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Community Education Administration graduates are prepared to match community resources with community needs to promote the common good.
Community Education Administration


Working in various settings (school districts, hospitals, social service agencies, government agencies, etc.) community education professionals match community resources with community needs to enhance the quality of life and promote the common good. This program will provide you with concepts and competencies in designing, implementing and evaluating educational programs in a variety of public and private educational settings. It will also provide you with an understanding of how educational, social, political and economic systems interact within communities.

As a student in the Community Education Administration program, you will:

  • Gain knowledge and understanding of the foundations of leadership
  • Understand content related to administrative practice in community education
  • Develop research skills for use in program planning, policy analysis and evaluation


What you can earn

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  •  Master of Arts (M.A.)

 

Where you'll learn

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  • On-campus (St. Thomas)

 

 

 

When you can start

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  • Spring semester begins: February 2, 2015


Questions about this program

Ea Porter is an Administrative Assistant for the Teacher Education program in the College of Education, Leadership and Counseling at the University of St. Thomas.

Ea Porter

Enrollment Advisor

651-962-4657

celc@stthomas.edu


Program Details

For the Master of Arts (M.A.)

EDLD 800 Purpose and Contexts of Educations (3 Credits)
This course examines the values that have shaped American education with a particular focus on ethics, equity, lifelong learning and global perspectives. Students reflect on the accomplishments and dilemmas of present educational systems in light of the past and decide on contributions they could make to improve its future.

EDLD 801 Leadership and Organizational Theory (3 Credits)
This course examines how educational organizations develop and change and how leaders and followers interact within organizations from several theoretical and conceptual perspectives. Students observe the workings of educational institutions and programs, interview educational leaders, and analyze their own understanding and practice of leadership.

EDLD 802 Communication Skills for Leaders (3 Credits)
This course, based on current communication theory, emphasizes writing, listening, speaking and group process skills needed by leaders. Students participate in a communications assessment process and develop a personal plan to improve their communication skills.

EDLD 803 Organizational Change (3 Credits)
This course presents the theoretical and practical dimensions of change within organizations. It highlights theories of social change. It reviews models of strategic planning and the leadership issues raised by those models. Students examine research on organizational innovation and analyze cases of successful and unsuccessful change. Students design planning strategies. Field trips and student individual contact with change agents in the private and governmental sectors is encouraged. Prerequisite: EDLD 801.

EDLD 807 Foundations of Leadership: An Intellectual and Ethical Practice (3 Credits)
This course emphasizes the responsibility of educators to be attentive to the ethical aspects of relationships and decisions, including those made in the name of the institution. The need for an ethical commitment based on human worth and dignity is stressed. A case-study approach is used to surface ethical issues.

EDLD 813 Leadership as Critical Reflection (3 Credits)
A course for practitioners and leaders who wish to examine their own current practices from several different perspectives. The course provides an introduction to critically reflective learning - a crucial indicator of leadership and a powerful spur to professional development. Students focus on personal and collective experience and utilize theories, research, philosophy and concepts to analyze their experiences. (S/R grade only.)

EDLD 845 Communication, Conflict and Decision Making (3 Credits)
This course examines strategies for analyzing and dealing with conflict between individuals and groups, effective communication processes and decision-making strategies. The theoretical foundations of particular strategies are emphasized. Students use case studies, simulations and exercises to practice problem analysis and resolution, negotiation, collaborative relationship and team building.

EDLD 621 Research Design, Analysis and Critique 1 (3 Credits) 
This course begins the required three-course M.A. or Ed.S. research sequence. After an introductory overview of social research, it emphasizes historical and ethnographic approaches to thinking about collecting and analyzing information. Course activities provide an opportunity to experience doing research using historical and qualitative methods.

EDLD 622 Research Design, Analysis and Critique 2 (3 Credits) 
This course is the second in the three-course M.A. or Ed.S. research sequence. While it assumes familiarity with historical and qualitative research, it focuses on quantitative data collection within the organizing principle of survey research. The approach taken remains grounded in EDLD 621's emphasis on qualitative and practitioner-oriented approaches to research.

EDLD 851 Community Assessment and Evaluation (3 Credits) 
In this course, research procedures appropriate for assessing community wants, needs and resources and for evaluating program outcome and staff performance are covered. Other areas include research design; sources of data; methods of data collection, including the interview and questionnaire; sampling and evaluation of research studies.

As part of initial professional planning, students, working with faculty, will outline a program of concentrated study. The program will address areas critical to educational administration and/or required for state administrative licensure.

EDLD 780 Integrative Seminar is a capstone course for the M.A. in Educational Leadership. It is designed for students to critically reflect upon and articulate his/her learning. Students examine cases through various frames, read leadership literature and evaluate his/her experience.

TOTAL 31 Credits

For the Director of Community Education Licensure

This course is designed to equip prospective teachers with the knowledge, instructional practices, and dispositions to successfully manage culturally diverse classrooms, using their understanding of multiple learning styles to promote all students' personal and academic achievement. The course engages candidates with issues such as race, class, gender, oppression, and discrimination while examining the crucial role of educators in influencing positive, systemic change for social justice. Fulfills Minnesota Human Relations requirement. 

