2016-2017 Academic Catalog 
    
    Aug 20, 2019  
2016-2017 Academic Catalog [Archived Catalog]

Courses


Undergraduate Prerequisites Course Numbering
A “C-” or higher is required in all prerequisite courses 100-299 - Lower division undergraduate
  300-499 - Upper division undergraduate
  500-699 - Graduate
Search Tip 700-799 - Doctoral
Use the asterisk (*) key as a wild card.
Example: Select “Prefix” NURS and enter 6* in the “Code or Number” field to return all Nursing courses at the 600 level.

 

 
  
  •  

    EDHL 712 - Essentials of Focus Group Design, Delivery, and Analysis


    Credits: One (1)
    Learn how to develop, organize, moderate and analyze data from focus groups.
  
  •  

    EDHL 713 - Program Evaluation


    Credits: One (1)
    Program evaluation is a critical part of performance and accountability. In this course students will have an overview of the program evaluation process. 
  
  •  

    EDHL 725 - Competency Education


    Credits: One (1)
    This emerging trend discussion will include portfolio development, use of competency based education in degree programs and MOOCs.
  
  •  

    EDHL 726 - Online Learning


    Credits: One (1)
    This course explores how learning theories inform the design and delivery of an online course.  Students will examine traditional learning theories and emerging online theories, considering implications for educators and higher education leaders. 
  
  •  

    EDHL 727 - Teaching with Mobile Apps


    Credits: One (1)
    Discover ideas for how to use apps to increase student learning and to better utilize emerging technologies in course design and delivery.
  
  •  

    EDHL 750 - Reflective Leadership Practice and Inquiry


    Credits: Three (3)
    This course introduces students to historical and contemporary foundations of higher education with specific focus on ethical leadership and reflective practice. Students will be introduced to educational inquiry and build knowledge and skills in academic research and writing. 
  
  •  

    EDHL 751 - The College Student Experience


    Credits: Three (3)
    Students will become familiar with higher education leadership from the perspective of the student experience through study of student development theory, student services, student engagement, and through application of theory to practice in student affairs. 
  
  •  

    EDHL 752 - Leadership in Higher Education


    Credits: Three (3)
    This course provides a general overview of various aspects of leadership in higher education including theories, multiple frames approach, strategic planning, and various decision-making models.  
  
  •  

    EDHL 753 - Educational Research Methods


    Credits: Three (3)
    Students will be able to identify educational research methodologies and methods and understand the importance of research design and paradigms.
  
  •  

    EDHL 754 - The Competitive Context of Higher Education


    Credits: Three (3)
    The context of higher education is an increasingly complex and increasingly competitive environment. This course discusses the contemporary and future roles of enrollment management, the nature and scope of institutions in higher education, and constituency engagement.
  
  •  

    EDHL 755 - Research Residency 1


    Credits: Three (3)
    Students will be immersed in dissertation research and writing through workshops, presentations and critique groups. 
  
  •  

    EDHL 756 - The Academic Community


    Credits: Three (3)
    In this comprehensive course students will develop strategies and leadership skills that will enable them to lead in an academic environment. Topics will include academic structure, governance, faculty tenure, emerging roles of faculty, and unions. Students will identify leadership roles in academic planning and curriculum development and will identify current and emerging issues in the academic environment in higher education.
  
  •  

    EDHL 757 - Organizational Leadership In Higher Education


    Credits: Three (3)
    Understanding the context of higher education prepares future leaders to confront most any issue if they have a grasp of organizational theory in higher education, power, conflict and crisis management, and organizational behavior.
  
  •  

    EDHL 758 - Understanding Data and Analysis


    Credits: Three (3)
    This course focuses on understanding the analysis of qualitative and quantitative data. Students will have the opportunity to learn different forms of analysis but can concentrate on the most appropriate type for their own study. Writing results and conclusions for a research study will also be discussed. 
  
