DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING
EDUCATIONAL LEADERSHIP COURSE DESCRIPTIONS
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EDL 710 Doctoral Studies in Educational Leadership.
This course is designed to provide an orientation to doctoral studies in educational leadership, topics of current interest to doctoral students, and information regarding areas of study and research related to the doctoral program. Students in the Ed.D. program in educational leadership are required to take the course each semester of residence. May be repeated for a total of three credits. Prerequisites: Admission to Ed.D. Program in Educational Leadership. Credit 1.
EDL 731 Leadership Theory and Applications.
Examination of many leadership theories, models, and processes with emphasis on the results of the applications of various theories, models, and processes to educational leadership. This course requires knowledge of the literature and ongoing student engagement In research. Prerequisites: Admission to Ed.D. Program in Educational Leadership. Credit 3.
EDL 732 Instructional Theory and Applications.
Systematic study is made of existing research on key factors influencing instructional effectiveness and on models for school restructuring. The relationship of instruction and school effectiveness is explored in depth. This course requires knowledge of the literature and ongoing student engagement In research. Prerequisites: Admission to Ed.D. Program in Educational Leadership. Credit 3.
EDL 733 Societal Factors Affecting Education.
Through this course, graduate students will have the opportunity to examine the political, economic, and cultural factors affecting public school education and instructional leadership today. This course is designed to provide instructional leaders with insight and background into the life styles, values and aspirations of various cultural groups as related to the leadership process. Prerequisites: Admission to the Ed.D. Program in Educational Leadership. Credit 3.
EDL 734 Issues in Contemporary Education.
Analysis of the research literature and field-based data relative to current issues facing instructional leaders in contemporary schools will be completed. Assessment of enrollment trends, curriculum changes, personal problems, and financial patterns are issues that will be addressed. This course requires knowledge of the literature and ongoing student engagement In research. Prerequisites: Admission to the Ed.D. Program in Educational Leadership. Credit 3.
EDL 735 Conflict Management for Contemporary Education.
Examination of conflict management processes and skills with emphasis on interaction patterns, interpersonal relationships, and communication skills. Prerequisites: Admission to the Ed.D. Program in Educational Leadership. Credit 3.
EDL 736 Educational Leadership Internship.
Students participate and are evaluated in an intensive study and field experience relating to positions in educational leadership. Designed to provide insight into problems in the leadership process in an operational setting distinct from prior or concurrent work experience. Prerequisites: Completion of 12 hours of leadership area core. Credit 3.
*EDL 737 Academic Writing and Research.
In this course, students will develop the skills and strategies for academic literacy, including critical reading and clear writing. Students will utilize scientific writing styles and will complete a written review of research literature.
*EDL 738 Organizational Behavior and Theory.
This study of organizational theory and behavior is an integration and application of behavioral science knowledge and is built upon contributions from a number of behavioral disciplines. The prominent areas are psychology, sociology, social psychology, anthropology, and political science. Contributions of the psychologists have been mainly at the individual or micro level, while the latter disciplines have contributed to our understanding of macro concepts – group processes and organization. All leaders who work in organizations will find this course helpful in understanding and guiding the behavior of others in the work place.
EDL 761 Accountability and Measurement for Contemporary Education.
This course is designed for the study of educational problem solving and accountability and their relationship to needs assessment techniques, evaluation methodologies, and decision-making processes. Prerequisites: Admission to the Ed.D. Program in Educational Leadership and EDL 772. Credit 3.
EDL 762 Methods of Educational Research.
Study of qualitative research with emphasis upon an understanding of statistical concepts and procedures necessary to create and implement effective educational research. This course requires knowledge of the literature and ongoing student engagement In research. Prerequisites: Admission to the Ed.D. Program in Educational Leadership. Credit 3.
EDL 763 Application of Educational Research.
