Graduate Courses in Leadership, Policy and Administration

To view current and future course schedules on-line go to http://webcampus.stthomas.edu/.

CIED 500 Principles of Educational Research (3 credits)
Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.

EDLD 565 Community Education Administration (3 credits)
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.

EDLD 567 Community Education Internship (3 credits)
Supervised community education experience in a setting selected 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.

EDLD 580 Critical Issues in Private School Education (3 credits)
This course is designed to surface aspects of education that may lie just below the level of consciousness for many members of the private school community. Included in this consideration are the school’s uniqueness in today’s changing society, ways to extend our care horizons to include more family and multicultural concerns, methods to plan for a viable future both educationally and financially, and challenges to administrators and teachers to become less “servants of what is” and more “shapers of what might be.”

EDLD 594 Advanced Field Experience in Community Education (3 credits)
Practical field experience concentrating on the development of competencies as outlined in the community education director’s license. Consent of community education program adviser is required.

EDLD 621 Research Design, Analysis and Critique I (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 II (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 623 Research Design, Analysis and Critique III (3 credits)
This is the third course in the M.A. or Ed.S. research sequence. It assumes that participants have already constructed and distributed a survey (EDLD 622), which they can use to learn about analysis and interpretation. The course emphasizes the synthesis and critique of survey and other types of data. It also considers the political dimensions of data, analysis and interpretation in detail.

EDLD 625 Educational Statistics (3 credits)
An introduction to descriptive and inferential statistics, including chi-square, analysis of variance, Pearson correlation and regression analysis. Students use the Statistical Package for the Social Sciences (SPSS) for analysis.

EDLD 701 Effective College Teaching and Learning (3 credits)
A course designed for those interested in teaching at the college or university level, including community and technical colleges. Students learn a variety of instructional methods and techniques and how best to apply them to different classroom settings, disciplines and learning styles. Students will learn how to move from the “sage on the stage” to a “faculty as facilitator” model of teaching. Teaching and learning approaches discussed are supported by research and widely tested in practice. Innovative methods for engaging students in the learning process, including development of distance learning courses, collaborative learning and team skill development will be discussed.

EDLD 707 Culture, Values and Ethics of Higher Education (3 credits)
This course explores and examines the differing and shared belief systems and practices between public and private higher education. Special attention will be given to moral reasoning and ethical frameworks, how power dynamics affect ethics in practice, authenticity and integrity, ethical dilemmas and issues and how these concepts are played out in the practice of implementing values based educational experiences in the co-curriculum as practiced within the pluralistic nature of our society.

EDLD 740 Social Justice – Cuba (3 credits)
This course focuses on social justice in Cuba. It looks at a society that has achieved one of the highest levels of social justice in Latin America. The course is divided into two parts. The first part emphasizes required readings and discussions among the instructor and students on the course web page. The second part of the course includes a week in Havana.

EDLD 741 Nationalism, Multiculturalism and the Nation-State (3 credits)
The focus of this course is the rise and fall of nationalism(s) and the emergence of multicultural societies. The course is divided into two parts. Part one includes readings and discussion on the course web page. Part two consists of a ten day visit to the St. Thomas Rome campus with site visits and daily lectures and a two day visit to the Vatican with a guided tour and explanations about the evolution of the political and administrative structure of the Church throughout the ages.

EDLD 750 Advanced Police Theory and Practice (3 credits)
The course includes an advanced examination of the philosophies, theories and practices of American policing. It includes study of the influences of social movements and politics in policing; hallmark police research and legal decisions during the past century; the role of gender and race; and in-depth study of the emerging issues, problems and programs in schools, business organizations, faith communities, social service agencies and grassroots groups and how these organizations shape the police.

EDLD 751 Police Law (3 credits)
Students study current laws, court decisions and other legal theories that affect policing and the community, including hiring, disciplining, collective bargaining, budgeting and training. Students will also examine the relationship of these laws with the ethical decision making of police officers and its relationship with the community.

