{"id":2529,"date":"2018-12-26T16:13:19","date_gmt":"2018-12-26T21:13:19","guid":{"rendered":"http:\/\/catalogs.wcsu.edu\/update-test\/?page_id=2529"},"modified":"2025-01-07T15:52:19","modified_gmt":"2025-01-07T20:52:19","slug":"doctoral-courses-instructional-leadership-and-092-certification","status":"publish","type":"page","link":"https:\/\/catalogs.wcsu.edu\/grad\/doctoral-courses-instructional-leadership-and-092-certification\/","title":{"rendered":"Doctoral Course Descriptions – Instructional Leadership and 092 Certification"},"content":{"rendered":"
\n\n\n\n
ED 800 Foundations of Instructional Leadership<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course will prepare classroom practitioners to identify and apply ethical and professional constructs of leadership to affect change. Topics include the history, philosophy, and social psychology of instructional leadership and educational reform. Prerequisite<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 801 Leadership in Collaborative Processes<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course will introduce students to the theories and practices of group leadership, skill development, group process, and the enhancement of cooperative academic-learning climates. Students will acquire knowledge about the principles of effective team building, faculty teamwork, conflict mediation, cooperative learning, and collaboration based upon theories of group-process dynamics. Emphasis will be placed on the development of leadership skills to enhance social, psychological, cultural, organizational, and emotional influences on the development of the group and to\u00a0promote interpersonal learning in order to achieve educational goals and objectives. Prerequisite<\/em>: acceptance into the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 802 Leadership in Instructional Technology for Equity<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course assists students in the development of an in-depth understanding of educational technology including foundational concepts and key ideas. At both the macro and micro-levels, students are challenged and guided to examine technology in relationship to practice, leadership, and diversity, inclusion, and equity. It includes understandings of technology leadership based on the International Society for Technology in Education (ISTE) Leader Standards and grounds student in best practices of digital age learning.\u00a0. Prerequisite<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 803 Education Policy and Practice<\/strong><\/span><\/td>\n\u00a0\u00a0 3\u00a0SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course assists students in the development of an in-depth understanding of policy development, implementation, and evaluation processes, specifically as they relate to the field of education. At both the macro and micro-levels, students are challenged and guided to examine the environment that leads to specific educational policies, the underlying value structure, goals, inducements, facts, powers, and rights inherent in those policies, the demands and support for the policies by various interest groups, the political system in which policy decisions are determined, and the criteria and processes by which the policies should be evaluated. It will include understandings of educational politics and policymaking at the federal, state and local levels. It will ground students in best practices of educational leadership. Prerequisite<\/em>: acceptance into the Doctor of Education in Instructional Leadership program.<\/span><\/span><\/p>\n\n\n\n
ED 804Leadership in Learning and Cognition<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Using many original sources, this course represents a detailed consideration of human growth and development in the principle schools of psychology and related social sciences. Participants will investigate the application of these concepts to educational settings. Prerequisite<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 805 Program Evaluation<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Program Evaluation will introduce graduate candidates to foundational understandings of program evaluation. The course will provide candidates with the necessary skills to understand Program Theory, Evaluation Design, Needs Assessments, Implementation Evaluations, Impact Evaluations, and Program Planning in a variety of contexts.<\/span> <\/span>Prerequisites<\/em>: acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 860, ED 861, and ED 865.<\/span><\/p>\n\n\n\n
ED 806 Advanced Program Evaluation<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Advanced Program Evaluation provides candidates with a more in-depth understanding of program evaluation. This course further explores the various models for evaluating educational and community programs. Candidates will gain practical experience through class activities that foster the development of their evaluation skills. Students will present program evaluation plans with logic models. It requires the completion of an evaluation plan and the requisite companion pieces necessary to understand the design and implementation of a program evaluation. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program, completion of ED 805.<\/span><\/p>\n<\/div>\n

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ED 820 Topics in Curriculum and Instruction<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

