Educational Leadership & Policy Studies (EDL)

A. Examines the dynamics of educational organizations including the complex patterns of human dynamics and provides a rationale for principles of situational leadership. Facilitates understanding of organizations, their management, and implications for perceptions of fairness.

I. Examination of social and political dimensions of the process and content of leadership from theoretical and practical perspectives, emphasizing and examining the shape of education in the United States, and the effect of these forces. Formerly EDL 822. Credit will not be awarded to students who have credit for EDL 822.

A. Examines education as a social and cultural phenomenon. Students gain skills to critically analyze educational practice, promote inclusion in schools, lead for cultural equity within organizations, and work with varied communities to serve marginalized students.

A. Analysis of skills required for successful leadership in education organizations. Students evaluate established theories, compare management from leadership, and examine ethical decision-making in complex educational dilemmas. Aligning leadership to individual strengths, values will be considered., Formerly EDL 821. Credit will not be awarded to students who have credit for EDL 821.

II. Focuses on the leader’s role in changing educational organizations emphasizing the nature, characteristics, responsibilities, and contextual determinants of change. Course considers leadership practices used to build organizational capacity. Formerly EDL 826. Credit will not be awarded to students who have credit for EDL 826.

II. The course focuses on education policy formation, application, and impact on both P-12 and postsecondary education. The interaction between policy and politics is emphasized. Students will research and prepare policy briefs. Formerly EDL 924. Credit will not be awarded to students who have credit for EDL 924.

A. Formerly EDL 900. A diverse field experience relevant to the student’s planned program of study and research focus, supported by a mentor through site visits, interviews, field investigations and peer information sharing. Credit for EDL 945 will not be awarded to students that have credit for EDL 900.

A. This course examines best practice approaches for educating and serving students marginalized due to environmental, developmental or behavioral conditions and circumstances. Students in this course will develop improvement plans and analyze strength-based leadership.

A. Designed to examine major themes of higher education administration, organizational leadership and governance with special emphasis on contemporary leadership challenges in postsecondary educational settings. Formerly EDL 912. Credit will not be awarded to students who have credit for EDL 912.

A. Students analyze leading theorists, historical development, legal and policy precedence, and contemporary issues in American P-20 education with emphasis on the examination of leader roles. Students will integrate theoretical, legal, and historical context to interpret current issues.

A. Formerly EDL 900. A field experience relevant to the student’s planned program of study and research focus, supported by a mentor through site visits, interviews, field investigations and peer information sharing. Credit for EDL 955 will not be awarded to students that have credit for EDL 900.

A. This is a doctoral course designed to instruct students on writing well-structured, critical literature reviews. The course covers topic selection, searching and managing literature data, note-taking techniques, assessing and synthesizing extant literature, and writing, editing, and proofreading strategies. Credit will not be awarded for both EDD 905 and EDL 956.

A. Prerequisite: departmental approval. Completion and defense of a research dissertation in educational leadership, policy studies, or related field. May be retaken to a maximum of twelve hours.