EDLD 752 Police Leadership, Administration and Change (3 credits)
This course focuses on the development of the police organization, structure, leadership and administration. It identifies the principles of police leadership within a contemporary police organization and the changing role of policing. It examines the current state of the police-community relationship, crime trends, the role of economics, race and gender in police issues, the changing nature of the work, and influences and directions of technology in policing. The class meets with state, local and community leaders in policing, visits their offices and studies their plans for change.

EDLD 753 Community Building and Dynamics of Community Organizations for Police (3 credits)
Using case studies, this class examines the processes and dynamics necessary for police agencies and their personnel to play an active, direct role in identifying and organizing the community and fiscal resources necessary to build effective partnerships which will result in the development of a cooperative problem-solving community. Students will identify a current police-community issue and research and develop recommendations on the issue based on the dynamics and community organization.

EDLD 754 Police Studies (3 credits)
This course is designed for students who are enrolled in a Professional Peace Officer Education post-baccalaureate program offered by a college or university and approved by the Board of Peace Officer Standards and Training or other advanced in-depth police studies that are offered by other major providers of police programs in partnership with the Leadership, Policy and Administration Department.

EDLD 755 Advanced Professional Peace Officer Education Clinical Methods (3 credits)
The student participates in an in-depth learning experience or residency in a police or community agency in a training, leadership, supervisory or other comparable position. St. Thomas and the agency provide the supervision of the course and assist the student in identifying and developing competencies for the course, methods to achieve the competencies and evaluation. Texts and other readings will be based on the topic, nature and location of this experience. Prerequisite: Permission of adviser.

EDLD 760 Future Trends in Student Affairs (3 credits)
This course introduces the field of student affairs, its history, current context and future challenges and issues. Ethical, legal and developmental issues are examined in the practice of student affairs leadership. Students develop the capacity to imagine different structures and practices that would respond to current and future challenges within student affairs and its role within higher education.

EDLD 765 Learning Centered Practice (3 credits)
This course focuses on the background assumptions that shape both student learning and development. A variety of learning and human development theories will be explored. The course examines how students learn and construct meaning and create knowledge. Further, it explores theories and models on how to facilitate the development of a student-centered integrated learning environment.

EDLD 770 Professional Assessment and Planning for Administrative Licensure (2 credits)
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.

EDLD 775 Personal and Professional Planning (3 credits)
This course is an independent study designed for the student with a terminal degree (Ed.S. or Ed.D.) or administrative license, who wishes to become licensed as a K-12 principal. The student, along with faculty, assesses experiences, knowledge and personal skills as they relate to leading an educational institution, develops an individualized program of study and completes a portfolio documenting the state competencies for licensure.

EDLD 780 Integrative Seminar (1 credit)
This 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.

EDLD 785 Student Affairs Internship I (3 credits)
The student is involved in a 250-hour internship experience with an on-site mentor at a college or university. Interns keep a reflective journal and bring the fruits of their reflections to the readings and discussions of EDLD 760 Future Trends in Student Affairs.

EDLD 786 Student Affairs Internship II and Seminar (6 credits)
The student is involved in a 250-hour internship experience with an on-site mentor at a college or university. Interns participate in a seminar that emphasizes the importance of reflective practice. Prerequisite: EDLD 785.

EDLD 790 Optimizing the College Student Experience (3 credits)
This is the capstone course for the leadership in student affairs concentration in the master’s program in educational leadership. It integrates the coursework and experiences into a systemic view of student affairs and higher education and the practitioner’s role in optimizing the student learning experience. It focuses on strategies for influencing organizational culture in order to provide an enriched integrated learning experience for the college student.

EDLD 800 Purposes and Contexts of Education (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 805 Professional Development and Instructional Supervision (3 credits)
This course focuses on the leader’s role in promoting faculty and staff education and improvement within a climate of high expectations and mutual support. The supervision and staff development strategies presented are grounded in adult learning theory and current research on teaching. Students practice team building, goal setting, observing and conferencing skills.