This course deals with current developments in scientific research, public policy, and\/or educational practice related to curriculum, instruction, assessment, and leadership within schools. It is designed to keep students abreast of developments that affect or have the potential to affect decisions about curriculum design, choice of instructional strategies, and program implementation. Prerequisite<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 821 Leadership Theory, Assessment and Development<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course is designed to help students examine and develop competencies that characterize successful leaders in education and related professions. Students will analyze theories underlying the assessment of leadership abilities and examine the structure of the construct of leadership. They will also engage in self-assessment, creating a leadership plan that outlines long-term and short-term goals for the development of leadership competencies. Students will be able to update their progress through revision and periodic review of this leadership plan. Prerequisites<\/em>: acceptance into the Doctor of Education in Instructional Leadership program and ED 800.<\/span><\/p>\n\n\n\n
ED 822: Talent Development Across the Curriculum<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course investigates the value of multiple intelligences and other cognitive-developmental theories. Students will modify or design integrated curriculum for the classroom. Prerequisite<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 823 Models of Creative Thinking and Innovation<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

In this course, problem-solving and creative thinking are demonstrated, critiqued, and discussed. The strategies associated with creating thinking and innovation will be examined in a range of educational areas. Participants will reflect on their own cognitive processes. Connections will be made to national standards in education. Creativity and innovation will be analyzed through the creative person, process, product, and environment. Techniques for improving creative performance will be explored as they apply to a variety of environments and new innovations. Prerequisite<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 824 Diversity, Equity, and Inclusion in Educational Organizations<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course focuses on theoretical perspectives\u2014philosophical, social, and historical\u2014related to diversity, equity, and inclusion that are grounded in social justice, equity, tolerance, and anti-discrimination. There is an emphasis on leadership and change agency in schools and other organizations.\u00a0Prerequisite<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 826 Quantitative and Qualitative Applications of Educational Research<\/strong><\/span><\/td>\n\u00a0\u00a0 3\u00a0SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

The purpose of this course is to extend students\u2019 research skills to examine and apply the knowledge found in professional journals and other sources. These skills will be enhanced in the context of both quantitative and qualitative paradigms. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 860, ED 861, and ED 865.<\/span><\/p>\n<\/div>\n

