic planning. 3 credits
This course is designed to ensure that future educational leaders will have strong knowledge and use of current and emerging technologies to assist with the teaching and learning process and to facilitate the management of complex organizations. Students will demonstrate strategies for using and implementing multimedia, hypermedia, and electronic networking to implement in their own school settings. 3 credits
EDU 8011Superintendent Leadership, Policy And Politics
This course will focus on the current issues in education policy. Students will explore the role of participants and the procedures used in the development of public policies effecting educational organizations. The content focuses on the complex political, societal, economic, and global issues that impact schools and districts. Students will examine issues and case studies on topics including federal accountability, federal and state legislation, diversity, inclusion, gender equity, social justice, and equal opportunity. Other topics include the role of unions, growth of charter schools, school reform movements and the educational leader’s role and application of the PA Leadership Standards. In addition, this course focuses on organizational and leadership theories as they relate to K-12 institutions. The course will also address the impact of diversity and culture in respect to change in educational institutions. The key competencies for change begin with leadership built on competence and character. This course will help leaders think strategically about promoting and supporting organizational change that leads to improvements in instruction, learning and student achievement. Change, even in the smallest increment, often meets with resistance. Throughout this course, leaders will explore strategies to support teachers and principals in making and sustaining significant changes in practice. This course will survey a variety of the leaders in respect to Education Policy, Change Theory and overall Education Leadership to help aspiring leaders develop their own definition of Leadership. By linking theory to practice, leaders will be empowered to make decisions to plan strategically, communicate effectively, build culture and community, and engage stakeholders. Each person’s background experiences will influence the way the leader defines and implements a leadership persona. The course will be highly interactive. As such, the quality of the class experience will be a function of engagement in class activities. The course will rely heavily on interactive lecture, group discussion, and leadership scenarios. 3.00
This course is designed to prepare educational leaders to understand and prepare a system-wide budget plan that allocates resources aligned with the system’s needs. Topics include budget planning related to facilities management, curriculum, and personnel as well as school finance issues related to capital projects, borrowing, and debt. Additional topics include strategic planning approaches, building assessment, energy, and community development. 3 credits
This course is designed to prepare educational leaders to understand and prepare a system-wide budget plan that allocates resources aligned with the system’s needs. Topics include budget planning related to facilities management, curriculum, and personnel as well as school finance issues related to capital projects, borrowing, and debt. Additional topics include strategic planning approaches, building assessment, energy, and community development. 3 Hours Lecture 3
This course focuses on major methods and techniques of educational research and provides students with the knowledge and skills for the critical evaluation of research. Students will become familiar with the dissertation format and begin the process to outline possible research topics and design methodologies. 3 credits
EDU 8017Creating Systems for Effective Family, School, and Community Partnerships: Special Ed.
This course will provide students with the skills and knowledge system-level school administrators need to operate with a full continuum of stakeholders. An emphasis will be placed on laws, policies, procedures, and systems that allow for collaborative approaches to engage families, community providers, and lawmakers in creating services that support people with disabilities. Students will apply theories and best practices to develop healthy community partnerships. Highlights of the course include: . Understanding of Individuals with Disabilities Education Act (IDEA), Section 50, local and state initiatives in the areas of child welfare, juvenile justice, mental health, and social services . Analysis of past and present educational policies to insure access and equity in school community . Major issues facing families such as home-school relations and poverty . Theories, attitudes, techniques, and strategies for managing conflict, solving problems, negotiating, and decision making . Family-centered, culturally responsive practice principles and empowerment strategies . Analysis of school-linked and community-based partnerships aimed at enhancing the well-being of children, youth, families, and school community . Examining and creating structures and operations of effective collaborative teams . Developing and cultivating mutually beneficial relationships between stakeholders, including individuals, families, community providers, businesses, and lawmakers . Facilitation of partnership integration internal and external supports through positive family engagement . Mobilization of community resources to promote student success 3.00
EDU 8018Leading Special Education & Support Systems