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 809 Politics of Education (3 credits)
Students are presented with an analysis of how public policy, governmental agencies and interest groups affect education at the national, state and local levels. Particular emphasis is placed on policy development and the relationship of policy to administration. Selection and use of databases for policy development and analysis are studied.

EDLD 810 Education and the Community (3 credits)
This course explores relationships among home, school and community that influence the learning processes, attitudes and general behavior of students. It focuses on the means, methods and possibilities of a unified community approach to educational improvement.

EDLD 811 Public Relations, Marketing and Development (3 credits)
Students learn to analyze how a school continues as a strong and viable force in the educational and civic communities with special emphasis on the school’s relationship with funding and controlling agencies. The course emphasizes practical skills in grant writing, fund raising, marketing, public relations and development of volunteer programs. Suggested prerequisite: EDLD 809.

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 815 Leadership and Information Technology 3 credits
This course is designed to offer students a framework from which to approach the following observations:

• Technology mediates human connections
• Any new technology inherently carries leadership challenges and change dynamics
• Understanding and using specific analytical frames will offer ways to make sense out of the often contradictory nature of techno-effects.

The purpose of this course is to provide each student both a “hands-on” feel for the mediating effects of technology, and a clear set of analytical frames from which they can make sense of their own technological challenges, both personal and institutional.

EDLD 816 Human Resource Management (3 credits)
This course will focus on personnel selection, management and development. Topics will include role definition, work environment, staff relationships, motivation and performance, participatory decision processes, hiring procedures, negotiations, employment policies and dismissal procedures. In addition, this course will include issues particularly relevant to private schools.

EDLD 818 Salary Negotiations and Contracts (3 credits)
The roles of school boards, teachers’ associations and federations, and professional negotiators in establishing salary schedules. Representative guest lecturers keep students abreast of the latest development in local policies and practices.

EDLD 820 School Law (3 credits)
Federal, state and local relationship of law to education are studied. Areas covered include school law as it pertains to districts, boards of education, and school personnel; contractual authority and tort liability; problems of employment of teachers; transportation, attendance and discipline; and landmark school law cases.

EDLD 822 Policy Development (3 credits)
The legislature, the executive branch of government, administrative agencies, local branches of government, and litigation are all sources of policy development. Students examine these and other sources of policy as well as issues affecting policy development. Case studies of regional policies and their development are examined to provide insight into why some policies are good, some flounder and undergo radical reconstruction and still others never get implemented.

EDLD 823 Organizations and Administrative Law (3 credits)
This course focuses on formal and informal procedures, processes and functions of state and federal governmental agencies. Areas considered are the nature of administrative agencies, their authority, agency decision making process, and citizens’ right to hearings or other legal redress.

EDLD 824 Educational Systems Analysis (3 credits)
An introduction to systems analysis and related concepts for the school administrator. Topics include operations research, management by objectives, PERT, CPM, management information systems and systems technology.

EDLD 826 Principles of School Finance (3 credits)
This course covers federal, state and local support of education; analysis of various revenue-raising alternatives; a study of the trends in receipts and expenditures for education; and the Minnesota financial accounting and reporting systems.

EDLD 828 Principles of School Business Administration (3 credits)
This course describes the functions and roles of business administrators with emphasis on budgeting, payroll and accounting, purchasing, planning, money management, operational maintenance and work simplification.

EDLD 834 Entrepreneurial Creative Thinking and Problem Solving (3 credits)
Attention to the expression of individual creative potential and entrepreneurship has been increasing dramatically in education, human services and business management. This course acquaints students with theories and strategies for exercising and understanding their creative potential for imaginative ideas and innovative leadership. Emphasis is on direct involvement in the application of techniques for increasing thinking skills.

EDLD 835 Administration of Student Activities (3 credits)
Operation of such student activities as financing, determining needs and interests in student activities, maintaining a balanced program and student government are discussed. Special reference is given to Minnesota State High School League-regulated activities, including athletics, music, speech and drama.

