Apr 29, 2024

Academic Catalog 2016-2017

Academic Catalog 2016-2017 [ARCHIVED CATALOG]

All Courses

Course Type	Prefix
Continuing Education	CE
Education	EDU
Educational Leadership for Change	ELC
Human and Organizational Development	HOD
Infant and Early Childhood Development	IECD
Media Psychology	MSC
Neuropsychology	NEPSY
Organizational Development and Leadership	ODL
Psychology	PSY
Research	RES
School of Leadership Studies	SLS

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Other Courses
	RES-IRB IRB Approval for Dissertation 0 semester credits This zero-credit course signifies the student has achieved clearance from Fielding Graduate University’s IRB office to proceed with their research for their dissertation. An Institutional Review Board (IRB) is a federally mandated committee composed of scientists, clinicians, non-scientists and non-affiliated community representatives charged with overseeing all research projects involving human volunteers to protect the rights and welfare of the volunteers, certifying that the research is conducted according to the highest scientific and ethical standards. Delivery Method: Distance Grading Default: Credit/No Credit Only
Continuing Education
	CE-555 Fielding Conclave Leadership Academy The content of the program will focus on topics designed to meet the unique leadership development needs of underrepresented minority STEM faculty within the context of lived experiences at the intersection of race and gender. The program is offered in the form of ten (10) hours of complementary workshops and seminars at the beginning, during and after the Conclave. It will be delivered by nationally prominent individuals with documented knowledge and experience in the art, science and delivery of effective leadership in higher education in STEM academic units and in colleges and universities generally throughout the United States. Delivery Method: In person Grading Default: Credit/No Credit Only Learning Objective(s): 10 CEUs
	CE-764 Hosting World Cafes: The Fundamentals Providing a fundamental understanding of The World Cafe theory and method, this course applies the World Cafe design principles to bring forth the creative power of conversation and engage questions that matter. Participants will develop the capacity to use the World Cafe in their own lives and work, and gain a basic understanding of World Cafe hosting practices. There will be three required “real time” sessions - 1) Opening Orientation, 2) Closing session, and 3) a full-length online World Café. Optional “real time” study groups for questions and more relational contact between participants will also be scheduled weekly, and attendance is recommended. Note: Registration for this coming in April 2016 Grading Default: Credit/No Credit Only Learning Objective(s): 6 CEs; The International Coach Federation will grant 19 CCEUs for this course.
Education
	EDU-500 Online Learning and Community 1 semester credits Designed to introduce students to the online environment and practices in Fielding’s programs, this two-week, online seminar takes place prior to the beginning of the first academic trimester. Students will learn to use Fielding’s website and other software tools to navigate, post and complete initial assignments. Students will meet online and begin building community with their entering cohort and receive course introductions in preparation for beginning the academic term. Faculty and staff participate in facilitating dialogue and increasing online skills as the seminar progresses. Delivery Method: Online Grading Default: Credit/No Credit Only Learning Objective(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 5a. Develop and sustain learning communities for adults and students, including but not limited to promoting social and emotional health, risk taking, and giving and receiving effective feedback. 5e. Develop capacity of students to be confident learners with metacognitive skills, perseverance, and the capacity to work productively with others.
	EDU-550 Building Capacity Through Research 3 semester credits This course emphasizes: Understanding systems and change; recognizing and valuing the need for the robust use of research in education, especially in the classroom; understanding and valuing curiosity, data gathering, reflection, and continuous inquiry as support for enhancing self-directed, professional practice; using research in classroom, school, and district decision making that focuses on enhanced classroom practice and improved pre K-to-16 student learning; using educational research to move from a dependent, industrial society to a knowledge creation-and- application society with the ability to develop, analyze, and apply information; knowing how to implement and support research-grounded change; strategies to support students as they develop the skills and capacities to become critical, empowered problem solvers, creators of knowledge, and advocates for proactive social, economic, cultural and political change. In addition, this course emphasizes the following for instructional leaders: understanding the legal aspects of school management, including collective bargaining. Delivery Method: In person Grading Default: Letter
	EDU-551 Historical/Social Issues and Trends in Education: Tools for Influencing Change 3 semester credits This course emphasizes: The historic and social contributions of education on the present and emerging ideas/needs in schools and schooling; understanding the legal and ethical issues associated with special needs students; the recognition of the structures of cultural dominance and the affirmation of the value of many cultures; a foundation and strategies for identifying the knowledge, skills, competencies, and disposition students will need to participate fully in current and future citizenship and leadership including fundamental values, beliefs, and attitudes; and identify and support connecting a variety of fundamental educational strategies with emerging innovations to support student learning, multicultural expression and transformation. Delivery Method: In person Grading Default: Letter
	EDU-552 Collaborative Instructional Leadership 3 semester credits This course emphasizes: Concepts of educational leadership; identification of leadership roles needed in schools, classrooms, the profession, and the community; strategies for energizing and sustaining leadership innovations; rationale, indicators, and strategies for collaborative instructional leadership to support improved academic student outcomes and preparation for future academic, economic, political, cultural, and social change; human relations and professional ethics; understanding the collaborative nature of inclusion and special education, and the implications for community learning; the understanding and organization of strategies for supporting and engaging with others as they lead; team building; school and classroom culture; school decision making; shared leadership group processes; conflict resolution; cultural understandings; communications; interpersonal relations. In addition, this course emphasizes the following for instructional leaders: aligning, coordinating, and monitoring resources, both fiscal and personnel; site management; teacher supervision and evaluation; creation and implementation of a comprehensive school plan serving a diverse community of learners; understanding the local, state, federal, and national policies and their implications. Delivery Method: In person Grading Default: Letter
	EDU-553 Community, Shared Values and Learning 3 semester credits This course emphasizes: Understanding the stages of community and the processes involved in the development of community; identifying concepts built around the effects of social settings on learning; building communities to support research and learning; developing shared values to support successful learning and accountability; recognizing the implications of ways of knowing and diversity within the community as elements for educational and systematic social change; creating various community learning settings where learning and the personal creation of knowledge will be the norm; applying multiple community strategies in work settings, and discussing and sharing the data and hypothesis. This course includes the competencies required for instructional leadership in this curricular area. Delivery Method: In person Grading Default: Letter
	EDU-554 Understanding Differences: Valuing, Honoring, Supporting and Celebrating Diversity 3 semester credits This course emphasizes: Understanding the implication for conflict between the basic assumption that a democratic society is built on the premise of equal opportunity for all and the historical control of one-leader-to-many followers; defining and creating proactive and appropriate reactive strategies to support the heterogeneity of the U.S. population; an awareness and understanding of the impact of language and culture in learning; the development and support of culturally responsive learning environments; offering many rich, varied, and potentially volatile learning/learner opportunities; understanding the growth in educational and human services manifested in the changing demographics of our society; taking into consideration, supporting, and adapting to the implications of changing family patterns, as well as the expanded need for social connections and belonging to groups and/or gangs; the broadening ethical issues and needs of our population; being grounded in special education procedures and services; supporting and applying the expanding increase in the body of knowledge focused on brain research, multiple ways of knowing, and culture; projecting valuing future need as positive tools for expanded and more diverse learning experiences for all citizens, rather than threats to our historical past; celebrating, adapting to, expanding upon, and applying multiple strategies to support diverse thinking, learning, knowledge creation, and application; creating and implementing a diversity challenge project in the pre-K-to-16/work setting. This course includes the competencies required for instructional leadership in this curricular area. Delivery Method: In person Grading Default: Letter
	EDU-555 Human Development and Learning 3 semester credits This course emphasizes: Understanding human development theory from early childhood through adulthood, including significant transitions/ passages; examining and developing hypothesis about the links between age-appropriate physical development, learning, and other characteristics as they affect learning; recognizing and providing for the diverse needs of special learners; reviewing the essential elements of childhood education including its evolution efforts and the historical, social, and political factors associated with the concepts of child raising, family support, and the many transitions from home to the school to the social and the work world; understanding and appreciating the influence of culture on learning, growth, and development; developing a vision for quality education based on the theoretical foundations and the reality of what is happening in classrooms and districts. Delivery Method: In person Grading Default: Letter
	EDU-556 Technology, Communication and Learning 3 semester credits This course emphasizes: Defining and identifying connections between teaching, learning, technology, and communications; exploring and identifying multiple strategies of effective listening, speaking, discussion, dialogue, problem solving, and conflict resolution; identifying and applying skills for using technology as a multimedia tool for learning, a data management and decision- making tool, and a resource for communication with parents and other stakeholder groups; using technology to support student and teacher growth-and-learning data collection for instructional decision making; exploring and becoming proficient in a minimum of two new technologies that will support students learning in the classroom and systematic change in the district. In addition, this course emphasizes the following for instructional leaders: understanding the power of data through collection, analysis and application; accepting ownership for leadership and change. Delivery Method: In person Grading Default: Letter
	EDU-558 Empowerment: Learning and Assessment 3 semester credits This course emphasizes: Defining learning, assessment, and education in a standards based system; identifying the elements of learning and assessment; discussing and identifying when, how, and why humans learn; researching and identifying the ideal connections between education, culture, and learning; designing and implementing an optimum education setting that honors continuous learning; defining and understanding the notion of authentic assessment; identifying the role/s of the student, the teacher, the principal, the parent/caregiver, and the community in learning; understanding the equation of life = needs, issues, and understandings + learning and application + assessment; exploring, discovering, and applying the connections between learning, multiple assessment strategies, personal control of learning, empowerment, and transformation; identifying the implications of the equation for tomorrow’s citizenship. This course includes the competencies required for instructional leadership in this curricular area. Delivery Method: In person Grading Default: Letter