This course examines critical issues in student services educational leadership. Students will explore topics related to leadership roles and responsibilities, change management, maintaining relationships with all stakeholders, and staff development Highlights of the course include: . Responsibilities for coordination of Pupil Services within a school district are outlined and studied, including, over-representation of diverse learning in special education, prevention, and early intervention, and effective instructional strategies for students with disabilities in inclusive settings . Special education fiscal responsibility . Emphasis on current practice in the field of student services programs, state-level requirements, and national trends . Management of special education and student service programs . Advanced knowledge of issues and research in the education of individuals with special needs 3.00
EDU 8019Ethical and Legal Leadership in Special Education
Leadership and advocacy go hand-in-hand when seeking to promote policies that support effective practices in education for ALL students. Through analysis and reflection, students will examine the evolution of special education legislation and pivotal case law and analyze the connections among ethics, leadership, policy, and law within real-world examples. This course will prepare students to understand IDEA and state laws and regulations on special education. Highlights of the course include: . Awareness and understanding of the following: required special education documents (e.g., IEP), free and appropriate public education, creation of inclusive schools, monitoring of student performance, special education identification and referrals, due process and mediation, least restrictive environment, the use of non-school-based services, discipline, and behavior management strategies . Utilizing an ethical framework to make decisions related to supporting students with disabilities . Providing awareness and understanding of key ethical and legal aspects of special education for general education teachers and other school staff 3.00
EDU 8020Implementing School-Wide Intrvntions & Spec. Instruction through Systems Approach.
Special Educators must be prepared to implement research-based intervention models and datadriven, reliable assessments in order to plan individualized instructional plans for students with diverse learning and social challenges. Highlights of the course include: . Review research and practice specific to specialized instruction for students with disabilities in language, reading, writing, math, and other content areas. . Study processes of disability identification and monitoring student progress; and data-based decision-making for instruction, universal instruction, and interventions . Explore effective practices for a multi-tiered system of support (MTSS) and school-wide positive behavioral support (SWPBS). . Learn how to effectively lead professional learning in various capacities 3.00
Schools, more now than ever, are being asked to address the mental health needs of students. In order to be responsive, schools need to develop a multi-tiered system of support that provides mental health/behavioral health services. Schools providing mental health services, and/or partnering with community providers to do so, is believed to be an effective delivery model. This class will examine some of the important considerations administrators must address in order to develop and provide effective mental health services. Select topics will include: . Threat Assessment . School Climate . Systems of Psychotherapy . Trauma-informed Care . Suicide Assessment . Empirically based Treatments . Diversity Equity Inclusion & Belonging (DEIB)/Cultural Responsiveness . SHAPE Assessment . Quality Indicators of Emotional Support Services and Programs (QIESSP) . Professional Ethics . Restorative Practices . Grant Writing . Depression and Anxiety (symptoms, measurement, and treatment options) 3.00
This course focuses on the major methods and techniques of educational research and provides the skills for the critical evaluation of educational research. There is an emphasis on qualitative research focusing on designs and methodologies, theoretical and interpretive frameworks, ethical considerations, standards of validation, and introductory data collection, analysis, and reporting. Students will design a sample project incorporating qualitative research methodologies. 3 credits
This course focuses on the major methods and techniques of educational research and provides the skills for the critical evaluation of educational research. There is an emphasis on qualitative, quantitative, and mixed methods research focusing on designs and methodologies, theoretical and interpretive frameworks, ethical considerations, standards of validation, and introductory data collection, analysis, and reporting. 3 Credits
This course will study educational research methodology from the more quantitative viewpoint with an emphasis on univariate and multivariate analyses, correlational studies, multiple regression analysis, analysis of covariance and various factorial analysis designs. Focus will be placed on understanding these approaches and how to implement them for individual research questions. Students will design a sample project incorporating quantitative research methodologies. 3 credits
This course focuses on the most current laws at both the state and federal levels and their impact on the operation of educational institutions for leaders. Both state and federal statutes will be examined with a focus on accurate analysis and interpretation of the law through case reviews. Law, legislation, and court decisions that may impact the rights and responsibilities of faculty, students, and parents will be studied and analyzed. The course is structured to assist educational leaders in acquiring the knowledge and skills necessary to ensure that the management of their educational institution through adherence to the law produces a safe, efficient and effective learning environment for all students, while consistently advocating for children and maintaining professional integrity. 3 credits
This course studies the impact of diversity, culture, ethnic origin and societal change on educational institutions and the emerging leadership styles resulting from these factors. Leaders will be prepared to meet the challenges of cultural diversity and rapid societal change in organizations. There is a focus on how language, gender, race, tradition, education, economic structure and global events interact with organizational philosophy to create behavioral norms at all levels. The influence of all of these factors on leader’s behavior will be studied. 3 credits