EDLD 836 Educational Management (1 credit)
EDLD 837 Educational Management (2 credits)
EDLD 838 Educational Management (3 credits)
Educational management modules offer students an opportunity to develop skills, which fit their career needs. An assessment process will assist students in selecting the appropriate modules. Information on the specific modules to be offered will be available at the beginning of each semester. Tentative module titles include decision making, time management, staff motivation and productivity, evaluation and assessment, facilities management, administration of student activities, marketing, grant writing, consulting skills, organizational interventions, presentation skills, scheduling in the secondary school and working with non-public school boards.

EDLD 840 Administration of Special Programs (3 credits)
Students examine how special education, gifted education, counseling services and other programs serving students with special needs can be integrated into the total curriculum. The course deals with the philosophical, historical and political foundations of special programs as well as with curriculum coordination, staff development, fiscal planning and other practical operational issues. It also deals with the ethical issues involved in responding to diverse student needs.

EDLD 841 Federal and National Education Policy Making (3 credits)
Conducted primarily in Washington, D.C., this course gives the student an understanding of education policy making by the federal government and the national professional organizations in education. Students interact with representatives of the executive and legislative branches of government, organizational leaders, lobbyists and researchers.

EDLD 842 State and Local Education Policy Making (3 credits)
Conducted at St. Thomas and the Minnesota state capitol, this course provides the student with an understanding of the people, processes and issues in education policy making at the state and local levels. Included are: roles of school administrators and elected officials, citizens’ groups and the media in policy making, lobbying techniques, issue development and issue analysis.

EDLD 843 Field Work in Policy Making (3 credits)
In this course, major issues appropriate for research are assigned to individuals or teams; fieldwork and data collection culminating in the development of a policy proposal and implementation strategy are highlighted. Students, instructors and experts from the field participate in seminars dealing with the proposals.

EDLD 844 Internship in Policy Making (3 credits)
The goal of this course is for students to gather further experience and expertise in analyzing contemporary policy dilemmas within a specific organizational context. It always serves as an extension of EDLD 843; thus its principal activities include exploration of a previously identified problem, data collection, analysis, and generation of a specific set of strategies for addressing the situation. Prerequisite: EDLD 843.

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 850 Introduction to Community Education (3 credits)
This is an overview of the concept and components of community education. Historical development, educational reform, citizen involvement, community planning, finance and status of current programs are considered.

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.

EDLD 861 Dialogue in Education (3 credits)
This seminar employs classical sources and recent scholarship to explore the nature of dialogue. The view that dialogue is the foundation for all ethical discourse is examined, as well as the contention that dialogue is an important source of knowledge and understanding. Class discussion pays special attention to dialogues involving therapist and patient, ethnographer and native, teacher and student. Specially recommended for doctoral students interested in how people interact in a variety of organizations.

EDLD 862 Orality and Literacy (3 credits)
Western societies have regarded literacy as indispensable for the participation of the citizen in cultural life. However, as technology becomes increasingly sophisticated and as we learn more about non-literate societies, our understanding of what it means to be literate has undergone significant change. This course examines the changing meaning of literacy and evaluates the ethical implications of writing in contrast to speaking and electronically processed information.

EDLD 874 Principalship K-12 (3 credits)
This course examines the mission of the school and focuses on the attributes, knowledge and skills a person needs to be a principal. Emphasis is placed on the importance of ongoing education and the development of professional networks. Students have an opportunity to assess their skills as a basis for selecting elective courses appropriate to their needs. Recent national studies on elementary and secondary education are reviewed and an in-depth analysis of those issues relating to the secondary school occurs.

EDLD 877 Portfolio and Administrative Licensure Assessment (1 credit)
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 degree requirements completed; permission of adviser.

EDLD 881 Practicum: Principal as a Public Figure (3 credits)
The student demonstrates acceptable performance as a school administrator in five areas: professional advancement through a directed reading program, publishing, formal presentation to a professional group, participation at a professional conference and establishment of a change process in present school during a specific period of time. The course is for practicing administrators only and involves classroom interaction and field experience.