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ED 860 Quantitative Methods Applied to Educational Research<\/strong><\/span><\/td>\n\u00a0\u00a0 3\u00a0SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course provides the basis for understanding, applying, and interpreting univariate statistics and multiple correlations in educational settings. The student will relate specific quantitative research questions and hypotheses to appropriate statistical procedures as well as analyze each procedure using appropriate software. Students will use data sets that apply directly to educational research. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 861 Qualitative Methods Applied to Educational Research<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course conveys the history and characteristics of qualitative methodology used in educational settings. A theoretical and practical examination of qualitative methods will include the use of action research as students gain experience in employing qualitative techniques and analyses. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 865 Introduction to Research<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course assists candidates in the development of skills and dispositions related to educational research. The purpose of this course is to introduce educational research and various research approaches common to the field of Instructional Leadership. Upon completing the course, candidates will be able to locate, understand, evaluate, and interpret qualitative and quantitative educational research and use these skills to identify possible culminating projects. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 866 Applied Educational Research<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course will provide distinctions between a dissertation and other forms of culminating projects for a doctoral experience. Candidates will explore specific tools such as qualitative software and specific ways to use qualitative and quantitative techniques to investigate a topic of interest. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program, completion of 42 credits in the EdD in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 867 Readings and Research<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Readings and Research provides doctoral students with the opportunity to engage in the study of practitioner and academic writings. Students will delve deeply into a topic of their choosing related to Instructional Leadership, Diversity, Equity, or Inclusion while they work on projects that enhance their comprehension and written abilities, across varied methodological approaches and source materials. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program, completion of 42 credits in the EdD in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 881 Dissertation Seminar 1<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Students will be guided through the research process as they complete their dissertation proposals, begin the literature review for their investigations and describe the methodologies necessary for their projects. In this seminar approach, students will work with their dissertation advisers both individually and in small groups. Prerequisite<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 860, ED 861 and ED 865; satisfactory completion of comprehensive exams.<\/span><\/p>\n\n\n\n
ED 882 Dissertation Seminar 2<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Students will defend their proposals and make the necessary arrangements to begin their investigations, by completing the review of the literature, obtaining consent from subjects and beginning the data-collection process. Students will work with their dissertation advisers both individually and in small groups. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 805, ED 860, ED 861, ED 865, and ED 881; satisfactory completion of comprehensive exams.<\/span><\/p>\n\n\n\n
ED 883 Dissertation Seminar 3<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Dissertation data collection and writing will commence. Students will work with their dissertation advisers both individually and in small groups. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 805, ED 860, ED 861, ED 865, ED 881, and ED 882; satisfactory completion of comprehensive exams.<\/span><\/p>\n\n\n\n
ED 884 Dissertation Seminar 4<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Dissertation research will be completed, and thesis writing will continue. Students will work with their dissertation advisers both individually and in small groups. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 805, ED 860, ED 861, ED 865, ED 881, ED 882, and ED 883; satisfactory completion of comprehensive exams.<\/span><\/p>\n\n\n\n
ED 885 Dissertation Seminar 5<\/strong><\/span><\/td>\n\u00a0\u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Students will complete their research and writing. They will also prepare to defend their investigations. Students will work with their dissertation advisers both individually and in small groups. Candidates will also prepare future presentations and publications. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program; ED 804, ED 805, ED 860, ED 861, ED 865, ED 881, ED 882, ED 883, and ED 884; satisfactory completion of comprehensive exams.<\/span><\/p>\n\n\n\n
ED 886 Continuing Research<\/strong><\/span><\/td>\n\u00a0\u00a0\u00a0 0-6 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Course description varies with the needs of the students. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program and written permission of the primary adviser and program coordinator. Registration through the\u00a0Office of Graduate\u00a0Admissions is required.<\/span><\/p>\n\n\n\n
ED 898 Faculty-Developed Study<\/strong><\/span><\/td>\n\u00a0\u00a0\u00a0 1-6 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Course description varies with the needs of the program and\/or its students. Prerequisite<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n\n\n\n
ED 899 Student-Developed Study<\/strong><\/span><\/td>\n\u00a0\u00a0 1-6 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Course description varies with the needs of the program and\/or its students. Prerequisites<\/em>: Aceptance into the Doctor of Education in Instructional Leadership program and written permission of the faculty sponsor and program coordinator. Registration through the Office of Graduate Admissions is required.<\/span><\/p>\n<\/div>\n

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ED 991 Culminating Project\/Dissertation 1<\/strong><\/span><\/td>\n\u00a0 \u00a03 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course serves as the first course for the culminating project\/dissertation for the Doctor of Education Degree in Instructional Leadership. Candidates will utilize research skills and content knowledge in an innovative way to develop a project\/dissertation specific to their interests. Projects\/dissertations may be developed through an exploration that identifies educational or leadership challenges and seeks remedies or offers recommendations for improvement. All topics must be approved by the advisor and include documentation of planning, design, and description of execution of the culminating project\/dissertation. This course is required to complete graduation requirements. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program, 48 SH of coursework in the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n<\/div>\n

\n\n\n\n
ED 992 Culminating Project\/Dissertation 2<\/strong><\/span><\/td>\n\u00a0 \u00a0 3 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course serves as the second course for the culminating project\/dissertation for the Doctor of Education Degree in Instructional Leadership. Candidates will utilize research skills and content knowledge in an innovative way to develop a project\/dissertation specific to their interests. Projects\/dissertations may be developed through an exploration that identifies educational or leadership challenges and seeks remedies or offers recommendations for improvement. All procedures must be approved by the advisor and include documentation of planning, design, and description of execution of the culminating project\/dissertation. This course is required to complete graduation requirements. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program, 48 SH of coursework in the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n<\/div>\n

\n\n\n\n
ED 993 Culminating Project\/Dissertation 3<\/strong><\/span><\/td>\n\u00a0 \u00a03 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course serves as the third course for the culminating project\/dissertation for the Doctor of Education Degree in Instructional Leadership. Candidates will utilize research skills and content knowledge in an innovative way to develop a project\/dissertation specific to their interests. Projects\/dissertations may be developed through an exploration that identifies educational or leadership challenges and seeks remedies or offers recommendations for improvement. All procedures must be approved by the advisor and include documentation of planning, design, and description of execution of the culminating project\/dissertation. This course is required to complete graduation requirements. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program, 54 SH of coursework in the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n<\/div>\n

