Educational Leadership

This experiential graduate level course introduces the doctoral student to various elements of doctoral education. This course will offer a variety of topics that support the student at the beginning of this journey. Topics focus on the culture of doctoral education with a emphasis on scholarship and educational leadership.

This experiential graduate level course builds on various elements of doctoral education. This course offers the student an opportunity to explore, in depth, an educational or educational leadership topic of interest. Literature on the selected topic is critically analyzed and incorporated into a concept analysis paper.

This seminar is the third in a series that is designed to provide an opportunity for doctoral students to make a successful transition into the role of doctorally prepared educational leaders. This particular seminar focuses on gaining an understanding of the role of scholar and leader in one's professional field, the community and society in general.

This graduate level course focuses on designing curriculum in diverse learning environments using evidence-based theories and concepts, as well as relevant standards and criteria for educational evaluation and assessment. Development, implementation, and improvement of an education program for higher education, continuing education, professional development, P-12 education, or patient education is emphasized.

This graduate level course characterizes best practices of leadership in educational institutions. Systems theory and organizational best practices form the framework for this course. Concepts such as accreditation, governance, strategic planning, higher education law and academic quality improvement processes will be studied in a variety of academic organizations to include P-12 education, higher education, professional development, continuing education and patient education.

This applied ethics course provides the background and tools for ethical decision-making in educational leadership. Students will review philosophical ethics and apply ethical principles and decision-making strategies to ethical dilemmas in educational settings.

This course is focused on how technology can be integrated into the creation of effective learning environments including, but not limited to, professional development, learning communities, P-12, and/or higher education. Students will develop leadership skills and ethical practices for creation and delivery of a shared vision for educational technology integration. Research, best practices, and current standards will be integrated into the planning, implementation, and assessment of current and emerging technologies for innovative teaching.

Advanced level course prepares the doctoral student to utilize and interpret statistics for a dissertation. Students will review descriptive and inferential statistics. The course will focus on ANOVA, multiple regression, and multivariate statistics. Students will be able to run moderately challenging analysis using PASW/SPSS with confidence. 35% of the course will focus on application, including an annotated review of data analysis in health care, business or education research studies. Students will perform analysis of health care, business or education related data sets using SPSS.

This course is an exploration of historical and current views of human learning. Specifically, a constructivist view of the learner as an active processor of information is examined, with an emphasis on application of theory to practice. An overview of assessment issues is also a part of this course.

This graduate level course examines the role of the educator in health professional programs or business or corporate settings through the application of teaching and learning concepts. Evidence-based teaching strategies to engage learners in inquiry and overt, active learning will be foundational in creating a stimulating learning environment to meet mutually determined outcomes for the individual learner, group, or organization. Application of principles to either higher education, continuing education, professional development, or patient education is expected.

This graduate level course focuses on adult education theories and practices. The course will identify the stages of adult development and explore the concept of andragogy vs. pedagogy. The course will also explore the social context of adult development, considering influences such as gender, race, and culture. Application of principals to higher education, continuing education, and professional development is expected.

The graduate student will explore various quantitative research designs. Topics include experimental and non-experimental design. Application of quantitative research in P-12 education, higher education, continuing education, professional development or patient education is expected.

The graduate student will explore various qualitative research traditions. Topics include characteristics of qualitative designs and the major traditions (ethnography, phenomenology, hermeneutics, grounded theory, ethnomethodology, case study, narrative, and historical analysis). Application of the principles of qualitative research to P-12 education, higher education, continuing education, professional development or patient education is expected.

This graduate level course requires the student to conduct a scholarly research literature review specific to a selected aspect of education in a variety of settings (P-12 education, higher education, continuing education, professional development or patient education). Each student will conduct a thorough literature review with depth and breadth. There is the potential that the readings can be useful in defining and designing the literature review for the dissertation. Topics will be selected in conjunction with the graduate faculty.

This graduate level course characterizes best applications of leadership in higher education, professional development, continuing education, P-12 education, or patient education. The individual leadership role will be analyzed and applied in collaboration with a leadership preceptor in an educational organization. Evidence-based leadership strategies will be developed into a comprehensive plan regarding accreditation, governance, strategic planning, budgets, administrative roles, and quality improvement. Outcomes for the practicum will be mutually determined by the individual learner, the preceptor, and the faculty.

This course prepares the student to identify the dissertation topic, establish the research question(s) and complete the literature review for the dissertation requirement related to P-12 education, higher education, continuing education, professional development or patient education.

This course prepares the graduate student to design and implement appropriate data collection methods to address their specific research questions. The student will plan data analytic techniques most appropriate for the selected research design. It is expected that students will apply data collection and analysis principles for a research proposal relevant to higher education, continuing education, professional development, P-12 education, or patient education. At the completion of the course the student will be prepared to present the proposal to the dissertation committee for approval and subsequently for Institutional Review Board (IRB) approval.

This course requires the doctoral student to successfully complete an original dissertation under the supervision of a dissertation committee of graduate faculty and chaired by an expert in the topic of research. Students will defend the dissertation orally. The research must meet all standard expectations of doctoral research and have approval of the dissertation committee prior to data collection.