  •  

    EDHL 759 - Strategic Change and Innovation


    Credits: Three (3)
    Higher education is constantly evolving and changing. Future leaders must be prepared to understand, manage and implement change. This course focuses on change models, barriers and resistance to change, innovation and the future of higher education. Students will be exposed to the concept of design thinking as a tool for innovation in higher education. 
  
  •  

    EDHL 760 - Research Residency II


    Credits: Three (3)
    The second residency includes presentations and workshops for advanced research and writing. 
  
  •  

    EDHL 761 - Performance And Accountability


    Credits: Three (3)
    Leaders now and in the foreseeable future are held to many types of performance and accountability measures from different external and internal forces. This course discusses the role of assessment and data for decision-making, accreditation, and the basics of financial management. 
  
  •  

    EDHL 762 - Leading in a Complex Environment


    Credits: Three (3)
    This course provides an overview of the key policy and legal issues in public and private higher education. Students will learn how policy, legal, and finance intersect and are integrated to solve complex problems. 
  
  •  

    EDHL 763 - Dissertation Research And Writing


    Credits: Three (3)
    This  course focuses on completion of the research, writing, revisions and editing of all parts of the dissertation.
    Note: This course is assessed as Pass/No Pass
  
  •  

    EDHL 764 - Portfolio and Oral Defense


    Credits: Three (3)
    This final course is to review and defend the comprehensive portfolio through a professional conversation and an oral presentation.
  
  •  

    EDHL 790 - Dissertation Proposal


    Credits: Zero (0)
    Prerequisite: EDHL 750, 751, 753 & 755
    Each student will complete a proposal of the research study including the research idea, statement of the problem, its background and significance, a review of the literature, and a proposed methodology and research design to address the problem of practice in higher education leadership to be addressed in the study. The proposal must be approved by the end of semester 4 and the student must receive a grade of P indicating approval of the proposal by the student’s faculty advisor/dissertation chair and program faculty members.
  
  •  

    EDHL 791 - Dissertation Defense


    Credits: Zero (0)
    Prerequisite: All required program coursework, EDHL 764 and EDHL 790

    Each student will prepare a formal presentation and orally defend the dissertation of practice. The EdD program is complete when the student’s dissertation chair, program faculty members, and program director give approval. Prerequisites: all required program coursework, EDHL 764 and EDHL 790.

  
  •  

    EDL 601 - Knowing Yourself as Educational Leader


    Credits: Three (3)
    Corequisite: EDL-605

    This course explores the nature of leadership, values-based leadership, the role of leader as change agent, and the ethics of leadership. A focus on the importance of creating a learning organization informs students of the importance of personal mastery, team learning, mental models, shared vision and systems thinking. Students explore their own leadership styles and are taught how to analyze their own organizations, compare them to current models of learning organizations and communities, and work with others to build collective vision.
  
  •  

    EDL 602 - Internship


    Credits: Three (3)
    The internship places the student in a position to integrate issues/content/skills from all coursework into a practical experience in public schools. The student works closely with a certified administrator mentor at the appropriate school level. In particular, this experience ensures that the student will have broad opportunities to use the maximum number of leadership skills learned throughout the program.
    Note: The internship experience may be an intensive experience during summers or in a supervised internship during the entire calendar year.
  
  •  

    EDL 603 - Staff Observation and Performance-Based Evaluation


    Credits: Three (3)
    Prerequisite: EDL-601
    Corequisite: EDL-611

    Sudents will learn and apply principles of staff evaluation including coaching, counseling, mutual goal setting, effective communication, data gathering, conflict resolution and listening. The candidate will examine current research on what constitutes good teaching, practice observing and conferencing with teachers, and create and practice trait-based interviewing. Participation in mentored evaluation exercises will emphasize effective dialogue and interventions, and successful interactions.
    Note: Evaluation of certified teachers and support staff will be emphasized.
  