\n\n\n\n
ED 994 Culminating Project\/Dissertation 4<\/strong><\/span><\/td>\n\u00a0 \u00a03 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This course serves as the fourth course for the culminating project\/dissertation for the Doctor of Education Degree in Instructional Leadership. Candidates will utilize research skills and content knowledge in an innovative way to develop a project\/dissertation specific to their interests. Projects\/dissertations may be developed through an exploration that identifies educational or leadership challenges and seeks remedies or offers recommendations for improvement. All procedures must be approved by the advisor and include documentation of planning, design, and description of execution of the culminating project\/dissertation. This course is required to complete graduation requirements. Prerequisites<\/em>: Acceptance into the Doctor of Education in Instructional Leadership program, 54 SH of coursework in the Doctor of Education in Instructional Leadership program.<\/span><\/p>\n<\/div>\n\n\n\n\n
Doctor of Education in Instructional Leadership: Areas of Specialization – 092 Certificate <\/strong><\/span><\/td>\n<\/td>\n<\/tr>\n
ED 660 Internship and Seminar in Educational Leadership:\u00a0 Theory, Research, and Practice I <\/strong><\/span><\/td>\n\u00a0\u00a0\u00a0\u00a03 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This is part I of a supervised administrative internship and accompanying seminar in an organizational setting where interns apply strategic, instructional, organizational, and contextual leadership skills. Students initiate an action plan and professional portfolio. In addition to the seminar requirements, each candidate will be working on-site with an administrative mentor under the supervision of a member of CCSU\u2019s\/WCSU\u2019s faculty, who will be the university supervisor. The internship, parts I and II, will extend over two semesters. All candidates are required to log a requisite number of hours each semester as specified by the Educational Leadership Constituent Council and are required to complete school-based activities, as well as district-based activities. Prerequisite<\/em>: acceptance into the Doctor of Education in Instructional Leadership program and the Certificate for Intermediate Administration or Supervision program (Endorsement 092).<\/span><\/p>\n\n\n\n
ED 665 Internship and Seminar in Educational Leadership: Theory, Research, and Practice II<\/strong><\/span><\/td>\n\u00a0\u00a0\u00a03 SH<\/strong><\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

This is part II of a supervised administrative internship and accompanying seminar in an organizational setting where interns apply strategic, instructional, organizational, and contextual leadership skills. Students initiate an action plan and professional portfolio. In addition to the seminar requirements, each candidate will be working on-site with an administrative mentor under the supervision of a member of CCSU\u2019s\/WCSU\u2019s faculty, who will be the university supervisor. The internship, parts I and II, will extend over two semesters. All candidates are required to log a requisite number of hours each semester as specified by the Educational Leadership Constituent Council and are required to complete school-based activities as well as district-based activities. Prerequisites<\/em>: acceptance into the Doctor of Education in Instructional Leadership program, the Certificate for Intermediate Administration or Supervision program (Endorsement 092), and completion of ED 660.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

ED 800 Foundations of Instructional Leadership \u00a0\u00a0 3 SH This course will prepare classroom practitioners to identify and apply ethical and professional constructs of leadership to affect change. Topics include the history, philosophy, and social psychology of instructional leadership and …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-2529","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/catalogs.wcsu.edu\/grad\/wp-json\/wp\/v2\/pages\/2529","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/catalogs.wcsu.edu\/grad\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/catalogs.wcsu.edu\/grad\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/catalogs.wcsu.edu\/grad\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/catalogs.wcsu.edu\/grad\/wp-json\/wp\/v2\/comments?post=2529"}],"version-history":[{"count":0,"href":"https:\/\/catalogs.wcsu.edu\/grad\/wp-json\/wp\/v2\/pages\/2529\/revisions"}],"wp:attachment":[{"href":"https:\/\/catalogs.wcsu.edu\/grad\/wp-json\/wp\/v2\/media?parent=2529"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}