	EDU-559A Guided Practice/Internship 3 semester credits The MA-CEL externship offers students the opportunity to apply and develop the educational leadership theory and program conceptual framework presented in the MA-CEL course of study to their professional practice. MA-CEL faculty and advisory groups supervise, review and assess curricular artifacts including a professional development portfolio, capstone action research project, monthly reflections, journals and standards based professional development plans. In addition students use technology through forum discussions, search strategies, electronic data base searches and lesson plan development to demonstrate the learning outcomes for each term. The externship provides students the field experience to develop and demonstrate the collaborative leadership and learning in their work setting based on current theory and practice. Through the externship and artifacts students demonstrate instructional leadership for student learning, the capacity to create and sustain school wide change, collaborative processes as a member of a learning community, capacity to promote and apply reflective practices, capacity to model and share effective strategies for supporting knowledge creation and learning. Students engage in critical inquiry through action research, demonstrate authentic learning and assessment directly into class and/or school and are prepared to teach and create learning opportunities toward an equitable and just education system. Delivery Method: In person Grading Default: Letter
	EDU-559B Guided Practice/Internship 2 semester credits The externship offers students the opportunity to apply and develop the educational leadership theory and program conceptual framework presented in the course of study to their professional practice. Program faculty and advisory groups supervise, review and assess curricular artifacts including a professional development portfolio, capstone action research project, monthly reflections, journals and standards based professional development plans. In addition students use technology through forum discussions, search strategies, electronic data base searches and lesson plan development to demonstrate the learning outcomes for each term. The externship provides students the field experience to develop and demonstrate the collaborative leadership and learning in their work setting based on current theory and practice. Through the externship and artifacts students demonstrate instructional leadership for student learning, the capacity to create and sustain school wide change, collaborative processes as a member of a learning community, capacity to promote and apply reflective practices, capacity to model and share effective strategies for supporting knowledge creation and learning. Students engage in critical inquiry through action research, demonstrate authentic learning and assessment directly into class and/or school and are prepared to teach and create learning opportunities toward an equitable and just education system. Delivery Method: In person Grading Default: Letter
	EDU-559C Guided Practice/Internship 3 semester credits The externship offers students the opportunity to apply and develop the educational leadership theory and program conceptual framework presented in the course of study to their professional practice. Program faculty and advisory groups supervise, review and assess curricular artifacts including a professional development portfolio, capstone action research project, monthly reflections, journals and standards based professional development plans. In addition students use technology through forum discussions, search strategies, electronic data base searches and lesson plan development to demonstrate the learning outcomes for each term. The externship provides students the field experience to develop and demonstrate the collaborative leadership and learning in their work setting based on current theory and practice. Through the externship and artifacts students demonstrate instructional leadership for student learning, the capacity to create and sustain school wide change, collaborative processes as a member of a learning community, capacity to promote and apply reflective practices, capacity to model and share effective strategies for supporting knowledge creation and learning. Students engage in critical inquiry through action research, demonstrate authentic learning and assessment directly into class and/or school and are prepared to teach and create learning opportunities toward an equitable and just education system. Delivery Method: In person Grading Default: Letter
	EDU-559D Guided Practice/Internship 1 semester credits The MA-CEL externship offers students the opportunity to apply and develop the educational leadership theory and program conceptual framework presented in the MA-CEL course of study to their professional practice. MA-CEL faculty and advisory groups supervise, review and assess curricular artifacts including a professional development portfolio, capstone action research project, monthly reflections, journals and standards based professional development plans. In addition students use technology through forum discussions, search strategies, electronic data base searches and lesson plan development to demonstrate the learning outcomes for each term. The externship provides students the field experience to develop and demonstrate the collaborative leadership and learning in their work setting based on current theory and practice. Through the externship and artifacts students demonstrate instructional leadership for student learning, the capacity to create and sustain school wide change, collaborative processes as a member of a learning community, capacity to promote and apply reflective practices, capacity to model and share effective strategies for supporting knowledge creation and learning. Students engage in critical inquiry through action research, demonstrate authentic learning and assessment directly into class and/or school and are prepared to teach and create learning opportunities toward an equitable and just education system. Delivery Method: In person Grading Default: Letter
	EDU-560 Dual Language Foundations 4 semester credits This course will focus on dual language program models, teacher and administrator leadership development, and the sociocultural context of dual language education. Students will examine the critical features of educational programs that develop bilingualism, biliteracy, and academic and cross-cultural competencies. Dual language/two-way bilingual immersion, foreign language immersion, and developmental bilingual education are among the additive program models that will be studied. The instructional process includes program models and support structures for the language allocation, assessment, and evaluation of student academic performance. Effective leadership guided by a clear vision is critical to the success of a school community. Educators in positions of authority are expected to set goals and exercise leadership in ways that make a measurable, positive difference for students. Growing numbers of K−12 schools are striving to establish educational models and nurture administrative and teacher leadership through collaboration. This is especially true in the case of dual language programs that set high academic standards for students. Research indicates that teachers and administrative leaders can have a profound impact on school climate, culture, and educational outcomes. This course will examine educational leadership research, theories, practice, and application in dual language settings. Delivery Method: In person Grading Default: Letter
	EDU-561 Biliteracy Development 4 semester credits This course will provide an overview of biliteracy development theory, instructional practices, and assessment methods of the reading process. Students will explore ways of applying this theoretical knowledge to pedagogical practices and assessment tools for students learning to speak, read, and write in two languages. Students will examine and evaluate the merits of competing paradigms in the area of reading. As a result of this examination students will understand the historical and epistemological context for each paradigm. The major contributors to reading-process theory are Drs. Kenneth S. Goodman, Frank Smith, and Katheryn H. Au. Students will examine the theoretical constructs of reading and the social, cultural, and linguistic processes from these theoreticians. Students will analyze other scholars’ applied theories and interpretations and scholarly works related to the study of reading as a process. The curriculum will demonstrate how theory, pedagogy, and assessment impact the development of proficient biliterate students. Delivery Method: In person Grading Default: Letter
	EDU-562 Sociocultural Context for Teaching and Learning 4 semester credits Educating students to succeed in a global society involves understanding the whole child, including the knowledge and resources children and families bring to their educational experience. This course will enable students to apply the conceptual framework known as the community funds of knowledge (applying the knowledge and experiences of individuals residing in the students’ homes and communities). As educators involved in helping students develop cross-cultural competencies today’s teachers must understand and value students’ community funds of knowledge in order to successfully integrate this knowledge in the classroom and school setting. Teachers will develop a classroom instructional project that engages students in the application of the community funds of knowledge practices. Delivery Method: In person Grading Default: Letter
	EDU-563 Reading and Writing in the Content Areas 4 semester credits In this course students will engage in the teaching methods for reading and writing in the content areas through the use of narrative and expository texts. Students will learn how to effectively implement a comprehensive literacy assessment approach that includes action steps to link assessment results to day-to-day instruction in classrooms. Through class reading, discussion, and small-group activities, students will gain theoretical knowledge and experience in application, anchored in the study of a school and student profiles as learning scenarios. The students will develop effective teaching strategies for K−12 students who are developing reading and writing competency in their first and second language. Delivery Method: In person Grading Default: Letter
	EDU-564 Learning, Curriculum and Assessment in the Digital Age 4 semester credits This first course in the program provides a foundation for learning by reviewing learning theory, curriculum development, and multiple, authentic learning assessment strategies. Students also engage with learning assessment data for instructional and program improvement. With this as a foundation, and the realization that learning, curriculum, and assessment are changing through the impact of technology, the course goes on to explore topics related to collaborative learning, personalized learning, the use of games and simulations, and other current developments addressing how students learn. The course is based on the assumption that there is not enough research on how the current generation learns and asks the question, “How will future generations learn and how can we best prepare?” Delivery Method: Online Grading Default: Letter Learning Objective(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 5a. Develop and sustain learning communities for adults and students, including but not limited to promoting social and emotional health, risk taking, and giving and receiving effective feedback. 5b. Develop knowledge and skills in student retention in online environment. 5c. Apply a variety of educational and learning theories to changing educational environments. 5d. Interpret and use standards as a guide for the design, delivery, and assessment of standards-based learning. 5e. Develop capacity of students to be confident learners with metacognitive skills, perseverance, and the capacity to work productively with others. 5f. Demonstrate successful teaching and learning in a student-centered constructivist teaching paradigm, including inquiry or problem-based learning, individualized and groupbased learning, and reflection. 5g. Differentiate instruction while maintaining high expectations for all students in a variety of settings - online, F2F, whole class, small group, etc. 5h. Develop multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching.