At least one completed research methods course or permission of Program Director 3 Credits
EDU 8042Higher Education Practicum and Fieldwork I1
This course will prepare future leaders in higher education for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices office. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete an internship with a minimum of 360 hours as a superintendent/higher education intern supervised by a certified school superintendent or the equivalent in higher education. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and the potential for substantial improvement in teaching and learning. This course will span three semesters in order to give students a full perspective of the calendar year. 3 Hours Lecture 1 Credit
EDU 8043Superintendent Practicum and Field Experience I3
This course will prepare future school district leaders for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices office. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete an internship with a minimum of 360 hours as a superintendent intern supervised by a certified school superintendent. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and the potential for substantial improvement in teaching and learning. This course will span three semesters in order to give students a full perspective of the calendar year. 3 credits
EDU 8044Superintendent Practicum and Field Experience I
This course will prepare future school district leaders for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete a practicum with a minimum of 120 hours supervised by a certified school superintendent or the equivalent. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and strategies for substantial improvement in teaching and learning. 1.00
EDU 8045Higher Education Practicum and Fieldwork II
This course will prepare future leaders in higher education for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices office. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete an internship with a minimum of 360 hours as a superintendent/higher education intern supervised by a certified school superintendent or the equivalent in higher education. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and the potential for substantial improvement in teaching and learning. This course will span three semesters in order to give students a full perspective of the calendar year. 1.00
EDU 8046Superintendent/Higher Ed. Practicum and Field Experience II1
This course will prepare future school district leaders and leaders in higher education for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices office. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete an internship with a minimum of 360 hours as a superintendent/higher education intern supervised by a certified school superintendent or the equivalent in higher education. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and the potential for substantial improvement in teaching and learning. This course will span three semesters in order to give students a full perspective of the calendar year. 1 Credit
This course explores theories, policies and approaches for conducting purposeful negotiations and resolving conflicts. The context includes legislation, legal issues, and alternatives to litigation. Current research findings are integrated with support for various approaches in conflict resolution. 3 Credits
EDU 8048Higher Education Practicum and Fieldwork III1
This course will prepare future school district leaders for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete a practicum with a minimum of 120 hours supervised by a certified school superintendent or the equivalent. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and strategies for substantial improvement in teaching and learning. 1 Credit
EDU 8049Superintendent/Higher Ed. Practicum and Field Experience III1
This course will prepare future school district leaders and leaders in higher education for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices office. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete an internship with a minimum of 360 hours as a superintendent/higher education intern supervised by a certified school superintendent or the equivalent in higher education. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and the potential for substantial improvement in teaching and learning. This course will span three semesters in order to give students a full perspective of the calendar year. 1 Credit
EDU 8050Superintendent Practicum & Field Experience III
This course will prepare future school district leaders for complex situations and specialized functions that are performed as part of system-wide oversight in the administrative offices. Students will explore the political forces that influence and shape decision-making processes, reform efforts, and community relations. This course requires a student to complete a practicum with a minimum of 120 hours supervised by a certified school superintendent or the equivalent. The student will complete and present a leadership portfolio that shows evidence of strategic planning, use of data to inform decision-making, and strategies for substantial improvement in teaching and learning. 1.00
This course examines the components of educational leadership that relate to the supervising process and professional growth. Both theory and practice are emphasized. The clinical supervision model is highlighted along with the model of supervision as mandated by ACT82. Best practices in staff development are discussed and students will engage in ways to design, implement and evaluate staff development programs, manage resources and create a culture of teaching and learning with an emphasis on learning. 3 credits
EDU 8053School and Community Partnerships and Public Relations3
