Educational Leadership (EDLD)
The purpose of this course is to examine the history and development of American systems of higher education and to study the ways in which community colleges and universities complement each other on the educational scene. Organization, funding, remedial education, and relations with the wider community will also be discussed.
This course will examine contemporary issues in American society in the context of higher education. Students will study and debate in detail how two- and four-year colleges and universities respond to societal issues. The course will also examine the ways in which institutions of higher education are influenced by social issues and how they in turn influence society.
The purpose of this course is to introduce adult education as both a field of practice and a field of study to professionals working in universities, community colleges, businesses, government, social service agencies, and other venues concerned with the education and training of adults. Exemplary practices in adult education and training reflect theoretic constructs undergirding the field; therefore, EDLD 5310 is a theory-into-practice class.
The nature of professionalism in education; points of conflict between bureaucratic and professional norms; accommodations to conflict; integrating professional norms with organizational requirements; organizational leadership of professionals; the character of professional associations in education.
Study of multicultural relations in American society and an exploration of critical problems confronting educational systems in general and educational leaders in particular.
The purpose of this course is to introduce students to the concept of institutional effectiveness which focuses on an institution’s ability to use planning strategies and evaluation information to assess current performance and plan for improvements in program development.
Ontological and epistemological perspectives on leadership; historical conceptions of leadership as revealed in the works of Greek and Roman writers of the classical period and in the works of later European writers such as Machiavelli, Hobbes, Rousseau, Mill, Weber, and Lenin.
Current issues in educational leadership; national, state, and regional perspectives (taken during two consecutive semesters of academic year residency).
Educational functioning from a political systems perspective; internal and external political forces influencing organizational effectiveness; shaping of educational policy; functional means of attaining and utilizing political power.
The purpose of this course is to examine the history and development of American systems of higher education and to study the ways in which community colleges and universities complement each other on the educational scene. Organization, funding, remedial education, and relations with the wider community will also be discussed.
This course is designed to provide students with knowledge of the field of student affairs, its role and function in college student development, and its fit with the academic program. This course is also intended to provide students with an understanding of the purposes and historical development of student personnel programs, the administrative structure of student affairs division in two and four year colleges, and the institutional units that fulfill the student services function.
This course will examine contemporary issues in American society in the context of higher education. Students will study and debate in detail how two and four year colleges and universities respond to societal issues. The course will also examine the ways in which institutions of higher education are influenced by social issues and how they in turn influence society.
This course is designed to provide students with knowledge of higher education funding in Texas, not only at the State level but also at the institutional level. The material will also provide students with a background of the historical, philosophical, and political forces that have contributed to the current funding systems in Texas and throughout the United States. Course material will also include trends in higher education funding on a state, national, and international scope.
Study of basic legal issues as they relate to governance in higher education; including legal issues relating to trustees, administrators, staff, faculty and students; legal relationships with local, state and federal government. The course also addresses legal issues relating to accrediting, athletic and faculty associations. Legal relationships with the business/industrial community are also covered.
NCD.
The purpose of this course is to introduce adult education as both a field of practice and a field of study to professionals working in universities, community colleges, businesses, government, social service agencies, and other venues concerned with the education and training of adults. Exemplary practices in adult education and training reflect theoretic constructs undergirding the field; therefore, EDLD 6310 is a theory-into-practice class.
Assumptions of the major schools of thought regarding leadership; findings from research conducted pursuant to trait theory, behavioral theory, and situational/contingency models; conceptions of leadership effectiveness; implications for leadership in educational organizations.
Students will undergo assessment of personal leadership skills through assessment center methodologies. Abilities assessed will include decision-making, group participation, interpersonal communication, and presentation skills.
Study of policy conceptualization; development and implementation integrated with decision-making processes; ethical and moral responsibility of educational leadership.
The nature of professionalism in education; points of conflict between bureaucratic and professional norms; accommodations to conflict; integrating professional norms with organizational requirements; organizational leadership of professionals; the character of professional associations in education.
Study of multicultural relations in American society and an exploration of critical problems confronting educational systems in general and educational leaders in particular.
This seminar takes a workshop format that aims to build students' knowledge of the processes involved in how to create a quality literature review. At its most pragmatic level, this course is designed to allow the student to develop a deeper understanding of the literature review by paying particular attention to issues such as crafting a coherent argument, identifying gaps in the literature, and situating a research problem and research questions within the appropriate theoretical and empirical literature.
An examination of the basic elements of successful school renewal programs with emphasis on systematic approaches to educational innovation and the process of change; studies of successful innovative programs.
This is a course in univariate statistics, which includes the use of Statistical Package for the Social Sciences (SPSS) with exercises related to various descriptive and inferential statistical techniques.
The course is designed to provide the student with the knowledge and skills needed to read, analyze and synthesize educational research, and to give the student experience in the development and conduct of a research project. Course content includes instruction in preparation of a research proposal, identification of a research problem, sampling techniques, research design, instrumentation, data collection, and data analysis.
This course develops collaborative leadership skills related to initiating and implementing school and community partnerships. A special focus is the enhancement of critical literacy skills–the capacity to read and interpret events within the socio-political context of community-embedded educational leadership.
This course is based on reviews of the theoretical and methodological approaches to qualitative research. Students will situate qualitative inquiry/research in their philosophical, theoretical, and historical situations, learn methods of qualitative design, and develop a preliminary capacity to collect, analyze, and interpret qualitative empirical materials.
This course is designed for doctoral students who want to pursue their interests in qualitative methods and who want to use these methods in their dissertation. Students would need to have a qualitative research methods course completed in order to take this class. Students will learn to use various qualitative data analysis methods using multiple data sources.
Prerequisite: EDLD 6384.
Selected topics in an identified area of Educational Leadership; advanced investigations of selected topics and problems dealing with curriculum theory, program design, and experimental formulations. May be repeated for credit when topics vary.
The course in advanced statistical procedures is a continuation of EDLD 6333. Special emphasis is placed on analysis of variance (ANOVA) techniques such as one-way and factorial ANOVA, analysis of covariance (ANCOVA), repeated measures ANOVA, and multivariate analysis of variance (MANOVA), as well as multiple regression analysis, logistic regression analysis, and discriminant analysis. Also included are selected nonparametric statistical techniques. The course includes hands-on experiences in the use of Statistical Package for the Social Sciences (SPSS) with exercises related to the topics covered.
Prerequisite: EDLD 6333.
This course is designed for doctoral students who want to develop their data analysis skills for their research projects in order to report findings for publication purposes and dissertations. Students will learn how to select appropriate data analysis methods, analyze data, and learn how to academically report research findings.
NCD.
This course is designed to assist the student in writing a three-chapter (introduction, review of literature, methods) research proposal that may become the basis for a doctoral dissertation.
Completion of an approved field study under the supervision of a dissertation adviser.
This course will examine the functions and practices typically found in institutions of higher education. Students will examine these functions and practices in the context of a complex organization and develop an understanding of how they contribute to the mission of the institution. Students will also complete an internship experience in a University or community college office, not their own.
May be repeated when topics vary.