Course Descriptions ED 610G - Research Methods (4 credits) This course introduces students to the process of educational research. Students will learn about the characteristics of specific research designs, including qualitative and quantitative research, mixed-methods and program evaluation. The course serves as a foundation and prerequisite to the Capstone Project course. ED 620G - The College Student (4 credits) This course provides a broad-ranging introduction to the demographics, issues, and trends of the contemporary college student. Topics include the history of college students, current student characteristics and college environments, and key issues of student development, attrition, persistence, cognitive and affective development and general outcomes. The diversity of student characteristics (e.g., racial, ethnic, socioeconomic, gender, age, marital status, full- versus part-time status) in relationship to diverse higher education environs (e.g., community colleges, online courses) will also be examined. ED 625G - The Academic Profession (4 credits) This course examines the current state of the professoriate, particularly in relation to the tremendous demographic, economic, and global shifts currently impacting higher education. The course explores the complexity and challenges of faculty work in higher education, specifically around issues of faculty composition, reward systems, graduate school preparation, the dramatic rise of part-time, non-tenure track, and clinical faculty, and the organizational characteristics of public, private, and for-profit postsecondary education. ED 630G - Higher Education and America Society (4 credits) This course examines key contemporary issues in higher education, focusing primarily on the American higher educational system. The course provides a historical context and emerging trends, with topics ranging from mission and vision, structure and governance, the funding of public and private institutions, demographic trends, characteristics of faculty, students and curricula, public perceptions of higher education, and the increasing regulatory role of government and accrediting agencies. ED 635G - Theories of Organizational Change (4 credits) This course explores organizational theory and organizational change within the context of non-profit organizations. Topics include industry structure, competition and differentiation; integration, diversification, and expansion; and strategic management of organizational culture and change. While themes and case studies are drawn from business practice, the key focus will be on the overall PreK-16 educational system, higher education, and community-based nonprofit organizations. ED 640G – Schools, Communities and Social Justice (4 credits) This course will focus on social justice education (SJE) in the PreK-16 educational system. Its purpose is to develop a theoretical, conceptual, pedagogical, scientific and curricular foundation for SJE across all educational-type settings. Students examine systemic and curricular approaches to SJE in educational settings and develop a framework for implementing SJ programs across schools and communities. ED 642G – Instructional Leadership: Creating Data-Driven Instructional Systems in Schools (4 credits) This course will address the demand for leaders to respond to external accountability measures and the use of data to guide the practices of teaching and learning K-12. A theoretical and analytic framework to understand how the systems that local school leaders create to develop and facilitate an “information flow” about student achievement will be presented. ED 643G – The Development of Principals as Instructional Leaders (4 credits) This course will present ways to develop a culture of learning in schools, in which teaching and learning pervade the culture and the principal is responsible for selecting and cultivating a teaching staff that is able to implement strong instructional programs. ED 649G – Reflective Seminar (Middle and Secondary) (4 credits) The capstone experience requires students to apply their learning in a classroom and to thoughtfully reflect on their teaching with other students and an experienced college faculty member. Students will complete a comprehensive portfolio as a final project.
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