Multiple approaches to educational research are explored with emphasis on reading, critiquing and using research to develop and support strong oral and written theses in discussing educational issues.

Designed to ground discussions of educational policy across classroom, school, system, and state/national levels within an orientation to developing literacy in statistics and quantitative research. Students learn to critically engage with an array of basic statistical research techniques and analyze various types of evaluations, including academic articles, reports generated in non-profit government sectors, and institutional evaluation metrics. Students also learn how to synthesize and critically evaluate analyses of an issue of policy, practice, and program design of their choosing.

Historical, philosophical and theoretical foundations of the field of student affairs in higher education in the United States. Roles and functions of various student affairs divisions and how they contribute to purposes of post-secondary education. Current issues in the field.

An introduction to counseling theory and the role of counseling in student affairs emphasizing the development of basic counseling, helping and referral skills through readings, assignments and participation in role-plays. Students gain an appreciation for consultation between counselors and student affairs professionals and an understanding of the ethical and legal standards of the counseling profession.

Research and theoretical perspectives related to social justice advocacy in higher education as well as their application to students' personal and professional lives. Structured dialogue and reflection—alongside content about central competencies, practices, and strategies to support the development of more inclusive educational spaces—enhance students' self-awareness of their orientations toward a range of diversities and how these may influence their work as social justice advocates throughout their careers in postsecondary education and beyond.

Overview of major theories of college student development with emphasis on cognitive and psychosocial theories. Applications for work in student affairs and leadership in higher education.

Survey of contemporary theories of and research on human/environment interaction and assessment. Application of their uses for outcomes assessment and improvement of college and university campus environments.

Basic history of the American college and university. Colonial foundations, private and state-controlled institutions, professional, technical, and graduate studies. Recent trends and issues in higher education.

Contemporary theories of organizational behavior and administration and their applications to institutions of higher education. Educational governance and leadership.

Selected texts from a number of ancient and contemporary thinkers significant in the philosophical and educational tradition. Analysis of ramifications for current educational theory and practice.

Contemporary philosophical approaches to educational problems and issues, including: pragmatist, analytic, existentialist, phenomenological, critical, hermeneutic, postmodern, and feminist.

Examination of theories and research in sociology and social anthropology which focuses on the individual as a member of society and schools and education within broader social structures.

A survey of major theories of human development that describes interaction among biological, psychological, sociocultural, cognitive, and moral factors from birth to death. Implications for educational institutions and teaching across the lifespan.

History of philosophical theology in the Catholic tradition and its bearing upon educational theory and practice. Investigation into theological methods and principles and their implications for education through an examination of the thought of selected individuals representative of the Catholic heritage. Attention to such theologians as St. Augustine, St. Thomas Aquinas, St. Bonaventure, Duns Scotus, Newman, Rahner, and Lonergan. Specific problems confronting Catholic education today.

Major theories of motivation (socialization of achievement motivation, expectancy-value, attributions, self-efficacy) and their relationship to learning and self-regulation in schools, institutions of higher education, and workplaces. Implications for teaching practice and research.

Designing and conducting research for the purpose of improving educational practice. Emphasis on action research, qualitative and quantitative methods, conducting literature reviews, and proposal writing.

Students design, conduct, write and present results of a practice-based research project. Addresses implications of practitioner research for curriculum, pedagogy, leadership and educational reform.

Survey of leadership theories and roles for teachers in schools. Skill development in group dynamics, motivation, communication and human relations. The teacher leader in relation to organizational change, decision-making, team-building and moral leadership.

Develops an understanding of the various social, political and theoretical frameworks that impact curriculum, instruction and learning, which includes understanding how students differ in their approaches to learning and how curriculum and instruction can be adapted to be responsive to these differences. Students develop skills to design, research, analyze and revise curriculum in order to provide equitable learning opportunities and improve student learning.

Survey of major theories of learning. Use of learning theory to analyze and critique curriculum and design learner-centered instruction and assessments.

Examination of Vygotsky and other sociocultural theorists who have studied learning and development in cultural, historical and institutional contexts. Use of sociocultural theory in research and practice.

Theory and practice in teaching reading, language arts, and children's literature from a developmental perspective to diverse lower elementary learners.

Theory and practice in teaching reading, language arts, and children's literature from a developmental perspective to diverse upper elementary learners.

History and survey of literature for children and adolescents. Theoretical study and practical application of reader response, literary analysis, and current topics in the field of literature for children and adolescents.