	EDU-565 Facilitating Innovative Learning with Digital Tools 4 semester credits This course focuses on developing a shared vocabulary of technical language, evidence-based practices and discusses the pedagogical concerns in the delivery of quality online, hybrid, and flipped learning. In addition, focus will be on the theories that scaffold the practice of online teaching and digital facilitation, such as constructivist learning, transformative learning, and building online learning communities. Topics to be explored include strategies for facilitation, including regular and effective student contact, promoting active participation in the virtual/digital learning space, incorporating activities that create and maintain learner engagement and motivation, and examining effective assessment of student work. Application of the knowledge gained will be demonstrated through the creation and delivery of a lesson, and a formative analysis, for an online or hybrid course, or the flipped classroom. Through this process, participants will demonstrate effective facilitation and assessment skills utilizing digital tools. Learning Objective(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 2d. Demonstrate ability to teach students from backgrounds of poverty. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 5a. Develop and sustain learning communities for adults and students, including but not limited to promoting social and emotional health, risk taking, and giving and receiving effective feedback. 5b. Develop knowledge and skills in student retention in online environment. 5c. Apply a variety of educational and learning theories to changing educational environments. 5f. Demonstrate successful teaching and learning in a student-centered constructivist teaching paradigm, including inquiry or problem-based learning, individualized and groupbased learning, and reflection. 5g. Differentiate instruction while maintaining high expectations for all students in a variety of settings - online, F2F, whole class, small group, etc.
	EDU-566 Designing Digital Learning Experiences 4 semester credits This course explores theories of instructional design and learning theory and their impact on the development of digital and multi-media experiences, such as, online, hybrid, and the flipped learning environments. Students will explore the application of well-established instructional methods and strategies, as well as, examine new methods and models for teaching with new media, web applications, mobile, and digital tools. Students will also examine evolving research for “Next Generation Teaching and Learning” and codify best practice order to enhance the means by which a learner’s critical thinking and reflective skills can be developed. Other issues and concerns, such as intellectual property and copyright will also be reviewed along with application of theories and ideas to an existing course or a course in development. Applications of these concepts to leadership and leadership development will also be explored. Pre-requisites: EDU-565 Learning Objective(s): 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 2a. Work with diverse learners. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 3b. Demonstrate fluency with social networking. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 4a. Utilize effective practice in ADA/Section 508 for the Web. 4b. Demonstrate mastery of copyright and fair use guidelines. 5h. Develop multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. 6b. Interpret and apply current research in the field of education.
	EDU-567 Assessing Learning Online 4 semester credits This course provides an opportunity for students to further explore the important topic of online assessment. The goal is to explore assessments that go beyond tests and quizzes so that participants can include an array of assessments in their own online courses as well as gain understanding of the principles and practices of effective assessment, including that which is competency-based. The practice of badging and its contribution to assessment techniques will be explored, along with rubric development. Other topics may include reliability and validity of assessments and ethical use of assessment results. Learning Objective(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 4a. Utilize effective practice in ADA/Section 508 for the Web. 4b. Demonstrate mastery of copyright and fair use guidelines. 4c. Identify the implications of technology-based policy in working with underserved populations. 4d. Evaluate policy approaches to privacy, safety, technology use in the classroom, social networking. 4e. Apply ethical assessment practices. 5a. Develop and sustain learning communities for adults and students, including but not limited to promoting social and emotional health, risk taking, and giving and receiving effective feedback. 5c. Apply a variety of educational and learning theories to changing educational environments. 5h. Develop multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching.
	EDU-568 Digital Tools for Innovative Learning 4 semester credits Instructors around the world are deep in the midst of implementing user-generated content and social Web applications. But what comes next? In a world where Google is the dominant reference paradigm and students are comfortable texting, engaging on Facebook and Twitter, how will emerging digital technologies impact teaching and learning? The semantic web, wearable, or embedded technologies could be the next killer app, but only if we can find ways to leverage them properly. The mobile revolution also promises to change the way learners select and organize information, and educators must learn to harness the capabilities of this evolving media. This course will give students the ability to understand and evaluate emerging digital technology trends and position themselves, their employers and their students for productive implementation of these innovations in, and beyond, the classroom. Possible assessments include evaluation of the work of expert speakers through TED Talks and other sources, case studies, hands-on demos, forum discussions and reflective writing exercises. Learning Objective(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-569 Digital Competencies for the Scholar/Practitioner 4 semester credits This course will examine emerging definitions of digital literacy, relying in part on a review of international academic literature. Three general themes appear to be widely accepted as part of the definition of digital literacy: 1) the skills and knowledge to access and use a variety of digital media software applications and hardware devices, such as a computer, mobile phone and Internet technology; 2) the ability to critically understand digital media content and applications; and 3) the knowledge and capacity to create digital content. Beyond digital literacy, participants will examine what it means to be digitally competent with respect the activities of scholar/ practitioners. This experiential course involves hands-on exploration of online applications using online environments to support critical analysis of the impact, limitations and possibilities of Information and Communication Technology (ICT), online social networks systems (SNS), and virtual learning environments. Learning Objective(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-570 Special Topics 2 or 4 semester credits This special elective course number to be used for a new course that may be designed and offered as appropriate in response to current issues, trends, and events. Additionally, students can design their own course by combining competencies. Title and content will vary. Learning Objective(s): Vary depending on topic and course design.
	EDU-571 Using Digital Education to Promote Social Justice and Diversity 4 semester credits The course explores social justice in social systems with an emphasis on educational and digital systems. It includes a critical analysis of the educational system to determine the conditions that create and maintain social stratification and disproportionality. Students will review diversity in all its aspects, including changing world demographics and their impact on schools and student achievement. Students will discover how schools can become equitable and just places for all students to learn. Topics include equal access, the digital divide, gender issues, social justice in the online environment, ADA/accessibility, poverty, race, language, and culture. Particular attention will be paid to the use of social media to promote social justice. Learning Objective(s): 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-577 Charter School Program and Petition Design 4 semester credits This course emphasizes: Utilization of the learning community process; understanding the charter school movement; definition and clarification of commitments to the charter school model; analysis of the systems approach to creating an interconnected organization focused on student achievement; conceptualization of Powerful Teaching and Learning as a foundation for a successful school; evaluation of different types of governance; determination of appropriate constituency and decision making process to achieve the school’s vision; school facility elements; internal and external community relations; school and community interactions. Delivery Method: In person Grading Default: Letter
	EDU-578 Organizational Budgeting, Finance, and Resource Allocation 4 semester credits This course emphasizes: Development of business plans, development of fiscal accountability and reporting systems; key components of successful grant writing; fundraising, community assets, community partners and their relationship to the school’s mission and vision; implications of long term planning as they relate to facilities acquisition; internal human resource development; external support through consultation; understanding the legal aspects of school management including collective bargaining. Delivery Method: In person Grading Default: Letter
	EDU-579 Data Driven Decision-Making 4 semester credits This course emphasizes: Functions and varieties of data; state and district expectations and school-wide goals; data collection that defines growth for measurable pupil outcomes; data analysis; software applications for data analysis; effective allocation of resources based on data; professional development and resource allocation as it relates to measurable pupil outcomes; communication of successes and opportunities to stakeholder audiences, including the sponsoring district, parents, and the charter community; understanding systems and change; knowing how to implement and support research-grounded change; strategies to support students as they develop skills and capacities to become critical, empowered, problem solvers, creators of knowledge, and advocates for proactive social, economic, cultural and political change. Delivery Method: In person Grading Default: Letter
	EDU-580 Utilizing Technology to Enhance Learner-Centered Instruction 4 semester credits This course emphasizes: National Technology Standards for Teachers; National Technology Standards for Students: analysis of national standards and their role in support of powerful teaching and learning; analysis of how technology supports best practices in alignment with current brain research; multiple roles of technology; personal communication and the internet; internet and guided inquiry; distance learning and student achievement; analysis of technology tools for classroom, school, and community applications and presentations. Delivery Method: In person Grading Default: Letter