EDLD 882 Religious and Moral Formation in Church-Related Schools (3 credits)
This course emphasizes the role of the principal in a church-related school in initiating, coordinating and supervising a religious and moral development program. The course provides a strong theoretical foundation for decision making related to the religious mission of the school.

EDLD 883 Financial and Plant Management (3 credits)
This course considers the principles of public school and non-public school finance. Topics covered include budgeting; fund-raising; federal, state and local government programs; use of supplementary income courses; central purchasing services; contributed services and plant management.

EDLD 885 Internship and Seminar for Principal Preparation (3 credits)
The student is involved in a 250-hour internship experience with a licensed principal as an on-site supervisor and participates in a seminar with other interns. Interns are required to keep a reflective journal of experiences. The internship supervisor from the educational leadership program provides specific guidelines for the intern and the on-site supervisor. Refer to Internship Policies and Procedures (email soe_edlead@stthomas.edu to request a copy). Prerequisite: Adviser’s signature.

EDLD 886 Advanced Internship and Seminar for Principal Preparation (3 credits)
A student who has completed EDLD 885 and wishes to have an extended internship experience works in a 250-hour internship with a licensed principal as an on-site supervisor, participates in a seminar with other interns and keeps a journal. The faculty member who is the internship supervisor provides specific guidelines for the intern and the on-site supervisor. See Internship Policies and Procedures (email soe_edlead@stthomas.edu to request a copy). Prerequisite: Adviser’s signature.

EDLD 887 Internship and Seminar for Superintendent Preparation (3 credits)
A student who has completed the requirements for the principalship and wishes to fulfill the requirements for the superintendent’s license must complete a 250-hour internship with a superintendent, participate in a seminar with other interns and keep a journal. The faculty member who is the internship supervisor provides specific guidelines for the intern and the on-site supervisor. Refer to Internship Policies and Procedures (email soe_edlead@stthomas.edu to request a copy). Prerequisite: Adviser’s signature.

EDLD 888 Social Theory (3 credits)
A survey of the principal theories concerning organizational structures from the micro to macro levels. The course highlights the divergent social philosophies undergirding various approaches to understanding organizations with the aim of promoting participants’ development of a personal philosophy toward social process. It promotes such synthesis by way of feedback in both oral and written formats.

EDLD 889 Paradigms for Doing Social Science (3 credits)
A survey of the philosophical and sociological underpinnings of the scientific method and subsequent approaches to understanding human behavior. Readings and discussion focus on the debate between subjectivists and objectivists, and how this debate has influenced the development of various social scientific disciplines. The course examines each paradigm’s practical implications by examining three aspects of its proponents’ work: at least one exemplar; samples of the type of research questions generated and normative means of addressing them; and the research’s characteristic strengths and weaknesses.

EDLD 890 Seminar in Higher Education (3 credits)
This seminar is designed to give the student an overview of higher education. It addresses the historical development and current trends in higher education. Extrapolating from this history and these trends transformation is considered as to how higher education may be structured and practiced in the future. Specifically, the course is organized around five main themes: historical development, students, professors, governance and transformation. Emphasis is given to the student’s personal and professional objectives through individual research and class discussion.

EDLD 891 Biography and Leadership (3 credits)
While this course explores methodologies employed in writing biographies and considers some of the criteria for judging the historical and artistic quality of biographies, it is primarily a course devoted to reading biographies and biographical portraits as a way of illuminating some of the dimensions of leadership, especially in education. Students read required texts and biographies of their own choosing. As a culminating activity, students write and share a biographical portrait for which they have done original research.

EDLD 892 Classic Readings in Education (3 credits)
This course involves close reading and discussion of acknowledged classics in education. These works are read in part as products of their own time, but they are also studied in light of contemporary criticism. Among the readings that may be selected during any particular term are: Montaigne’s “Of the Education of Children,” Rousseau’s “Emile,” Pestalozzi’s “Leonard and Gertrude,” Mary Wolstonecraft’s “A Vindication of the Rights of Women,” Catherine Beecher’s “A Treatise on Domestic Economy,” Louisa May Alcott’s “Little Men,” Booker T. Washington’s “Up From Slavery,” W.E.B. Dubois’ “The Souls of Black Folk,” John Dewey’s “Democracy and Education,” Charlotte Perkins Gilman’s “Herland,” Jane Addams’ “Selected Essays,” and Maria Montessori’s “The Secret of Childhood.”