Theories and research on the writing process and current methods of teaching writing to elementary and secondary students.

Current research-based methods, materials, and assessment designed for practicing K-8 reading and language arts teachers in the primary and intermediate grades.

Developmental theory of assessment and instruction with experience conducting assessment and planning of instruction and interventions to meet individual literacy needs of children and adolescents.

Analysis and evaluation of instructional programs in reading. Emphasis on aiding teachers and administrators in planning, organizing and implementing effective reading programs. Methods for involving parents and the community in developing and implementing the reading program.

Current theory and research on the psychological, neurophysiological, sociocultural, and educational factors that influence reading development and variation in reading development.

Seminar aimed at students planning academic careers in higher education. Focus on changes in traditional dimensions of teaching, research, and service in light of current research on teaching and learning; corporate influences on higher education; and current critiques of higher education.

Seminar aimed at students planning academic careers in higher education. Focus on planning, delivering, and evaluating courses in higher education that produce significant student learning in light of current advances in cognitive science relevant to teaching and learning.

Develops a deeper understanding of various theories, models and current practices that impact the effectiveness of organizations with an emphasis on how these can be applied in the K-12 school environment. Explores the role leadership plays in holding crucial conversations to work through conflict and help organizations achieve common goals for the common good.

Historical, philosophical, sociological, political and theological foundations of education for both sectarian and non-sectarian schools. Implications for a variety of leadership models.

Develops understanding of theoretical and practical dimensions of the sociocultural, economic and political forces affecting educational organizations and how educational leaders can respond and interact with them.

Provides a theoretical and practical background in school business administration for school administrators and teacher leaders. The content and activities teach the abilities necessary to be a successful K-12 building level administrator of the school business functions. Emphasizes the abilities needed in the areas of school finance (public and nonpublic), budget planning and management, facilities management, human resources management and other business aspects of the school community.

Examines the development of public education. Emphasizes contests over the proper role of schools in promoting equity, diversity, and democracy. Pays particular attention to how different groups experienced and shaped schools over time. Considers the relationship between the expansion of schooling and equal educational opportunity.

Guides aspiring leaders to articulate their vision and develop the skills to inspire and mobilize others around a common agenda for change. Students are challenged to examine their core principles and practice applying them to situations marked by contending interests and ethical complexity. Students conduct an in-depth critical case analysis of a school’s outcomes and practices in the areas of instruction, climate and culture, professional capacity, leadership and/or parent and community relations.

Explores legal issues that impact schools, students, employees and others while developing an understanding of how school administrators implement rules, procedures and policies to ensure the protection of rights and fulfillment of legal responsibilities.

Focuses on the supervision and evaluation of teachers, including their professional development and growth, in order to increase and enhance effective teaching and student learning. Through role-playing and field experiences, students hone the technical, social and interpersonal skills important for coaching and providing feedback focused on improved teaching and learning.

Focuses on addressing learning opportunity gaps through understanding and incorporating culturally responsive pedagogy and practice as well as contemporary pedagogy and practice. Students examine and analyze ways to lead meaningful curricular and instructional changes purposefully, systematically, innovatively, collaboratively, and through judicious and effective use of data.

In-depth study of educational concepts and theories in a broad area which, because of their topicality, are not the subject of a regular course. Specific topics will be designated in the Schedule of Classes.

Use of current theories and research on teaching to examine and assess teaching practice.

Graduate seminars on current topics in leadership and supervision of interest to the professional educator. S/U grade assessment.

Field application relating to educational leadership theory to applied practice of higher education leadership in a university-approved setting. Requires participation in an on-campus seminar. S/U grade assessment.

Field application relating to educational leadership theory to applied practice of higher education leadership in a university-approved setting. Requires participation in an on-campus seminar. S/U grade assessment.

A practicum involving assessment and instruction of K-12 students at varying stages of reading development.

A variety of school-based experiences in literacy leadership that can include the coaching of reading teachers, selection of curriculum and assessment materials, and development and delivery of in-service programs. S/U grade assessment.

Participation in an approved on-site field experience with a DPI-licensed principal, as well as a seminar that focuses on application of the eleven administrative standards in the school leadership role. Through the field study experience, readings, class discussions, and reflections, students demonstrate their competency in each standard. S/U grade assessment.

Participation in an extended on-site field experience with an experienced current leader in curriculum and instruction, as well as a seminar focusing on application of the eleven administrative standards within a district or system. Through the field study experience, readings, class discussions and reflections, students demonstrate their competency in each standard.