	EDU-581 Educational Research in the Digital Environment 4 semester credits Just as teaching and learning are changing in the digital environment, how research is conducted and the educational topics being researched are changing. This course is designed to provide students with a broad foundation of knowledge relating to research design and methods. Qualitative and quantitative research is covered, along with action-oriented research. Additional topics include: using digital tools in research; researching the digital environment itself; using the Internet for research purposes; and the use of big data/data mining as research techniques. Through this course, students will develop the skills and tools needed to critically assess and conduct educational research in the digital age. Delivery Method: Online Grading Default: Letter Learning Objective(s): 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-582 Leading Innovative Educational Practice 4 semester credits Innovation is more than a skill. It’s an attitude, a mindset, and a culture of curiosity, experimentation, and discovery. Innovative educational practice demands leadership that offers permission to step into the unknown because, if it were known, it would not be innovative. Effective innovative educational practice requires adherence to the pedagogical roots of best practices and leaders able to walk that fine line of what we know today, and what we won’t know until tomorrow. This course allows learners to consider administrator, teacher/instructor, and student leadership that inspires and fosters innovative educational practice. Learners will examine the pedagogy of innovative educational practices in a reflective dialogue with colleagues, considering the cultural, political, and organizational conditions that foster or regress innovation in the classroom, and the effect of leadership on those elements. Participants will learn how to promote effective interactions among colleagues as they practice effective communication and collaboration strategies across different roles, ethnicities, cultures, and languages. Action research will be a primary tool in this course to identify and develop leadership behaviors and policies that foster innovation and the next generation of digital teaching and learning. Delivery Method: Online Grading Default: Letter Learning Objective(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 4a. Utilize effective practice in ADA/Section 508 for the Web. 4b. Demonstrate mastery of copyright and fair use guidelines. 4c. Identify the implications of technology-based policy in working with underserved populations. 4d. Evaluate policy approaches to privacy, safety, technology use in the classroom, social networking. 4e. Apply ethical assessment practices. 5a. Develop and sustain learning communities for adults and students, including but not limited to promoting social and emotional health, risk taking, and giving and receiving effective feedback. 5b. Develop knowledge and skills in student retention in online environment. 5c. Apply a variety of educational and learning theories to changing educational environments. 5d. Interpret and use standards as a guide for the design, delivery, and assessment of standards-based learning. 5e. Develop capacity of students to be confident learners with metacognitive skills, perseverance, and the capacity to work productively with others. 5f. Demonstrate successful teaching and learning in a student-centered constructivist teaching paradigm, including inquiry or problem-based learning, individualized and groupbased learning, and reflection. 5g. Differentiate instruction while maintaining high expectations for all students in a variety of settings - online, F2F, whole class, small group, etc. 5h. Develop multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-583 Digital Citizenship 4 semester credits Due to advances in digital technologies and digital communication, it has become increasingly important to explore the concept of what it means to be a responsible citizen in a digital environment. In this course, the development of digital citizenship will be explored through the examination of issues of safety and security in relation to digital communication, the use of social media and its implications on responsible interaction, including engagement in important social issues. This course also examines ways in which technology can be used for the development and empowerment of self and others. Topics include: safety and security, social media, digital identity, ethics, privacy. Students will discover how to become proactive in sharing and co-constructing knowledge that is meaningful for the development of digital, local, and global citizenship in a digital era. Learning Objective(s): 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-584 Instructional Media Production 4 semester credits Increasingly instructors and teachers are required not just to manage or organize content, but also create it and teach students and colleagues how to create it. As a result, educators need to understand both delivery systems (and their use in learning) AND how to create content appropriate for the various systems we use, including mobile systems. This course explores the basics of designing and developing digital audio, video, graphics, and multimedia for presentations, educational use, and social distribution. Additional topics include digital project based learning and the development and use of games and simulations. Learning Objective(s): 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 4a. Utilize effective practice in ADA/Section 508 for the Web. 4b. Demonstrate mastery of copyright and fair use guidelines. 4c. Identify the implications of technology-based policy in working with underserved populations. 4d. Evaluate policy approaches to privacy, safety, technology use in the classroom, social networking. 4e. Apply ethical assessment practices.
	EDU-585 Program Evaluation 4 semester credits Due to the increased emphasis on accountability and the increasing emphasis on a systematic evaluation of a program’s effectiveness, efficiency, and long-term viability, there is a growing demand for competent professionals in program evaluation in all sectors of postsecondary education and K-12. This course will explore principles and best practices of evidence-based program evaluation. Students will learn about the process of program evaluation, including its design, implementation, reporting, and, where appropriate, developmental aspects of evaluation. Additionally, students will be encouraged to explore leadership roles in guiding the evaluation process and working with diverse teams, including evaluators from under-represented groups. Emphasis will be placed on promoting transparent, culturally, and socially responsive evaluation practices. Learning Objective(s): 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 4a. Utilize effective practice in ADA/Section 508 for the Web. 4b. Demonstrate mastery of copyright and fair use guidelines. 4c. Identify the implications of technology-based policy in working with underserved populations. 4d. Evaluate policy approaches to privacy, safety, technology use in the classroom, social networking. 4e. Apply ethical assessment practices. 5f. Demonstrate successful teaching and learning in a student-centered constructivist teaching paradigm, including inquiry or problem-based learning, individualized and groupbased learning, and reflection. 5h. Develop multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	EDU-600A Capstone/Project Design 1 semester credits This course emphasizes the research and design of the capstone and field project identified by the student in cooperation with his/her accountability support groups within the program. These projects will include: extensive action research in an area of concern/understanding within the project designer’s classroom, school or district; evidence of a significant impact on per-K-16 student learning, etc., and the creation of new knowledge; evidence of linking to the standards of the community that will appear in the portfolio as evidence of learning; passion of the project designer for this learning and application; writing a capstone journal article to inform the profession, and indications of a life after the degree. The capstone may be an independent or collaborative study experience. An expert in the field should be part of the support structure for this learning. The field project will include the development of a leadership portfolio and PowerPoint presentation demonstrating the California Leadership Standards. Delivery Method: In person Grading Default: Letter
	EDU-600B Capstone Project Specialization/Implementation 2 semester credits The capstone project will be identified by the student in cooperation with his or her accountability support groups. This project will include: * extensive action research in an area of concern/understanding within the project designer’s classroom, school, or district; * evidence of a significant impact on pre-K16 student learning; the creation of new knowledge; * evidence of linking to the standards of the community that will appear in the portfolio as evidence of learning; * the passion of the project designer for this learning and application; * the writing of a journal article to inform the profession; and indications of a life after the degree. The capstone may be an independent or collaborative study experience. An expert in the field should be part of the support structure for this learning. Delivery Method: In person Grading Default: Letter
	EDU-601A MA Capstone Project and Portfolio I 2 semester credits Project, innovation, or intervention concept and design. This course is to be taken concurrently with EDU-581 in the first term and will reflect area(s) of interest explored in EDU-564 . This course supports you in the development and design of your capstone in cooperation with your peers and the faculty within the program. Co-requisites: EDU-581 Delivery Method: Online Grading Default: Letter
	EDU-601B MA Capstone Project and Portfolio II 2 semester credits Test the intervention or innovation. In this course, the intervention or innovation designed in EDU-601A will be implemented. Students will reflect on the outcomes and receive feedback from peers. This course can be taken any time after the first term. Pre-requisites: EDU-601A
	EDU-601C MA Capstone Project and Portfolio III 2 semester credits Project evaluation and completion. After integrating feedback received in EDU-601B , students will reflect on what was learned as part of the process and from the project itself. This course can be taken after mastery of competencies in EDU-601B . In this course, the capstone project will be evaluated in a summative manner and the electronic portfolio competed. Pre-requisites: EDU-601B Learning Objective(s): 1a. Integrate theoretical foundations of teaching, learning, online facilitation, design, and assessment into effective online course development and delivery. 1b. Develop and demonstrate skills in online course design and online curriculum development through applied projects and praxis. 1c. Demonstrate ability to select and utilize various instructional media. 1d. Demonstrate digital fluency through the use of emerging technologies and integration of technology into learning including the use of mobile technology. 1e. Select and utilize various Web2.0, social, and emerging applications for online learning. 1f. Demonstrate mastery of the use of asynchronous and synchronous learning management systems. 2a. Work with diverse learners. 2b. Critically evaluate how the changing and diverse demographics of our world impact educational policy and practice. 2c. Apply strategies for transforming inequality in education and/or other social systems toward the creation of a socially just world. 2d. Demonstrate ability to teach students from backgrounds of poverty. 2e. Incorporate strategies for the development of culturally responsive online learning systems. 2f. Identify structural and technological barriers. 3a. Develop and demonstrate communication competencies necessary for teaching in a digital environment, including professional etiquette and interpersonal communication skills. 3b. Demonstrate fluency with social networking. 3c. Demonstrate differentiation in contact methods and frequency based on student needs. 3d. Demonstrate the ability to produce original digital content for use in a presentation, instruction or social media distribution. 4a. Utilize effective practice in ADA/Section 508 for the Web. 4b. Demonstrate mastery of copyright and fair use guidelines. 4c. Identify the implications of technology-based policy in working with underserved populations. 4d. Evaluate policy approaches to privacy, safety, technology use in the classroom, social networking. 4e. Apply ethical assessment practices. 5a. Develop and sustain learning communities for adults and students, including but not limited to promoting social and emotional health, risk taking, and giving and receiving effective feedback. 5b. Develop knowledge and skills in student retention in online environment. 5c. Apply a variety of educational and learning theories to changing educational environments. 5d. Interpret and use standards as a guide for the design, delivery, and assessment of standards-based learning. 5e. Develop capacity of students to be confident learners with metacognitive skills, perseverance, and the capacity to work productively with others. 5f. Demonstrate successful teaching and learning in a student-centered constructivist teaching paradigm, including inquiry or problem-based learning, individualized and groupbased learning, and reflection. 5g. Differentiate instruction while maintaining high expectations for all students in a variety of settings - online, F2F, whole class, small group, etc. 5h. Develop multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. 6a. Identify the cultures of research inquiry used in education. 6b. Interpret and apply current research in the field of education. 6c. Demonstrate scholarly writing.