EDLD 893 Autobiography and Leadership: African-American Perspectives (3 credits)
This course focuses on the lives of selected African-Americans as recounted in their autobiographies. The readings provide an important perspective on African-American history and experience in the 20th century, and reflect the diversity that existed in the black community over this period in terms of gender, geographical origin, social class, religious orientation and political ideology.

EDLD 894 Feminist Perspective of Leadership (3 credits)
Students in this course explore writings of feminist scholars who offer a foundation of history, language and concepts that can be used to critique the androcentric, racist world views that have shaped many prevailing notions of leadership, power and change in education. Students study works by feminists who specifically address issues in educational leadership.

EDLD 895 Topics in Leadership and Administration (1 credit)
The topics course will vary each semester and will provide in-depth study of particular issues, concerns and trends in education.

EDLD 896 Topics in Leadership and Administration (2 credits)
The topics course will vary each semester and will provide in-depth study of particular issues, concerns and trends in education.

EDLD 897 Topics in Leadership and Administration (3 credits)
The topics course will vary each semester and will provide in-depth study of particular issues, concerns and trends in education.

EDLD 898 Advanced Leadership Seminar (3 credits)
This seminar is designed for students who wish to broaden their understanding of leadership in contemporary society. Students explore commonly held definitions of leadership and move on to an examination of constructive-developmental, phenomenological and social meaning-making interpretations. Students have the opportunity to develop commentaries and individual projects around leadership issues.

EDLD 902 Survey Research (3 credits)
A comprehensive introduction to survey research, beginning with its philosophical premises. The course covers item construction, analysis and the integration of surveys with other data-collection techniques. Participants work with a common database but are encouraged to apply course principles to a survey project of their own. (This course assumes completion of CIED 500, EDLD 625, and EDLD 904.)

EDLD 903 Historical Methodology in Education (3 credits)
Students study and discuss a variety of texts that demonstrate a mastery of the craft of historical research and writing. In addition to these historical models, students read and discuss materials that focus on how to write history well. Students complete a final historical project based on primary sources and showing what they have learned from the course.

EDLD 904 Qualitative Methods for Research and Evaluation (3 credits)
This course presents qualitative, ethnographic and field methods in research and evaluation. It focuses on the foundations of qualitative methods, examples of qualitative research, conditions in which qualitative methods are appropriate and practice in using qualitative methods. Students have firsthand experience in collecting data through participant observation and in-depth interviews and in analyzing data. The course examines issues of validity, access to data and confidentiality.

EDLD 905 Analysis of Qualitative Data (3 credits)
Building on EDLD 904, this course entails reading qualitative studies exemplifying various types of data analysis. The course addresses such issues as coding, data analysis, content analysis and alternative approaches to writing about qualitative research. Prerequisite: EDLD 904.

EDLD 910 Leaders and Organizations: Multidisciplinary Perspectives I (2 credits)
This course considers the meaning and function of leadership from multidisciplinary and sometimes conflicting perspectives. Research on leadership, methods of inquiry used to study leadership and organizations will be the basis for study. This course, the first in the doctoral core, provides the foundation for the entire doctoral sequence of courses and introduces the leadership narrative theme that integrates the program. Open to doctoral students only.

EDLD 911 Leaders and Organizations: Multidisciplinary Perspectives II (3 credits)
A continuation of EDLD 910 considering the meaning and function of leadership from multidisciplinary perspectives. Research on leadership and methods of inquiry used to study leadership and organizations will be the basis for study. Open to doctoral students only.