This course is designed to assist future leaders with communication skills in the context of large, complex systems and personal one-on-one or small groups, successful strategies for responding to the politics associated with schools and navigating the waters of elected boards are discussed and simulated through role play and case studies. Students will study concepts of public relations and develop a site-based plan to promote and event, activity, or concept and solicit feedback for evaluation. 3 credits
EDU 8054Program Design, Development, and Evaluation3
This course is designed to assist practicing school leaders to implement, analyze and monitor the various processes and components of a comprehensive curriculum, instruction and assessment system in a school district. Current methods of curriculum and program design, development, and evaluation will be studied. Implications for supporting and sustaining high quality instruction and learning will be addressed through the relationships and importance of coherence among curriculum, instruction, and assessment. This course will introduce students to the tools and resources available to fully analyze and utilize data-driven decision-making. The role of structures for school improvement will be examined, including standards-based reform, professional learning communities, supervision and professional development and communication. Students will develop and submit an applied research project in the form of an Action Plan for School Improvement based on the current research and evidence of best practices. 3 credits
EDU 8055Legal and Ethical Leadership, Diversity, and Societal Change
This course will explore the legal issues facing administrators and how the issues of diversity and societal change will impact school leadership. We will explore case law, state and federal law educational policy and or regulation and their impact on school leadership. Topics studied include the control of education, student rights, teacher rights, the instructional program, religion, Cyber law and social media, tort law, contract law, and collective bargaining. In addition, the students will analyze scenarios and cases in which leaders grapple with complex problems of practice grounded in issues of diversity and societal change. Integrated into each course session will be discussions on ethics and leadership. Students will use these experiences to reflect on their role as educational leaders. The course will use a highly interactive, hybrid virtual (Zoom) and online (Blackboard) delivery. The quality of the class experience will be a function of students’ engagement in class activities and assignments. The course will rely heavily on interactive instructor and student virtual (Zoom) presentations, group discussion, online (Blackboard) case analysis. 3.00
EDU 8056Leading Comprehensive Student Support Services3
This course prepares students for district-wide responsibilities related to the coordination of the various functions included in pupil personnel services. Emphasis is placed on the management and supervision of school counseling, child accounting, health services, school psychology and special education within a school district. The responsibilities for coordinating student services within a school district are outlined and studied, including, but not limited to, over-representation of diverse learning in special education, prevention and early intervention, and effective instructional strategies for students with disabilities in inclusive settings. Program and staff development functions as well as curricular and administrative duties of the student services department are highlighted. Policies and procedures related to the delivery of pupil services as related to community, state, federal and local social agencies are examined. 3 credits
This course explores theories, policies and approaches for conducting purposeful negotiations and resolving conflicts in the educational arena. The context includes legislation, legal issues, and alternatives to litigation. Students will learn about the use of resource management, including labor laws, labor negotiation protocols, recruitment, personnel assistance and development, and evaluation procedures. Current research findings are integrated with support for various approaches in conflict resolution. 3 credits
EDU 8058Negotiations & Conflict Management/Managing Financial Resources
This course is designed to prepare educational leaders to understand a system-wide budget plan that allocates resources aligned with Pennsylvania School Code, board policy, school level budget development and decision making. In addition, this course explores theories, policies and approaches for conducting purposeful negotiations and resolving conflicts in the educational arena. Topics include budget planning related to sources of revenue, facilities management, curriculum, and personnel as well as school finance topics such as capital projects, borrowing, and debt. Students will learn about the use of resource management, including labor laws, labor negotiation protocols, recruitment, personnel assistance and development, and evaluation procedures. Current research findings are integrated with support for various approaches in conflict resolution 3.00
EDU 8059Educational Policy, Politics & Current Issues3
This course will examine the current issues in education policy. Students explore the role of participants and the procedures used in the development of public policies effecting educational organizations. The content focuses on the complex political, societal, economic, and global issues that impact schools and districts. Students will study issues including diversity, federal accountability, legislation, inclusion, unions, gender equity, social justice, and equal opportunity. 3 credits
This course will examine instructional design systems with the intent of designing instruction for use in a variety of instructional formats. An emphasis will be placed on learner analysis, instructional goals and objectives, assessment and evaluation, and instructional strategies. Students will apply theories and best practices to create pedagogically sound learning experiences.