	SLS-501 The STEM Academic Leader in Higher Education 2 semester credits Restricted to enrollees in Academic Leadership Certificate Program(s). Academic Leaders in STEM and other fields are required to interact with numerous academic and non-academic systems and operations in higher education. This course focuses on the range of responsibilities that current and future academic leaders must attend to in various leadership roles, including department chairs, deans, provosts, and presidents. With a particular focus on the STEM disciplines and the concept of intersectionality, students are introduced to the interrelated topics on which academic leaders must be informed. Assignments include completion of the Leadership Executive Assessment, readings, discussions, and knowledge transfer to practical application. Delivery Method: In person Grading Default: Credit/No Credit Only
	SLS-502 Managing Accreditation and Institutional Partnerships in Academia 2 semester credits Restricted to enrollees in Academic Leadership Certificate Program(s). STEM and other disciplinary Academic Leaders must manage accreditation and institutional partnerships to advance the academic enterprise. The course focuses on evolving changes in the institutional and disciplinary accreditation landscape. Students will obtain knowledge on best practices in connecting with accrediting bodies, both regional and others more specific to the STEM disciplines. Best practices will be discussed on the role of academic leaders in crafting articulation agreements/partnerships and how these may or may not involve accrediting bodies. Relevance to domestic and global partnerships from financial, marketing and branding perspectives are discussed. Delivery Method: In person Grading Default: Credit/No Credit Only
	SLS-503 STEM Academic Leaders and Higher Ed Associations 2 semester credits Restricted to enrollees in Academic Leadership Certificate program(s). Academic Leaders in STEM and other disciplines regularly become involved with national higher education and disciplinary associations. This course examines the history of such associations and the roles they play in advancing higher education and the disciplines they represent. Case studies and examples will be provided to demonstrate how connectivity with these associations can serve to advance the STEM disciplines and the higher education community. Relationships with state and federal government are explored. Delivery Method: In person Grading Default: Credit/No Credit Only
	SLS-504 Academic Fundraising and Grantsmanship 2 semester credits Restricted to enrollees in Academic Leadership certificate program(s). Academic Leaders from STEM and other disciplines are typically expected to contribute to institutional sustainability through continuous attention to and success in multiple funding sources, including the federal and state governments, foundations, and private industry. External relations with funders, community leaders, the institution’s Board of Trustees, and Alumni are essential to acquiring extramural funding. Participants will learn the art and science of identifying sources of funds and the cultivation of potential donors, along with successful grant-writing and post-award management. Delivery Method: In person Grading Default: Credit/No Credit Only
	SLS-509 Seminal and Contemporary Issues in Higher Education 2 semester credits Restricted to enrollees in Academic Leadership certificate program(s). Monthly webinars and coaching sessions are provided that focus on seminal higher education topics and professional development. Topics will focus on such issues as governance, finances, faculty development, evolving pedagogies, diversity, technology and the enhancement of student success. Webinars will provide opportunities for enrollees to discuss knowledge transfer scenarios on their campuses for collective review and discussion. Each participant will be assigned an academic coach who has had extensive experience in academic leadership. Monthly coaching sessions are provided to enhance career development. Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	SLS-510 Practicum in Academic Leadership 2 semester credits Restricted to enrollees in Academic Leadership certificate program(s). A supervised practicum focusing on an issue or challenge on the enrollee’s home campus is required in order to receive the certificate. Under the rubric, Action Learning Plan (ALP), the practicum activity must be aligned with data and theory presented in didactic courses associated with the certificate program. Supervision and mentoring are provided by experienced academic leaders in higher education. A formal presentation on the goals and outcomes from the ADP is required. Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
Educational Leadership for Change
	ELC-699 Foundations of Doctoral Study 4 semester credits New student orientation to the ELC doctoral program is an in-person session between in-coming classes and doctoral program faculty. At the orientation, the faculty works with you to: assess your academic readiness; evaluate your research, personal skills and learning resources; facilitate your understanding of Fielding’s learning model and delivery method, set your academic and professional goals; and develop your support group of faculty and peers. At orientation, students choose a faculty mentor and begin work on their learning plan - a personal map through the learning process. The learning plan takes into account each student’s previous academic accomplishments as well as personal, professional, and academic goals. It includes a preliminary outline for the action- oriented research project that will ultimately become a dissertation. The learning plan should be submitted for approval within 30 days after the conclusion of the in-person orientation. However, the learning plan is a living document that students and their faculty mentors review on a regular basis. Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	ELC-721 Critical Reading and Writing 4 semester credits Critical Reading and Writing is the first of three courses in the Effective Communications area. This course builds on your powers of observation, discernment, and intuition as existing competencies that can be used to help build bridges to new competencies necessary to your Fielding journey. Some of the new competencies include learning to write critical reviews, literature reviews, and argumentative essays. Maintaining and developing your voice as a scholar-practitioner who can effectively communicate with various audiences is a foundational goal for this course. Delivery Method: Online Grading Default: Letter
	ELC-722 Oral and Digital Communications 4 semester credits Oral And Digital Communication is the second of the three courses in the Effective Communications Learning Area. The overall goal for this course is to use your existing communication skills to help you make effective presentations. We will do this by helping you identify your strengths as a communicator and by helping you identify your learning style(s). These two activities will be a basis to select authoring software to make effective presentations. Our focus on presentations is intended to move you more fully into the realm of being an authentic information and knowledge producer as opposed to being only or primarily an information consumer. Delivery Method: Online Grading Default: Letter
	ELC-723 Writing Workshop 4 semester credits The Writing Workshop is the third of the three courses in the Effective Communication area. Through your work in Critical Reading and Writing and in Oral and Digital, you have had an opportunity to identify and build on your strengths as an effective communicator. The Writing Workshop provides you an opportunity to focus those strengths to develop an effective dissertation proposal. The Writing Workshop does not take the place of your dissertation committee. Delivery Method: Online Grading Default: Letter
	ELC-724 Systems Thinking 4 semester credits The Systems Thinking course is one of the four required courses in the Approaches to Inquiry Learning Area. Systems Thinking is the process of understanding how things influence each other within a whole. This definition allows us to see System Thinking as both a common-sense proposition that we all employ in our day-to-day lives, and it also suggests how Systems Thinking can help us understand and change complicated systems such as classrooms, schools, business, community, and political organizations. This course explores key Systems Thinking principles, approaches, and theorists. You will also be introduced to examples of how Systems Thinking has been applied by some organizations and individuals to make change. Delivery Method: Online Grading Default: Letter
	ELC-725 Structural Inequality and Diversity 4 semester credits Structural Inequality and Diversity (SID) is one of the four courses in the Approaches to Inquiry Learning Area. This course introduces you to various schools of thought on issues concerning race, ethnicity, gender, sexual orientation, physical ability, language, class, and other forms of difference that have been reified as structures of inequality. The focus of this course is on how systems of oppression have been created, how they work to be self-perpetuating, and how some members of historically marginalized groups have proposed ending structural inequalities. Delivery Method: Online Grading Default: Letter
	ELC-726 Theories of Change 4 semester credits Theories of Change is one of the four courses in the Approaches to Inquiry Learning Area. This course introduces you to ways to understand “change” as a dynamic process that results from both planned and unplanned activity. With this framework in mind, our focus will be to explore how change unfolds in a variety of institutional expressions like education, the media, community, and political organizations, as well as other behavior shaping institutions. Still within this framework, an organizing focus of our work together will be to explore the role of leadership in creating effective change. Delivery Method: Online Grading Default: Letter
	ELC-727 Overview of Action Research Methods 4 semester credits Overview of Action Research Methods is one of the four courses in the Approaches to Inquiry Learning Area. This course is an introduction to the assumptions of qualitative, quantitative, and other research methods that are intended to support effective change. The overriding purpose of this course is to help you see relationships between the kind of research and/or change question you pose and the kind of method(s) you choose to answer that question and / or to arrive at a formula for change. Delivery Method: Online Grading Default: Letter
	ELC-728 Introduction to Leadership for Change 2 semester credits In this seminar, you will review the intended outcomes for the Leadership for Change portion of the doctoral curriculum. You will be introduced to available communities of practice, and you will have the opportunity to investigate and propose additional communities that match your interests and goals. You will read some foundational texts, self-assess your level of skill in key areas, and develop a plan of action for moving forward to critique with your Mentor. This introductory seminar is a prerequisite for any further work in the Leadership for Change Praxis courses. Delivery Method: Online Grading Default: Letter
	ELC-729 Leadership for Change Praxis 1-10 semester credits This part of the curriculum affords you the opportunity to extend and deepen involvement in one or more change efforts as well as reflecting upon your experiences more deeply so as to increase your effectiveness. You may do work which involves face-to-face work in a setting or in virtual communities. You may involve yourself in existing and ongoing projects or organize something new. You may wish to coordinate work for this course with elective or required courses or to align it with your dissertation plans. The projects in which you get involved are opportunities for you: to develop new skills, to deepen current skills, to test out theories which you are exploring, to develop new theories out of the experiences you are having, to collaborate with others within and outside of ELC and Fielding, and to make a difference in the environments that matter to you about the issues that concern you most. Provided that you have completed the Introductory Seminar, you may complete this work at any point in your program. This is a repeatable course. Pre-requisites: ELC-728 Delivery Method: Online Grading Default: Letter
	ELC-730 Area of Specialization 4 semester credits Students designate an area in which they have a special interest or expertise for this course. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Delivery Method: Online Grading Default: Letter
	ELC-731 Area of Research Specialization 4 semester credits Students designate a specific research practice (culture and methodology) as a topic they wish to study. A faculty member with expertise in the chosen methodology works with the student to design a full course of study including overview, depth and applied sections guiding the student to explore and practice the research methodology chosen. Delivery Method: Online Grading Default: Letter