  •  

    EDL 604 - Issues Seminars


    Credits: Three (3)
    Prerequisite: EDL-601
    Issues seminars are designed by the faculty and students with the express purpose of meeting defined needs, providing new information, and augmenting identified areas of further development and/or areas of deficiency based on the needs assessment of the cohort. They also can serve as continuing learning experiences for practicing administrators and program graduates in the immediate area
  
  •  

    EDL 605 - Improving Student Achievement


    Credits: Three (3)
    Corequisite: EDL-601

    This course focuses on developing skills of building level leaders to champion and facilitate the work of teacher teams to ensure the success of all students in the school. Development and analysis of curriculum goals and essential outcomes, best practices in instruction, as well as the development and appropriate use of quality assessment instruments form the framework of the course. The course will also explore national trends in curriculum, instruction and assessment, and will explore effective intervention strategies for enhancing student achievement.
  
  •  

    EDL 606 - Organizational Leadership in Schools


    Credits: 3
    Corequisite: EDL 658

    This course is designed to be an overview of the theory and the practical components of leading organizations with specific emphasis on schools and school districts. Candidates will examine their own leadership skills and attributes and those associated with effective leadership. An introduction to systems thinking will allow candidates to understand that schools and school districts, as examples of all organizations, are living, dynamic entities and how that reality impacts leadership practice. Special attention will be placed on understanding change and leading change. Finally, each candidate will begin an Internship by selecting a mentor, preparing an Internship Proposal, and starting to acquire hours for that Internship.
  
  •  

    EDL 611 - The Principalship: Elementary, Middle School and High School


    Credits: Three (3)
    Prerequisite: EDL-601
    Corequisite: EDL-603

    Primary emphasis will be placed on the idea that the school exists as a true learning community whereby the principal serves as a facilitator/servant leader in creating a climate of shared vision, decision-making, and responsibility for an organization devoted to learning for all students. Specific issues related to elementary, middle, and high school levels will be explored.  Students need to integrate all aspects of the principalship so that a leader is prepared to be collaborative, reflective, inquiry- oriented, database driven, student-focused and goal-directed, not only for the school, but for the community around it. The role of the principal, in light of all previous coursework, will be explored. Students will explore curriculum, instruction, organizational development, assessment, staff development, organizational staffing and scheduling, vocational and special education, and other forces that influence the role of the educational leader in the school.
  
  •  

    EDL 612 - Understanding Groups and Organizations


    Credits: Three (3)
    Prerequisite: EDL-601
    Corequisite: EDL-613

    Students are introduced to the major concepts in organizational development and organizational behavior using the school as the operant model, focusing on understanding organizations as artifacts of the larger society. The class also incorporates the study of how the interaction of individuals within an organization contributes to its overall growth and development. Students explore the fundamental concepts of human relations while developing basic skills and effective techniques in understanding and managing group dynamics. The class provides opportunities for students to engage in reflective learning activities and reading in the areas of group process, building highly effective groups, developing cooperative interdependence in groups, vision building, effective communications, listening skills, conflict management and resolution, and effective communications between school and community.
  
  •  

    EDL 613 - Understanding Environments: Legal,Social, Financial and Political


    Credits: Three (3)
    Corequisite: EDL-612

    This course is an integrated approach to examining the external environment in which schools exist. As a systems approach to studying schools and their environments are inseparable and interactive, the course offers prospective school leaders with the basic knowledge of the legal, social, financial, and political realities in which their school will operate. Emphasis in the course is upon acquiring an understanding of the legal process and its’ ramifications, the fiscal responsibilities associated with being a principal, and the effects of decisions in the school on the community’s social and political environment.
  
