Ed.D Leadership for Learning Electives



  • This residency module focuses on developing knowledge, skills, and dispositions required for completing an area at the building or system level that was not met during the completion of a performance-based program or during other coursework. The candidate will enroll in 1-3 hours of credit depending on the analysis of needs as determined by the collaboration between the university and school/district.

  • A doctoral seminar focused on analysis and problem solving of a current topic of vital concern relevant to teaching, leading and student learning in educational leadership.

  • This course examines the concepts, procedures and importance of facilities planning in the educational process. Candidates will learn all the practical skills of facility inventory, need assessment and evaluation. The course is intended to cover major aspects of school facilities planning at elementary, secondary and post-secondary levels.

  • This course provides knowledge, skills, and dispositions essential for school leaders to fully engage with school, district, community, and beyond in the promotion of ongoing communication between and among all stakeholders, including those whose primary language is other than English. Candidates will develop and enhance communication skills that promote the vision and mission of schooling for the purpose of increasing student achievement, strengthening faculty and staff relations, and advancing stakeholder support. Additionally, the pressing matters of interactions with the mass media and crisis management are included. There is a focus on the ways and means by which school leaders address the multiple prevailing values across a community to solicit school and community partnerships with the aim of understanding the proactive measures which will ensure positive perceptions of the school and its educational products.

  • This course provides an overview of frameworks, major concepts, and current trends in comparative education. It examines how different countries address issues common to all education systems and enables candidates to read, discuss, analyze, and interpret relevant studies and scholarship in this area. Special attention is devoted to similarities and differences in educational policy and practice related primarily to elementary and secondary levels of education in different countries.

  • This course is designed to provide educational leaders with a research-based paradigm for ethical decision making. Various codes of ethics and case studies will be analyzed and applied to general and specific situations. Doctoral candidates will engage in dialogue, research and reflection to develop a personal code of ethics which will be applied in a school-based activity. Research and anecdotal information from journals and texts will be utilized to inform ethical decision making on local issues.

  • Individualized and independent scholarly investigation and research of an important topic involving teaching, leading and student learning in educational leadership. The focus, content and expectations for this study will be formally established by the doctoral student and supervising professor.

  • Exploration and investigation of emerging research on learning, leading, and change which when considered in combination provide a framework for understanding and leading schools as continuously evolving, living systems. Using a learner-centered leadership paradigm, students critically analyze the industrial, corporate, and business models of education which historically focus on standards, narrowing of curriculum, and high stakes tests as sole measures of achievement and develop a vision for and/or create learner-centered educational systems.

  • This course is a doctoral seminar focused on analysis and problem solving of a current topic of vital concern relevant to teaching, leading, and student learning in P-12 schools. Candidates explore the literature to identify, analyze, and synthesize contemporary and classic literature on critical school issues. The ultimate goal is to identify gaps in the literature, explore possible topics for independent future research, and develop long term skills in literature review.

  • Adequacy and equity in the provision of school services and support are crucial concerns of the public school administrator. The course addresses the financial management of education through the lens of basic economic theory and how the American economy provides funding for public education. The focus is on how funds are administered and the trends toward more efficient utilization of resources, including an introductory view from a global perspective. The approach is a business management appreciation of the complexity and magnitude of education as an important resource in the public sector.