	ELC-733 Special Topics in Education 4 semester credits In this course, students will construct an independent study that will focus on a special topic in education. Faculty members with content area expertise will support students in designing their course of study and will assess their work at the end. Delivery Method: Online Grading Default: Letter
	ELC-734 Dissertation Research 2 semester credits This course represents student engagement in the dissertation process from concept to the final dissertation as planned with and evaluated by the chairperson. This course cannot be substituted for elective course requirements. Delivery Method: Online Grading Default: Credit/No Credit Only
	ELC-736 Dual Language Foundations 4 semester credits This course will focus on dual language program models, teacher and administrator leadership development, and the sociocultural context of dual language education. Students will examine the critical features of educational programs that develop bilingualism, biliteracy, and academic and cross-cultural competencies. Dual language/two-way bilingual immersion, foreign language immersion, and developmental bilingual education are among the additive program models that will be studied. The instructional process will include program models and support structures for the language allocation, assessment, and evaluation of student academic performance. Additionally this course will examine educational leadership research, theories, practice, and application in dual language settings. Effective leadership guided by a clear vision is critical to the success of a dual language program. Dual language educators set goals and expectations in ways that effect measurable, positive change in the lives of students. K−12 school leaders that strive to establish dual language educational models and nurture teacher leaders that collaborate with parents and community members can have a profound impact on school climate, culture, and educational outcomes. This is especially true in the case of dual language programs that set high academic standards for students. Delivery Method: Online Grading Default: Letter
	ELC-737 Biliteracy Development 4 semester credits This course will provide an overview of biliteracy development theory, instructional practices, and assessment methods of the reading process. Students will explore ways of applying this theoretical knowledge to pedagogical practices and assessment tools for students learning to speak, read, and write in two languages. Students will examine and evaluate the merits of competing paradigms in the area of reading. As a result of this examination, students will understand the historical and epistemological context for each paradigm. The major contributors to reading-process theory and application. Students will examine the theoretical constructs of reading and the social, cultural, and linguistic processes from these theoreticians. Students will analyze other scholars’ applied theories and interpretations and scholarly works related to the study of reading as a process. The curriculum will demonstrate how theory, pedagogy, and assessment impact the development of proficient biliterate students. Delivery Method: Online Grading Default: Letter
	ELC-740 Curriculum Development for Teaching and Learning in a Global Society 4 semester credits Educating emergent biliterate students to succeed in a global society involves understanding the whole child, including the knowledge and resources children and families bring to their educational experience. This course will prepare educators to apply the conceptual framework known as the community funds of knowledge to curriculum development for implementation in a dual language classroom setting. This approach applies the knowledge and experiences of students’ homes and communities to classroom instruction. Standards based curriculum units for emergent biliterate students will be explored through the application of high level critical thinking skills through collaborative classroom structures, the use of protocols, and technology. Educators will engage in developing cross-cultural competencies while learning to apply them in the classroom. Today’s educators recognize that valuing students’ community funds of knowledge and its integration in the curriculum generates greater engagement in student learning. The course exploration of curriculum development and classroom teaching and learning strategies that engage students through the application of community funds of knowledge practices will result in a project that integrates the course learning. Delivery Method: Online Grading Default: Letter
	ELC-741 Ethics, Education, and Law 4 semester credits Educational law and morality. This course examines theories of law and its relationship to social and ethical values. Students explore how leaders can help others working through moral dilemmas associated with the law. Additional Information for CCL Concentration students: Activities will provide a comprehensive survey of the legal problems and issues that confront community college education administrators including case studies and the subtlety and richness of the law itself and when to consult counsel. The important concepts and principles of education law and courts decisions and the likelihood of litigation or error in professional practice with its effect on the organization including how to draft college policy in a legally appropriate manner that complies with federal and state laws. Activities will include reviewing existing community college policies and practices to determine their enforceability and permissibility. Delivery Method: Online Grading Default: Letter
	ELC-742 Organizational Theories 4 semester credits Functions of theory: interrelationships among theory, science, practice and research. This course presents classic and contemporary organization theories and how they relate to trends in education and other institutions. Students develop a theoretical perspective associated with leadership and becoming a change agent. Delivery Method: Online Grading Default: Letter
	ELC-743 Public Policy and Practice 4 semester credits Understanding literature that focuses on public policy, pedagogy, and leadership. This course covers contemporary urban educational reform movements, related policy issues, and the role of major players in setting policy. Students evaluate the effects of policy on change in public education and other settings. Additional Information for CCL Concentration students: New ways to analyze complex state policies including an examination of how policies affect students’ access and success in community college will be included. An examination as to how policymakers and administrators can work to inform and influence change within the system using research-based evidence. Also included will be the consideration of political and historical values including an understanding of the effective uses of power within educational organizations. Participants will define the political nature of decision making and the formal and informal power structures within the community college organizations. Delivery Method: Online Grading Default: Letter
	ELC-744 Management Theories 4 semester credits Improving educational institutions and other organizations through improved management practices. This course examines how to avoid old mistakes and face problems and challenges with confidence. Topics include government intervention in education, the organization as a target of legislative reform, solving problems before they become unsolvable, and improving management strategies. Delivery Method: Online Grading Default: Letter
	ELC-745 Community Relations 4 semester credits Roles of school, business, and community partners in providing best educational practices for students. This course emphasizes working with the power structure and applying techniques to improve community relationships. Students learn to recognize and build symbols of group identity and achieve social cohesion. Delivery Method: Online Grading Default: Letter
	ELC-746 Budget and Finance 4 semester credits Students learn how to lead educational financing and understand budgets at every level: department, school, district/institution and state/federal. This course includes school finance, aspects of school business administration and legal issues. Additional Information for CCL Concentration students: Course introduces participants to the administrative and business management of community college education. The class will cover topics such as institutional planning, space management, budgeting, human resource administration, purchasing and organizational management. Other issues will include the nature of financial and business issues within community colleges and student affairs. Participants will obtain a basic understanding of staffing processes, business principles on the organizational structure; economic principles at work within and outside the institution, performance management, accounting principles, budget and budget management, marketing functions, power and politics and legal issues involved in administering a community college. Delivery Method: Online Grading Default: Letter
	ELC-747 The Community College 4 semester credits Study of community colleges is a major segment of American and global higher education. The study of the community college covers reflective study of its history, evolution, context and leadership, including the study of the vision. This includes understanding local environments, open access to diverse populations, the nature of associate degrees, certificates, occupational education and community service. Also, the study of the community college includes examining the nature of its national network, the nature of this uniquely American contribution to higher education, its governance, administrative, curricular, professional, and programmatic dimensions, including best practices, concepts and trends. Delivery Method: Online Grading Default: Letter
	ELC-748 Higher Education 4 semester credits A reflective study of the history, leadership and mission of higher education. Delivery Method: Online Grading Default: Letter
	ELC-749 Capacity Building 4 semester credits Understanding organizational, educational, and developmental dimensions. This course examines staff development, mentoring, group dynamics, the psychology of professional/personal development, institution building, and personal dimensions in education. It also covers the effects of social change and the relationship of research to theory and practice. Delivery Method: Online Grading Default: Letter
	ELC-750 Human Development in Context 4 semester credits Effective development and lifelong learning for leaders. This course covers intellectual honesty and humility, ethical behaviors associated with leadership, and the articulation of purpose and practice. Students develop transformational and transactional leadership skills that contribute to their educational and human progress as whole persons. Delivery Method: Online Grading Default: Letter
	ELC-766 Forces of Motivation 4 semester credits Competencies in self-reflection, critical consciousness, vision, and creativity. This course covers cross-disciplinary historical influences on adult learning theory, current trends in adult learning, and the psychology of motivation. Students apply the principles of lifelong learning to personal and educational systems. Delivery Method: Online Grading Default: Letter
	ELC-767 Interpersonal Communication and Collaboration 4 semester credits Theory and process of interpersonal communication for effective listening, sending, confrontation, problem solving, and conflict resolution. This course examines cybernetics, information theory, linguistics, nonverbal communication, written communication, and gender and cross-cultural differences. Delivery Method: Online Grading Default: Letter
	ELC-773 Rethinking Schools and Organizations 4 semester credits Critical pedagogical approach to creating systemic change in schools and applying dynamics to fit students’ distinctive needs. This course presents homeostatic forces versus innovative forces to promote change, as well as stages for school improvement including climate, technology, curriculum, and organization. Students develop synergistic insights on schooling and the ecology of good schools. Delivery Method: Online Grading Default: Letter
	ELC-783 Creativity and Problem Solving 4 semester credits Recent advances in cognitive sciences: theories and practices underlying creativity and problem solving. This course encourages students to use critical thinking, imagination, and knowledge to create visions of the future, solve complex problems, and examine the challenges of effective teaching through innovation and critical thinking. Delivery Method: Online Grading Default: Letter
	ELC-784 Theories of Educational Change 4 semester credits Feminist, multicultural, neo-Marxist, and postmodern educational theories. This course concentrates on positive change as it generates new learning, new commitments, new accomplishments and greater meaning. Students evaluate theories related to educational change and identify new paradigms for educational change. Delivery Method: Online Grading Default: Letter