  •  

    EDL 619 - Using Inquiry


    Credits: Three (3)
    Prerequisite: EDL-601
    Corequisite: EDL-658

    This course is designed to provide students with the opportunity to use the action research model to evaluate the results of educational research for use in a variety of educational settings. Students will investigate the basic nature of educational research, along with pertinent methods of data collection and analysis. Students will leave the course comfortable with the reading of research and the production of an inquiry project. The major project for this class will be to complete the first two chapters of the final Capstone Experience
  
  •  

    EDL 658 - Framing Issues: Using Data in Decision-Making and Curriculum Decisions


    Credits: Three (3)
    Prerequisite: EDL-601
    Corequisite: EDL-619

    Learning how to collect, interpret and act upon data is essential for today’s administrator. This course examines the concepts of data management and data analysis. Case-based study of the formulation of action plans and decision making and policy formulation using data are emphasized, attending to the leader’s role in developing curriculum and supporting instruction.
  
  •  

    EDL 696 - Independent Study


    Credits: One (1) to Three (3)
  
  •  

    EDL 699 - Capstone-EDL


    Credits: Three (3) to Six (6)
    Prerequisite: EDL-619
    The EDL Capstone provides an opportunity for students to continue to complete chapters three and four of the research project started in EDL 619. Students will have already completed the initial research work on chapters one and two. This project provides an opportunity to analyze and reflect on one specific issue or problem related to Educational Administration. The Capstone involves a significant amount of independent work with the input and supervision of the Capstone instructor.
  
  •  

    EDL 710 - Developing Myself as a Leader


    Credits: Three (3)
    Effectively leading others requires: a well-developed personal belief system, understanding the basic principles of leadership, full knowledge of one’s leadership strengths and areas for development, and how teams are created for success.In this course, each of those requirements will be explored and analyzed through readings, self-study instruments, analysis of current leaders, study of systems thinking, and simulation.The ethics of leadership will also be examined.The candidate will create his/her own personal leadership growth plan that will tie together the remaining six semesters of the program.
  
  •  

    EDL 711 - Introduction to Action Research


    Credits: Three (3)
    Corequisite: EDL-710

    Teacher leaders must be able to critically interpret the research that they read in the professional literature as well as understand what research is necessary to promote k-12 student learning in their role. The current paradigm of “scientifically based research” changes the lenses through which educational research is being viewed.At the same time meaningful inquiry, through local projects (school or district wide) can produce extremely valuable information.In this course, candidates will examine research that informs and improves individual schools. Particular emphasis will be placed upon research related to student achievement and school improvement, including “Action Research”.This introductory course is designed to be the first in a series of three courses (EDL 711, EDL 712, and EDL 721) to guide the student through the process of developing and writing the final Capstone project. Candidates will review the methods of educational research and examine research that informs and improves individual schools. Using the action research model, particular emphasis will be placed upon research related to student achievement and school improvement. The guidelines for Research on Human subjects for each candidate’s district will be studied for their implications on the ability to do research and protect students throughout the processes. Chapters 1 andamp; 2 of the Capstone will be completed this semester.
  
  •  

    EDL 712 - Advanced Research For Teacher Leaders


    Credits: Three (3)
    Prerequisite: EDL-711
    Teacher leaders, both at the school and district levels, must be able to analyze complex research questions and data collections.As a continuation of Introduction to Action Research, this doctoral level research course will focus upon a rigorous, in-depth study of research design and implementation.The goal of this course will be to research and compose the Methodology (chapter three) for the final Capstone project. Students will understand the Institutional Review Board (IRB) process and have filed the appropriate forms for IRB approval. Students will have all surveys and forms ready to collect data and have started the process of collecting data pertinent to evaluate one’s capstone project. Statistical analysis using appropriate software for complex research with considerations of reliability and validity will be studied, as well as the scope of conclusions from research.The candidate will conceptualize his/her own research that culminates in the capstone experience.The major project for this class will be to complete chapter three and prepare to write chapters four and five.
  