Provides opportunities to investigate and study areas of interest through readings, research, field experience, projects, and/or other educational activities under the direction of a faculty adviser. Graduate students must complete an approval form signed by the dept. ch. or designated representative.

Critical analysis and discussion of significant issues confronting the contemporary educational leader.; at least 24 credits in educational leadership.

S/U grade assessment.

Leadership of the school district system. The roles played by the superintendent: board chief operating officer, visionary, motivator, risk-taker, communicator, lobbyist, etc.

Comprehensive study of personnel services in the educational setting, including: recruitment, selection, compensation, staff development, collective bargaining, and employee contract administration.

Advanced study of theoretical and practical dimensions of the sociocultural, economic and political forces affecting educational organizations and how educational leaders can respond and interact with them.

Advanced study of school and school district finance from theoretical, research, legal, and political perspectives with emphasis on implications for school district leadership.

Exploration of theories, models, and current practices in leadership, planning, and assessment within educational organizations.

Research and theoretical perspectives related to social justice advocacy in higher education as well as their application to students' personal and professional lives. Structured dialogue and reflection—alongside content about central competencies, practices, and strategies to support the development of more inclusive educational spaces—enhance students' self-awareness of their orientations toward a range of diversities and how these may influence their work as social justice advocates throughout their careers in postsecondary education and beyond.

Overview of major theories of college student development with emphasis on cognitive and psychosocial theories. Applications for work in student affairs and leadership in higher education.

Basic history of the American college and university. Colonial foundations, private and state-controlled institutions, professional, technical, and graduate studies. Recent trends and issues in higher education.

Contemporary theories of organizational behavior and administration and their applications to institutions of higher education. Educational governance and leadership.

Selected texts from a number of ancient and contemporary thinkers significant in the philosophical and educational tradition. Analysis of ramifications for current educational theory and practice.

Contemporary philosophical approaches to educational problems and issues, including: pragmatist, analytic, existentialist, phenomenological, critical, hermeneutic, postmodern, and feminist.

Examination of theories and research in sociology and social anthropology which focuses on the individual as a member of society and schools and education within broader social structures.

A survey of major theories of human development that describes interaction among biological, psychological, sociocultural, cognitive, and moral factors from birth to death. Implications for educational institutions and teaching across the lifespan.

History of philosophical theology in the Catholic tradition and its bearing upon educational theory and practice. Investigation into theological methods and principles and their implications for education through an examination of the thought of selected individuals representative of the Catholic heritage. Attention to such theologians as St. Augustine, St. Thomas Aquinas, St. Bonaventure, Duns Scotus, Newman, Rahner, and Lonergan. Specific problems confronting Catholic education today.

Develops an understanding of the various social, political and theoretical frameworks that impact curriculum, instruction and learning, which includes understanding how students differ in their approaches to learning and how curriculum and instruction can be adapted to be responsive to these differences. Students develop skills to design, research, analyze and revise curriculum in order to provide equitable learning opportunities and improve student learning.

Survey of major theories of learning. Use of learning theory to analyze and critique curriculum and design learner-centered instruction and assessments.

Examination of Vygotsky and other sociocultural theorists who have studied learning and development in cultural, historical and institutional contexts. Use of sociocultural theory in research and practice. Prerq: EDPL 8450.

Develops a deeper understanding of various theories, models and current practices that impact the effectiveness of organizations with an emphasis on how these can be applied in the K-12 school environment. Explores the role leadership plays in holding crucial conversations to work through conflict and help organizations achieve common goals for the common good.

Historical, philosophical, sociological, political and theological foundations of education for both sectarian and non-sectarian schools. Implications for a variety of leadership models.

Examination of educational research and knowledge within a philosophy of science framework. Study of competing epistemologies and how they shape and are shaped by the practice of education. Focus on use of empirical-analytic, interpretive and critical paradigms for critiquing, conceptualizing and conducting educational research.

Develops understanding of theoretical and practical dimensions of the sociocultural, economic and political forces affecting educational organizations and how educational leaders can respond and interact with them.

Theory and rationale of qualitative research methods in the social sciences. Historical research, case studies, field studies, non-invasive approaches. Data gathering and analysis procedures.

Building on the understanding and skills developed in EDPL 8715, students conduct, interpret and present in written and oral form a course-long research project. Addresses a range of research issues and problems as they emerge in students' works-in progress.