	ELC-785 Research Practice 4 semester credits This course is designed to offer students the opportunity to experiment with a particular research method, data collection tool, and/or forms of data analysis. Students will practice skills they propose using in the dissertation research process. Delivery Method: Online Grading Default: Letter
	ELC-786 Information Systems and Change 4 semester credits Structure, function, and procedures for developing information systems associated with change. This course covers selecting appropriate equipment and interfacing with instructional information systems. Students explore the power and influence of information systems as well as their relationship to the history of change. Delivery Method: Online Grading Default: Letter
	ELC-787 Redefining Curriculum 4 semester credits Curriculum planning, implementation and evaluation. This course explores how to meet the needs of a diverse learning community. Students become familiar with current movements in curriculum; appropriate use of technology; hands-on and theoretical aspects of redefining curriculum; and the roles of staff, parents, students and community. Additional Information for CCL Concentration students: Community college faculty are increasingly being asked to play leadership roles in curriculum assessment and reform initiatives. This change is being driven by quality concerns; burgeoning disciplinary knowledge; interest in a broader array of learning outcomes, including skills and values; and growing support for constructivist pedagogies and learning-centered, interdisciplinary curricula. Course to include the process and shape that community colleges will take in the future on the basis of their growth and innovation trajectory and in response to the dramatic industry shift that is currently underway in community colleges, that is the integration of themes into the curriculum and shifts in practice, such as interdisciplinary collaboration and partnerships for engaged learning. Delivery Method: Online Grading Default: Letter
	ELC-788 Theories of Learning 4 semester credits Exploration of learning theories in the context of how children and adults learn. This course deals with philosophical, theoretical, and social bases of learning; terminology, historical background, acquisition, etiology, and problems; societal, instructional, and personal dimensions; and the relationship of research to theory and practice. Delivery Method: Online Grading Default: Letter
	ELC-789 Program Evaluation, Theory, and Application 4 semester credits Gathering comparative information and evaluating results. Students learn how to place results within a context for judging size and worth and how to make results more credible through careful choice of the evaluation design. Students create a systemic evaluation of a program and develop pragmatic steps for improvements. Delivery Method: Online Grading Default: Letter
	ELC-790 Cultural Influences in Education and Organizations 4 semester credits The purpose of education in a democracy: diversity and equal outcomes. In this course, students examine key levels of instruction such as vocabulary, language, and learning styles; concepts of culture, cultural values, and cultural environments; approaches to inequality; and the quest for equal educational opportunity. Delivery Method: Online Grading Default: Letter
	ELC-791 Technology, Learning, and Teaching 4 semester credits Technology as a tool for communicating, learning and teaching. This course explores technology as an essential learning experience; interfaces multimedia with learning and teaching; examines data and research collection; and applies technology to administration and academic improvement, with sensitivity to its effects on culture and values. Delivery Method: Online Grading Default: Letter
	ELC-792 Child Development 4 semester credits Physiological systems and perspectives on child growth and development. This course focuses on health, safety and nutritional needs associated with optimal early child development. Students use multidisciplinary approaches to plan and implement child development programs and examine family involvement. Delivery Method: Online Grading Default: Letter
	ELC-793 Media Studies 4 semester credits Application of psychology and communication theories to media in diverse ways. This includes new dimensions in learning psychology, systems theory, and has great implications for global learning. In media studies we aggregate and apply all that we now know about psychology and communication to technology. The media psychologies embrace “pscybermedia,” combining psychology, artificial intelligence and media. Media psychology requires understanding both the physical and emotional aspects of the brain, the range of emotion, the psychologies of expression, persuasion, sexuality and gender. It includes the study of emotional control, believability, cognitive learning and mapping, mastery, persistence and failure. Media studies includes applying theories of verbal and nonverbal communication, understanding music and sound, images and human reaction. Delivery Method: Online Grading Default: Letter
	ELC-794 Dissertation in Progress 0 semester credits This course signifies the student has begun work on the dissertation, including an approved concept paper and full committee membership. Delivery Method: Online Grading Default: Credit/No Credit Only
	ELC-795 Final Oral Review of Dissertation 0 semester credits Signifies completion of the public defense of the dissertation. Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	ELC-799 Dissertation Completion 16 semester credits Completion of this course signifies the student has submitted a final copy of the approved dissertation for proofreading. Delivery Method: Online Grading Default: Credit/No Credit Only
	ELC-801 Assessment and Evaluation 4 semester credits Students designate an area in which they have a special interest or expertise for this course. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Additional Information for CCL Concentration students: Assessment is not a set of techniques, but a way of thinking guided by humane and helping values. Grounded in sound theory and extensive practical experience, this course will provide important, accessible, and timely guidance for administrators and teaching faculty who develop and implement policy regarding assessment and evaluation. Course will include the connection among three powerful trends in higher education: the focus on learning and learners, the emphasis on the assessment of learning, and the need to continually improve what we presently do. Grounded in principles of constructivist learning theory and continuous improvement, course will offer opportunities for participants to make connections with what they already know about assessment, integrate new information with their current knowledge, and try new approaches to enhance the learning of their students. Participants will consider what it means to shift from a teacher-centered paradigm of instruction to a learner-centered paradigm and practical approaches to help formulate intended learning outcomes, gather feedback from students to guide instruction, and develop scoring criteria for guiding and evaluating student work. Course will address the students’ ability to think critically, address enduring and emerging issues and problems in their disciplines, and the use of portfolios to promote and evaluate student learning. Delivery Method: Online Grading Default: Letter
	ELC-802 Governance 4 semester credits Students designate an area in which they have a special interest or expertise for this course. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Additional Information for CCL Concentration students: Course to cover an analysis of the exercise of authority and the power and influence in community colleges that relates to governance and management and the relationship of education to other segments of the economy. Coverage will include organizational structures and patterns in community colleges including the board of governors and board of regents. Participants will have a better understanding of the influences affecting community colleges as institutional systems; public/private sector relationships; policies and procedures. Activities will address the subject of shared governance from several perspectives, including partnerships between the state and higher education; disjointed governance in university centers and institutes; a cultural perspective on communication and governance; and balancing governance structures with leadership and trust. Participants will also explore a conceptual framework of faculty trust and participation in governance. Delivery Method: Online Grading Default: Letter
	ELC-803 Human Resources Management 4 semester credits Students designate an area in which they have a special interest or expertise for this course. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Additional Information for CCL Concentration students: Course to cover issues of employee/employment relationship including, but not limited to the following: Overview of Employment Law; Recruitment, Applications, and Interviews; Background Checks, References, and Verifying Employment Eligibility; Employment Testing; Hiring and Promotion Decisions; Wages, Hours, & Pay Equity; Benefits; Unions and Collective Bargaining; Employment Discrimination; Affirmative Action; Sex Discrimination & Harassment; Reasonably Accommodating Disability & Religion; Work-Life Conflicts and Other Diversity Issues (includes Sexual Orientation Discrimination, National Origin Discrimination, Pregnancy Discrimination; Family & Medical Leave Act; Performance Appraisals; Training, and Development; Privacy on the Job; Information, Monitoring, and Investigations; Terminating Employees; Downsizing and Post-termination Issues. Delivery Method: Online Grading Default: Letter
	ELC-804 Student Services 4 semester credits Students designate an area in which they have a special interest or expertise for this course. It can be used to acquire new knowledge or to deepen existing knowledge in a specific area in which students expect to build or advance professional careers. Additional Information for CCL Concentration students: Course to engage participants in the critical concerns for any college as to the components of the learning environment and its significance for student learning and success. Course will cover the many complexities of campus settings and how they contribute to student success and the quality of learning experiences including the diverse populations of students who experience college differently and encounter group-specific barriers to success; low-income students, racial/ethnic minorities, students with disabilities, LGBT students, and others. Several topics will include ethical standards, legal issues, organizing and managing student affairs, supervision, teaching, counseling, technology, and community and professional development. Delivery Method: Online Grading Default: Letter
Human and Organizational Development
	HOD-PA Dissertation Proposal Approval 0 semester credits The proposal is approved when the committee chair is satisfied with the student’s response to the feedback which has been received by the full committee, including the external examiner and this has been documented appropriately. Pre-requisites: HOD-892 or HOD-893 , HOD-896 , HOD-897 Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-699 Foundations of Doctoral Study 4 semester credits Foundations of Doctoral Study is required for all students entering Fielding’s doctoral programs in Human Development and in Organizational Development & Change. It consists of a New Student Orientation with both in-person and online components. Students are introduced to: Fielding’s doctoral faculty; the adult learning model; the degree’s curriculum, competencies, and learning outcomes; student support services; and in-person and online options for completing degree requirements. Each student develops a unique Learning Plan that is customized to meet the student’s scholar-practitioner interests and goals. Delivery Method: In person/Blended Grading Default: Credit/No Credit Only
	HOD-734 Dissertation Research 2 semester credits This course represents student engagement in the dissertation process from concept to the final dissertation as planned with and evaluated by the chairperson. This course cannot be substituted for degree-emphasis or elective knowledge areas. Delivery Method: Online Grading Default: Credit/No Credit Only
	HOD-801 Doctoral Competencies Seminar 2 semester credits Doctoral Competencies Seminar (DOCS) introduces students to essential doctoral competencies such as scholarly writing, formulating a research question, and applying critical thinking and analysis. Delivery Method: Online Grading Default: Credit/No Credit Only Learning Objective(s): Become familiar with the primary doctoral competencies Understand what is needed to master these skills over the course of the PhD program.