  •  

    EDL 713 - Practicum in Teacher Leadership


    Credits: Three (3)
    Prerequisite: EDL-710
    Under the direction of a mentor, chosen in tandem with the candidate’s school district and the Maryville advisor, the candidate will begin an in-depth and extended practical experience with the area of teacher leadership of focus.This experience should consist of a minimum of 150 hours (open for discussion) to develop a particular and transferable expertise.The final product will be in part the development of an “institute” to be conducted in the second summer, free of charge, in the candidate’s district, for teachers in that area of concentration.
  
  •  

    EDL 714 - Understanding Systems Thinking and the Change Process


    Credits: Three (3)
    Prerequisite: EDL-710
    This course focuses on the comprehensive development of the Teacher Leader Standards and Program Theme Two: developing leaders who are change agents, and who are capable of both initiating positive change and sustaining change through sound organizational skills and an orientation toward collaborative decision making.A focus on the importance of creating a learning organization informs students of the importance of personal mastery, team learning, mental models, shared vision and systems thinking. Emphasis will be given to acquiring the knowledge, dispositions and skills enabling candidates to design and lead professional development opportunities. Readings and interviews will target the analysis and application of successful change efforts.
  
  •  

    EDL 715 - Adult Learning and Professional Development


    Credits: Three (3)
    Prerequisite: EDL-710
    This course will explore the characteristics of adult learners and their unique needs. Current research and best practices in adult learning will inform the activities and discussions in this course. Candidates will be asked to design meaningful professional development opportunities focused on the particular needs of their individual schools and/or districts. These designs will be used as the bases for summer professional develop institutes that will be presented either on the Maryville campus or in the candidates’ local school districts.
  
  •  

    EDL 716 - Curriculum Design and Development


    Credits: Three (3)
    Prerequisite: EDL-710
    Teacher leaders must be well versed in the theories and contexts that govern curriculum development and implementation to ensure the highest quality curriculum to guide instruction. This course will explore the curriculum development process from an historical perspective to build a foundation for understanding how curriculum and instructional practices have evolved over time. The development of a guaranteed and viable curriculum, based on the Common Core Standards, that maximizes students’ achievement of performance standards will be emphasized as instructional strategies and assumptions guiding teachers’ choices in curriculum and instruction are examined. The role of assessment as integral to determining the needs and setting priorities will also be a major component of the course. Good principles of staff development will also be explored to allow the teacher leader to build a collaborative community of professionals within his or her school to review and modify the instructional programs as needed.
  
  •  

    EDL 717 - Assessment Literacy and Data Analysis for Teacher Leaders


    Credits: Three (3)
    Prerequisite: EDL-710
    With accountability legislation and mandates to show consistent improvement on standardized test scores, teacher leaders must understand how to develop and implement quality balanced systems of assessment. This understanding is critical if teachers are to leverage the power of assessment not only to provide timely information regarding student achievement (i.e. assessment of learning), but also to enhance student learning (i.e. assessment for learning).Teacher leaders must also have a working knowledge of the concepts and practical tools of data analysis, the multiple measures of data and their interactions, the tools to derive data, and the knowledge of how to use that data to improve learning. Throughout the course, the candidate will concentrate on:

    • Improving existing systems of assessment within his/her school/district
    • Understanding the data team process and how to facilitate this process with teachers in his/her school/district
    • Designing professional development opportunities to help teachers build their understanding of how to develop and use assessments

  
  •  

    EDL 718 - Leading Professional Development Institutes


    Credits: Three (3)
    Prerequisite: EDL-715
    Candidates in this program will be pursuing career specialties that require the application of their newly acquired knowledge and skills to practice.Individual candidates or small groups of candidates will be expected to design and implement an instructional workshop of three to five days duration in their area of specialization for current teachers or Maryville teacher candidates.The institutes will be free to participants and are to be held at Maryville University or at a site selected in partnership with a local school district.The institutes are designed to be presented during the summer of the candidates’ second program year.Partner school districts must be included in the design of these institutes.
  