EDU 8061Economic Development of Higher Education Organizations3
This course explores the application of economic principles to the study of policy and to the solution of economic problems in complex organizations. Included are discussions of major economic theories and their relationship to leadership decision making in the corporate, not for profit, and public policy arenas. This course is designed to identify and analyze factors that contribute to the successful economic development of organizations. Topics will include risk assessment and management, leadership skills, sources of funding and successful economic policies. Case studies of both successful and unsuccessful economic development will be analyzed. 3 credits
This course will explore the different paradigms of assessment and the ways in which assessment of student learning in the classroom informs instructional design. Students will consider the nature of classroom assessment information (summative, formative, and ipsative) through the framework of how it impact student achievement, how teachers interpret and work with assessment results, and evaluate emerging issues in assessment such as digital technology and ethics and equity. 3.00
EDU 8063Philanthropy & Resource Development in Higher Education
This course will study the historical, economic, political, social, and psychological foundations of philanthropy in our society as well as the ethical, legal, and financial aspects of organizational resource development. The role of leadership strategies for acquisition, maintenance, and stewardship of resources will be explored. Students will review successful fund raising campaigns and develop a prototype fund raising campaign. 3.00
EDU 8064Innovation & Entrepreneurship in Higher Education3
This course will introduce students to the role institutions of higher ed play in fostering innovative discoveries. A focus will be applied to financial, budgetary and economic development practices as they pertain to institutions of higher education. Students will develop skills and knowledge to recognize effective leadership in a dynamic, ever-changing higher education environment. 3 credits
In a world that is increasingly interconnected, this course will examine the concepts of Dimensions of Multicultural Education to build an understanding and appreciation for the history, culture and traditions of others that lead to preparing students to function as effective citizens in a global world. The course will focus on dimensions, history, and goals of multicultural education and examine issues of gender equity, race, disability, giftedness and language diversity involved in curriculum and instruction.
EDU 8066Student Services & Co-Curricular Activities in Higher Education3
This course examines the comprehensive nature of student issues as a vital component in the evolving learner-centered environments of higher education. Theory and practice are used to guide the discussion, investigate the issues, and generate solutions. Students investigate and seek potential solutions to authentic problems facing leaders in student affairs such as enrollment management, diversity, safety, student induction, advising and counseling, placement testing, career development, residential life, health services, student activities, etc. 3 credits
EDU 8067Faculty and Academic Governance in Higher Education3
The purpose of this course is to provide an intensive introduction to the organization and governance of colleges and universities. It is designed to familiarize students with the faculty, academic and administrative contexts and organizational cultures within which they may be employed. Theoretical underpinnings of organizational behavior relating to individuals and groups and organizational theory relating to the organization itself will be studied. 3 credits
This course will examine Universal Design for Learning (UDL) as an instructional design model that helps ALL students learn by accommodating their difference. Students will consider the foundations of teaching and learning in an inclusive classroom; how to plan and implement effective curricula and pedagogy; examine evidence-based behavioral, cognitive, and social strategies in instructional practices; and consider leadership and administrative support of inclusive practices. 3.00
EDU 8069Policy Development and Analysis in Higher Education3
This course will examine current issues of higher education and analyze future trends. Various approaches to policy development and their applications are studied from institutional, state, federal, legislative, and international perspectives. Students will refine their knowledge and skills needed to plan and execute sound and innovative approaches to advance the institution’s mission to key publics. 3 credits
EDU 8070Design Thinking, Creativity and Problem Solving