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School of Psychology

Doctoral Degrees

Master’s Degrees

Certificate Programs

School of Leadership Studies

Doctoral Degrees

Master’s Degrees

Certificate Program

Contact Info

All Courses

RES-IRB IRB Approval for Dissertation

CE-555 Fielding Conclave Leadership Academy

CE-764 Hosting World Cafes: The Fundamentals

Registration for this coming in April 2016

EDU-500 Online Learning and Community

EDU-550 Building Capacity Through Research

EDU-551 Historical/Social Issues and Trends in Education: Tools for Influencing Change

EDU-552 Collaborative Instructional Leadership

EDU-553 Community, Shared Values and Learning

EDU-554 Understanding Differences: Valuing, Honoring, Supporting and Celebrating Diversity

EDU-555 Human Development and Learning

EDU-556 Technology, Communication and Learning

EDU-558 Empowerment: Learning and Assessment

EDU-559A Guided Practice/Internship

EDU-559B Guided Practice/Internship

EDU-559C Guided Practice/Internship

EDU-559D Guided Practice/Internship

EDU-560 Dual Language Foundations

EDU-561 Biliteracy Development

EDU-562 Sociocultural Context for Teaching and Learning

EDU-563 Reading and Writing in the Content Areas

EDU-564 Learning, Curriculum and Assessment in the Digital Age

EDU-565 Facilitating Innovative Learning with Digital Tools

EDU-566 Designing Digital Learning Experiences

EDU-567 Assessing Learning Online

EDU-568 Digital Tools for Innovative Learning

EDU-569 Digital Competencies for the Scholar/Practitioner

EDU-570 Special Topics

EDU-571 Using Digital Education to Promote Social Justice and Diversity

EDU-577 Charter School Program and Petition Design

EDU-578 Organizational Budgeting, Finance, and Resource Allocation

EDU-579 Data Driven Decision-Making

EDU-580 Utilizing Technology to Enhance Learner-Centered Instruction

EDU-581 Educational Research in the Digital Environment

EDU-582 Leading Innovative Educational Practice

EDU-583 Digital Citizenship

EDU-584 Instructional Media Production

EDU-585 Program Evaluation

EDU-600A Capstone/Project Design

EDU-600B Capstone Project Specialization/Implementation

EDU-601A MA Capstone Project and Portfolio I

EDU-601B MA Capstone Project and Portfolio II

EDU-601C MA Capstone Project and Portfolio III

SLS-501 The STEM Academic Leader in Higher Education

SLS-502 Managing Accreditation and Institutional Partnerships in Academia

SLS-503 STEM Academic Leaders and Higher Ed Associations

SLS-504 Academic Fundraising and Grantsmanship

SLS-509 Seminal and Contemporary Issues in Higher Education

SLS-510 Practicum in Academic Leadership

ELC-699 Foundations of Doctoral Study

ELC-721 Critical Reading and Writing

ELC-722 Oral and Digital Communications

ELC-723 Writing Workshop

ELC-724 Systems Thinking

ELC-725 Structural Inequality and Diversity

ELC-726 Theories of Change

ELC-727 Overview of Action Research Methods

ELC-728 Introduction to Leadership for Change

ELC-729 Leadership for Change Praxis

ELC-730 Area of Specialization

ELC-731 Area of Research Specialization

ELC-733 Special Topics in Education

ELC-734 Dissertation Research

ELC-736 Dual Language Foundations

ELC-737 Biliteracy Development

ELC-740 Curriculum Development for Teaching and Learning in a Global Society

ELC-741 Ethics, Education, and Law

ELC-742 Organizational Theories

ELC-743 Public Policy and Practice

ELC-744 Management Theories