EDLD 912 Critical Issues Within Political, Social and Economic Contexts (4 credits)
This course focuses on the role of leaders in dealing with economic and social forces and the complexities of power, politics and public policy affecting education and human services. Special attention is given to issues of economic justice and peace. Open to doctoral students only.

EDLD 913 Power, Freedom and Change (3 credits)
Students explore the dynamic relationship between power, human freedom and change, particularly as this interplay occurs in educational endeavors. Various theoretical perspectives of power are considered as are interpretations of power, freedom and social change in a democratic society with specific reference to race, ethnicity, gender and class. Students gather stories about specific situations in their workplaces and critique those stories in light of new understanding. Open to doctoral students only.

EDLD 914 Ethical Dimensions of Leadership (3 credits)
Students are offered methods to examine the sources of their values and evaluate the consequences of decisions based on those values. Attention is given to understanding and developing the ethical dimensions of an organization’s mission on policies within global as well as national and local contexts. Open to doctoral students only.

EDLD 915 Leadership Narratives Seminar (3 credits)
Students are given an opportunity to integrate what they have learned in the core courses, professional education and collateral area studies, as well as raise new issues. Narratives of leaders in biographies, novels and drama, as well as the student’s own narrative of both the practice and study of leadership will be the integrating theme for this final core course. Leadership readings are assigned and discussed. Open to doctoral students only.

EDLD 920 Framing a Research Question (2 credits)
This course is designed to assist the student in exploring the dissertation proposal. The outcome for the course is a research question with its attendant critical literature review. Students, along with the instructor, engage in creative, thoughtful reflection in choosing their research question.

EDLD 921 Research Proposal Design (1 credit)
In this course, the doctoral student develops a draft of a proposal for the doctoral dissertation. Students are given guidance in selecting a dissertation chair. Following the class, the proposal is finalized with the dissertation chair and presented to the committee. A grade is given for the class when the proposal is completed and approved by the committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy).

EDLD 922 Dissertation (3 credits)
EDLD 923 Dissertation (3 credits)
EDLD 924 Dissertation (3 credits)
EDLD 925 Dissertation (3 credits)
This major paper demonstrates the doctoral student’s ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisites: EDLD 920 and EDLD 921.

EDLD 928 Doctoral Enrollment (noncredit)
Doctoral students must maintain continuous enrollment from time of admission until completion of dissertation. During any semester in which a student is not registered for a regular course, he/she must register for and pay special tuition for EDLD 928 (Permits validation of student ID).

GRPE 503 Administration of Athletic Programs (3 credits)
An advanced course on the organization, conduct and programming of interscholastic and intramural sports; consideration of legal aspects; staffing; facilities; equipment; public relations; budgeting and relationships with state and local athletic organizations.

GRPE 509 Supervision of Personnel, Programs and Facilities (3 credits)
Students acquire supervisory skills and strategies for evaluation of personnel and programs in the educational setting. Issues of safety, staff development, communication and conferencing are studied to aid the broad development of the student in preparation for supervisory duties.

GRPE 520 Internship (3 credits)
The student works with an experienced administrator in physical education or athletics and meets on a regular basis with the supervising faculty member to discuss current issues and trends in physical education and athletics relevant to the internship experiences.

HRDO 561 Introduction to Adult Learning and Education (3 credits)
This foundation course invites the student to explore the profession of adult education, especially as it links with the fields of human resource development and community education; the complex nature of the adult-as-learner; and the implications for learning and education in various professions and settings, but especially in work organizations. Major topics include competing philosophies and psychologies of human learning, the roles and skills of the adult educator, self-directed learning, the role and process of learning in organizational life, and an introductory exploration of the instructional process. The student is invited to begin or continue the process of defining a philosophy of adult learning and education that could guide his or her future personal and professional work.

TEGR 512 Human Relations and Multicultural Education (3 credits)
Designed to assist persons in modeling appropriate multicultural, gender-fair values and actions through awareness of the crucial role of teachers in influencing positive, systemic change on critical social issues of personal growth, human interaction feedback and interpersonal relations. Fulfills Minnesota human relations requirement.