This course will explore the components of the design thinking process for problem solving. It will review the historical and current application of design thinking; examine several design processes in education that include but are not limited to human-centered design, and design for authentic inquiry. The concepts explored in this course will build insight into how design-based processes, principles, and mind-sets can be integrated in teaching and learning. 3.00
EDU 8071Online Learning Instruction and Asssesment
This course will examine the various modalities of on-line instruction and learning. Synchronous and asynchronous instruction strategies and techniques will be reviewed. Various software platforms which enhance the online instructional and assessment process will be researched. An in-depth understanding of the challenges and rewards of using an on-line learning model will be developed. Various avenues and resources for conducting assessment of students’ work and progress will be studied. Support systems for assisting students in need of accommodations and remediation will be researched. 3.00
The Networking and Infrastructure course will take an in-depth look at the hardware and software needed to successfully implement an online instructional program. Hardware requirements for instruction, assessment and remediation will be examined. System design, implementation, network backup options, security risks and safeguards will be researched. Financial requirements and restraints will be explored along with purchase and lease options. 3.00
This course will examine the 21-century learning skill which supports social justice and equity. Providing students from different backgrounds with equitable on-line instructional programs/models will be explored. The challenges of providing hardware, software and connectivity to an array of students will be examined. The need for various media options within the same organization will be examined and reinforced through designed research activities. 3.00
This course will offer the participants the opportunity to examine various opportunities for students to implement their technical and creative skills in areas such as video gaming, websites design, art medias and the performing art arena. Hardware and software applications that enhance such learning opportunities will be reviewed and tested. Safeguards for working in such an environment will be discussed. Instructional programs implementing digital media design as the core instructional focus (cyber arts) will be studied. 3.00
This course will examine object-oriented programming - a programming paradigm based on the concept of objects - objects in the form of data and code. Data in the form of fields, and code in the form of procedures. The course will examine the ever evolving world of robotics and the opportunity to enhance instructional practices across curricular avenues with the utilization of such a platform. The vast array of programming options from simplistic to complicated, inexpensive to costly, individualized to team building, and short-term to long-term production requirements will be researched. 3.00
This course will discuss the general business operations performed in a school district. In addition, traditional procedures and processes along with short and long-term financial and functional planning will be examined. The Pennsylvania Department of Education (PDE) Account Code Requirements and applications will be reviewed. Debt structure/service, borrowing and new revenue resources will be discussed. Techniques, timeline requirements and the utilization of social media will be studied in respect to the budget presentation process to the Board of Education and Community. 3.00
This course will focus on various components of facility management in school districts. General operational functions including custodial, maintenance, safety and security and facility usage will be reviewed. Staff management, recruitment, retention and trends in collective bargaining agreements will be explored. Short-term and long-term capital project designs will be examined and created in addition to the various processes to prioritize capital project needs and upgrades of a district. Software applications to assist with budgeting, facility usage and staff management in relationship to addressing the work load/order will be researched. Finally, budget management in respect to staffing, materials, capital projects from a short-term and long-term lens will be reviewed.
This course will examine the components of a food service program in a school district. Federal and State regulations/mandates will be researched. The development food offerings based on such guidelines will be explored. Operations from an in-house structure and a contracted service option will be compared and contrasted. Contracts for a contracted service option and collective bargaining agreements will be examined. Strategies and guidelines for procurement of product will be reviewed. Various preparation and serving designs will be examined. Finally, operational cost from the perspectives of product, staffing, and contractors will be investigated.