Examines the development of public education. Emphasizes contests over the proper role of schools in promoting equity, diversity, and democracy. Pays particular attention to how different groups experienced and shaped schools over time. Considers the relationship between the expansion of schooling and equal educational opportunity.

Explores legal issues that impact schools, students, employees and others while developing an understanding of how school administrators implement rules, procedures and policies to ensure the protection of rights and fulfillment of legal responsibilities.

Focuses on the supervision and evaluation of teachers, including their professional development and growth, in order to increase and enhance effective teaching and student learning. Through role-playing and field experiences, students hone the technical, social, and interpersonal skills important for coaching and providing feedback focused on improved teaching and learning.

Focuses on addressing learning opportunity gaps through understanding and incorporating culturally responsive pedagogy and practice as well as contemporary pedagogy and practice. Students examine and analyze ways to lead meaningful curricular and instructional changes purposefully, systematically, innovatively, collaboratively, and through judicious and effective use of data.

Guided research and discussion of significant issues confronting educational leaders.

Use of current theories and research on teaching to examine and assess teaching practice.

Examines significant historical and sociological texts pertinent to understanding matters of race and education.

Examines the claims of influential texts that promote various policies meant to expand equality of educational opportunity.

Study and analysis of current research on preparation and professional development of teachers.

Systematic exploration of the process and production of the dissertation proposal, including refinement of dissertation question(s), a focused literature review, and draft of a proposal text. S/U grade assessment.; 33 credits in the doctoral program.

Field application relating educational administrative theory to the applied practice of educational administration at the system or college level. Participants must be in a university-approved setting and must participate in an on-campus seminar. S/U grade assessment.

Provides opportunities to investigate and study areas of interest through readings, research, field experience, projects, and/or other educational activities under the direction of a faculty adviser. Graduate students must complete an approval form signed by the dept. ch. or designated representative.

S/U grade assessment.; cons. of instr.

Fee. SNC/UNC grade assessment. Designated as less than half-time status only, cannot be used in conjunction with other courses, and does not qualify students for financial aid or loan deferment.

Fee. SNC/UNC grade assessment. Designated as full-time status. If a student is already registered in other courses full time, this continuation course is not needed.

Fee. SNC/UNC grade assessment. Designated as full-time status. If a student is already registered in other courses full time, this continuation course is not needed.

Fee. SNC/UNC grade assessment. Designated as full-time status. If a student is already registered in other courses full time, this continuation course is not needed.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week at their field placement.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week at their field placement.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week at their field placement.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week toward their master's comprehensive exam.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week toward their master's comprehensive exam. May be taken in conjunction with credit-bearing or other non-credit courses to result in the status indicated, as deemed appropriate by the department.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week toward their master's comprehensive exam. May be taken in conjunction with credit-bearing or other non-credit courses to result in the status indicated, as deemed appropriate by the department.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week toward their doctoral qualifying exam.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week toward their doctoral qualifying exam. May be taken in conjunction with credit-bearing or other non-credit courses to result in the status indicated, as deemed appropriate by the department.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week toward their doctoral qualifying exam. May be taken in conjunction with credit-bearing or other non-credit courses to result in the status indicated, as deemed appropriate by the department.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week on their professional project. Any professional project credits required for the degree should be completed before registering for non-credit Professional Project Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week on their professional project. Any project credits required for the degree should be completed before registering for non-credit Professional Project Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week on their professional project. Any professional project credits required for the degree should be completed before registering for non-credit Professional Project Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week on their master's thesis. All six thesis credits required for the degree should be completed before registering for non-credit Master's Thesis Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week on their master's thesis. All six thesis credits required for the degree should be completed before registering for non-credit Master's Thesis Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week on their master's thesis. All six thesis credits required for the degree should be completed before registering for non-credit Master's Thesis Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of less than half-time status. Requires that the student is working less than 12 hours per week on their doctoral dissertation. All 12 dissertation credits required for the degree should be completed before registering for non-credit Doctoral Dissertation Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of half-time status. Requires that the student is working more than 12 to less than 20 hours per week on their doctoral dissertation. All 12 dissertation credits required for the degree should be completed before registering for non-credit Doctoral Dissertation Continuation.

Fee. SNC/UNC grade assessment. Allows a student to be considered the equivalent of full-time status. Requires that the student is working 20 hours or more per week on their doctoral dissertation. All 12 dissertation credits required for the degree should be completed before registering for non-credit Doctoral Dissertation Continuation.