Fundamental concepts and tools of research applied to educational problems. Each student will prepare a proposal for the dissertation. This course requires knowledge of the literature and ongoing student engagement In research. Prerequisites: Admission to the Ed.D. Program in Educational Leadership and EDL 761. Credit 3.
EDL 770 Education Policy and Ethics.
The purpose of this course is to provide the student with opportunities to study how educational policy is developed through micro and macro political elements, to examine ethical and value issues confronting educational leaders, and to demonstrate how individual values drive ethical behavior and ethical decisions. This course requires knowledge of the literature and ongoing student engagement In research. Prerequisites: Admission to Ed.D. Program in Educational Leadership. Credit 3.
EDL 772 Qualitative Methodology.
This course is designed to teach qualitative research methodology within an educational leadership problems-based contextual framework. The course will emphasize qualitative research techniques through lecture, discussion, readings, and field-based research projects using the methods learned. This course requires knowledge of the literature and ongoing student engagement In research. Prerequisites: Admission to the Ed.D. Program in Educational Leadership and EDL 762. Credit 3.
EDL 773 The American Higher Education System.
This course is designed to teach doctoral students the historical and contemporary role of the American college and university system. The course covers the establishment of the community college as a unique American idea that has become a major component in the postsecondary milieu. The course also focuses on historical, current and emerging issues in the American college setting and the university system. Credit 3.
EDL 774 The College Student.
This course is designed to provide the learner with a foundation in student development. This will include information concerning the current generations of college students and how they develop while they are in college. Learners will also develop an understanding of the theoretical bases for student development and be able to identify the role of student development/services/affairs in developing college students. Credit 3.
EDL 775 Higher Education Finance.
This course is designed to provide a comprehensive overview of higher education funding and financing. Specific details of how a budget is built, sources of revenue, objects of expenditures, planning, etc. are covered in the course. Students will learn relevant terms, how to plan, build and implement an institution-wide budget. It is intended to prepare students for leadership positions in higher education by providing a better understanding of financial, budgetary, and planning issues in public post-secondary education. Prerequisite: EDL 773 and EDL 774. Credit 3.
EDL 776 Higher Education Curriculum.
This course examines contemporary issues in higher education curriculum, including transfer, workforce, tech prep, and dual credit. This course can also be taken as elective by doctoral students in other fields of study. Development and assessment processes are explored. Credit 3.
EDL 777 Theory and Practice of Higher Edcuation Leadership.
This course is designed to introduce students to an array of theoretical and practical orientations to leadership in higher education. The course content addresses current and emerging issues of leadership, administration, and management in higher education. Students will become familiar with leadership theories and how to apply to them to a dynamic, multicultural, multi-ethnic educational environment. This course can be taken as an elective by doctoral students in other fields of study. Credit 3.
EDL 778 Higher Education Law and Governance.
The purpose of this course is to provide an overview of the organization, governance, and administration of higher education. This course is based on analyzing the elements that define colleges, describing models to explain how colleges are organized and managed; and integrating these models with administrative views to influence organizational processes, to include the communication of current issues to other personnel. The course will also focus on legal issues that affect the governance of higher education. This course can be taken as an elective by students in other doctoral programs. Credit 3.
EDL 787 Doctoral Field Studies in Educational Leadership.
This course will provide the doctoral student an opportunity to engage in a detailed and in-depth field study of a program or problem in educational leadership. The student will work under the supervision of a doctoral faculty member and will be expected to produce a written product or presentation. Prerequisites: Admission to the Ed.D. Program in Educational Leadership and permission of Supervising Professor. Credit 3.
EDL 833 Dissertation.
The completion of an approved dissertation which will contribute to Instructional Leadership. Minimum of 9 hours total required. Field-based projects will be emphasized. May be repeated. Prerequisites: Admission to the Ed.D. Program in Educational Leadership; completion of required Leadership Core and Research Component coursework and successful completion of comprehensive exam. Credit 3.
*Subject to action by the Board of Regents, the Texas State University System and/or the Texas Higher Education Coordinating Board.
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