The course in Information Technology will focus on the non-instructional side of technology. Infrastructure planning from the lens of a district-wide perspective down to individualized building designs will be examined. The general operation requirements of a technology support network will be discussed. Finance - purchasing vs. leasing - will be explored in conjunction with product life-span and utilization. The overall budgetary impact of a technology network will be investigated in respect to the budget process with regard to short-term and long-term issues and challenges. 3.00
This course will focus on the various components of a K-12 transportation system. General operating procedures in conjunction with State and Federal mandates will be explored. Routing software systems will be examined. The oversight of personnel and driver requirements will be reviewed. Course participants will compare and contract in-house systems vs. contracted services and determine the strengths and challenges of each option. Financial constraints and parameters will be researched including reimbursement formulas, subsidies, fuel cost options, capital investments and personnel costs.
This course will introduce students to art of leadership and discuss the positive and negative issues regarding leadership at the highest levels in today’s society. Debate and examination of topics will occur around questions such as do you really want to be a leader in today’s everchanging world? What blend of Management and Leadership mindsets best fit the culture and personalities of today’s educators? Why is it important to develop a system that allows leadership conversations to occur inside an administrative team, and where do you stand as an individual on the leadership ladder? This course will describe relationship building and how effective relationship building builds trust and unite individuals to work toward a common goal. 1.00
EDU 8082Acquisition and Development of a Strong Leadership Team1
This course will discuss the challenge of acquiring and developing a talented leadership team that allows your organization to flourish and move in a positive direction. The challenge of honing one’s judgement skills, leading other high-potential individuals, and removing obstacles to allow a leadership team to lead will be primary topics of consideration. In addition, being curious and knowing when to ask the right questions of your team, knowing how and when to change when circumstances dictate change is necessary are topics that will be debated during this second in the seminar series. 1 Credit
This seminar is designed to orient the doctoral candidate to the specific level of scholarly writing required for the dissertation. Topics will include: overview of essential grammar and mechanics, word choice and usage, developing the scholarly persona in written work, and documenting assertions. Writing for a specific purpose and the four types of academic writing will be reviewed, discussed, and identified in writing samples. The knowledge and skills acquired in this seminar will then be applied to students’ own writing. 1.00
EDU 8084Strategic Planning & Organizational Success
This course will discuss the benefits of comprehensive, strategic, and tactical planning. This includes the importance of sharing the vision, mission, and goals of the organization with boards of education, administrative teams, instructional and support staffs, students, and the community and the importance transparency holds in this regard. The students will demonstrate how planning is able to cohesively bring stakeholders with different views together in an effort to work toward common goals. The class will discuss learning from successes as well as failures, inspiring people during turbulent times, and creating personal goal setting criteria, which will move individuals as well as the district as a whole, to success. 1.00
This seminar continues the Writing for the Dissertation series of seminars. The focus of this seminar is on the actual process of conceptualizing and writing the dissertation document, chapter by chapter. The focus will not be on specific content critique, but rather on the process of achieving chapters that meet dissertation criteria and style. Workspace, time management, writing habits, research strategies, proofing tools in word processing to be used systematically during the process, specific writing strategies for chapters will be discussed and practiced. 1.00
In this final of three sequenced writing seminars, doctoral candidates will demonstrate proficiency in formatting in accordance with the Delaware Valley University Dissertation Manual. They will use Microsoft Word tools for layout, editing, creating figures and tables in accordance with the most current edition of the APA Publication Manual (currently the 7th edition). The most basic elements will be reviewing and setting Proofing elements in Word. Also included will be: levels of headings auto-generation of Table of Contents, Lists of Figures and Tables, and page numbering. 1 Credit
This seminar will provide doctoral students with information on the dissertation process and proposal format and enable them to develop and refine ideas for potential research. This course will assist students with topic development and offer consideration for qualitative/quantitative methodologies. 3 credits
This seminar will provide doctoral students with information and guidance on the dissertation process and proposal format in order to guide the development of chapters one and three of the dissertation. 3 credits
This seminar will provide doctoral students with information and guidance on the dissertation process and proposal format in order to guide the development of chapter two of the dissertation. 3 Hours Lecture 3
This seminar will provide doctoral students with information and guidance required to analyze, interpret and format research data as part of the dissertation process. 3 credits