To be taken in preparation for assessment of competencies for community education directors. Areas covered include: community assessment, community involvement, public relations and partnerships, program management, evaluation, philosophy and administration. Current issues in community education also are addressed. 

Supervised community education experience in a setting on the basis of the student's career goals. For licensure, the internship must occur in an administrative position under the supervision of a licensed director of community education. Consent of community education program adviser is required. 

This course is designed to accomplish three goals: analyze and pre-assess the student experiences in leadership in a critical manner, acquaint the student with the phenomenon of leadership and set professional goals. The means by which this analysis is undertaken is important to success in the course. The student will analytically and critically reflect upon his/her own capabilities in reference to specific leadership competencies. 

This course examines how educational organizations develop and change and how leaders and followers interact within organizations from several theoretical and conceptual perspectives. Students observe the workings of educational institutions and programs, interview educational leaders, and analyze their own understanding and practice of leadership. 

 

The professional portfolio is the synthesis of learning and accomplishments of the educational leadership licensure student. Students demonstrate knowledge, experience or expertise in each of the five comprehensive goals for the degree program. Students choose the content themselves and offer a rationale for that selection. Portfolios are presented in a group setting. Prerequisites: All degrees requirements completed; permission of adviser. 

 3 credits determined by student's academic advisor (EDLD 500-999)

TOTAL 18 Credits

 
 

Ongoing Professional Development

Whether networking with leaders in the area of policy reform, being inspired by change agents in microfinance or simply catching up on the latest qualitative research findings, annual events and conferences sponsored by the department of Leadership, Policy and Administration offer a variety of networking and professional development opportunities. Most events include continuing education units for a variety of professions.  

 

Real-world field experience

If your program includes a field experience element, the dedicated faculty and staff in your program will work with you to ensure that your experience will meet your interests and facilitate your growth, both personally and professionally. Throughout your time in your program, regularly scheduled meetings with faculty and peers offer the opportunity to form a strong professional network as you prepare to enter your field.

 

Community Partnerships

The College of Education, Leadership & Counseling takes pride in engaging in innovative partnerships with a variety of organizations. Students in the College of Education, Leadership & Counseling will find many opportunities for professional growth as a result of working with these organizations. Partnership examples include the Northwest Suburban Integration District, Center for Academics and Sports, FAIR School and the Collaborative Urban Educators program.

 

The Value of a St. Thomas Degree

Calculating the cost of your degree can be challenging, as every institution approaches it a bit differently. At St. Thomas, we list our tuition cost as cost per credit:

  • Each course can be 1-3 semester credits, but the standard course is 3 credits.  
  • A typical part-time student in our graduate programs takes 3-6 credits per term.
  • To view the total number of credits per program you can view the courses tab above.

It may be possible for you to receive some type of financial assistance. To learn more, please visit our Graduate Financial Aid page.

We offer our students much more than just a degree. We offer the chance to be a part of a personal and professional network like no other, which means your graduate education will enrich your life and career long into the future.




Cost

Education (M.A., Ed.S., Certificate, Licensure)

On-campus Tuition (per credit) $793.50
Books and materials
(estimate per course)
$150-250
One-time application fee $50

1 | Meet the requirements:

  • A bachelor's degree from a regionally accredited institution
  • A cumulative minimum undergraduate G.P.A. of 3.0 (4.0 scale) or the successful completion of a graduate level program from another institution

If you do not meet the above requirement(s), you may be eligible for special admission, which requires:

  • A cumulative minimum undergraduate G.P.A. of 2.75 (4.0 scale)
  • The completion of a standardized test, such as the Miller Analogies Test (MAT), GRE, GMAT or LSAT
  • A possible interview with an admissions person/committee

2 | Submit the following application materials:

  • Application form and one-time $50 application fee
  • Two positive letters of reference from non-related individuals
  • Official transcripts for all undergraduate and graduate work (unless that work was completed at the University of St. Thomas)
  • Personal statement

3 | Submit the supplementary materials:

  • Initial Licensure:  MTLE Basic Skills required by the end of an initial teacher licensure candidate's first semester of coursework.
  • International Applicants:  (1) Test of English as a Foreign Language (TOEFL) required for any candidate whose primary language is not English. (2) Transcript Review: All international transcripts must be reviewed by an accredited evaluation service to determine U.S. equivalency of the degree awarded and the institution awarding the degree. Applications will not be reviewed for admissions until the official review is submitted.

Deadlines

Application Deadlines:

  • For Fall Term: June 1
  • For Spring Term: Rolling
  • For Summer Term: May 1

When you can start

  • Fall semester begins September 3, 2014

Looking for More?

Apply online

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1000 LaSalle Avenue · Minneapolis, Minnesota 55403 · USA
1-651-962-4550 · education@stthomas.edu