  •  

    EDL 719 - Coaching and Facilitation for Teacher Leaders


    Credits: Three (3)
    Prerequisite: EDL-710
    One of the primary roles of a teacher leader is to serve as an instructional coach to assist teachers in the continuous improvement of their craft. This course focuses on the essential skills that instructional coaches need, including building a climate of trust, modeling best practices, observing teachers and facilitating reflective conversations using the Cognitive Coaching Model. Candidates will also explore some of the common obstacles faced by instructional coaches and how these obstacles may be overcome.
  
  •  

    EDL 720 - Strategies For Teacher Leadership I


    Credits: Two (2)
    Prerequisite: EDL-710
    Candidates will select modules from a variety of offerings intended to give in-depth learning and experience in areas of special interest.Experts in the topics will serve as adjunct professors for these intense exposures to specific content.Reflection and application will be the key assessment features for each module.The modules are created to build upon and enhance the strategies required for the candidate to perform the leadership position being trained for and desired.Possible module topics include, but are not limited to: cognitive coaching, adult learners, teaching how to teach, RTI, Understanding by Design, learning walks, specific content instruction, character education, assessment literacy, adaptive schools, data teams, etc.
  
  •  

    EDL 721 - Strategies For Teacher Leadership II - School Law


    Credits: 3
    Candidates will be introduced to major topics in school law including school and state, school and students, teachers and the law, desegragtion, IDEA, FERPA, and other issues impacting school operations.
  
  •  

    EDL 722 - Strategies For Teacher Leadership III - School Finance


    Credits: 3
    Candidates will be introduced to the basic financial operations of public schools at the building and district levels.
  
  •  

    EDL 723 - Issues in Moral Leadership


    Credits: Three (3)
    Prerequisite: EDL-710
    Teacher Leaders will examine social, political, and critical moral issues of the day through the lens of the knowledge gained in the first six semesters. A variety of protocols for professional conversation and systems thinking tools will be used to stimulate in-depth dialogue and discussion regarding current issues in education. Selected texts, current articles from newspapers, journals and other appropriate sources, as chosen by the cohort, may be used as well. The final individual product will be a re-examination of each candidate’s This I Believe statement.
  
  •  

    EDL 724 - Capstone and Culminating Experience


    Credits: Three (3)
    Prerequisite: EDL-712
    This course is the culminating experience of the Ed.D. program and will bring into play the recurring elements and themes developed over the seven-semester program. The candidates will, through the use of the Teacher Leader Standards, illustrate with documentation and reflections on projects, class assignments, and materials generated in their daily job, the growth experienced throughout the program. The candidate will complete with the help of their advisor, including:

    · All parts of the Capstone project and have the final product approved by the Capstone instructor.

    · A presentation of the final Capstone to the cohort of peers

    · Conduct a final conversation, led by the candidate, with Maryville faculty and guests covering the growth during the program.

    · Complete the Comprehensive Process Reflection

  
  •  

    EDL 730 - Renew/Re-Examine Yourself As An Educational Leader


    Credits: Three (3)

    In this course, each candidate will engage in an extensive self-examination with respect to leadership skills, styles, and dispositions to guide the candidate in developing the initial draft of a personal leadership growth plan. A series of contemporary readings about effective leadership from both inside and outside education will help define and support the three themes of our program. Candidates will begin the key program components: the portfolio, personal leadership growth plans, internship and capstone project.
  
  •  

    EDL 731 - Introduction to Research


    Credits: Three (3)
    This course is designed to be the first in a series of three courses (EDL 731, EDL 735, and EDL 744) to guide the student through the process of developing and writing the final Capstone project. Candidates will review the methods of educational research and examine research that informs and improves individual schools, organizations and universities. Using the action research model, particular emphasis will be placed upon research related to organizational, school, college or university improvement.
  
  •  

    EDL 732 - Skills for Data-Driven Leadership


    Credits: Three (3)
    This course will develop a working knowledge of the concepts and practical tools of data analysis, how to effectively derive and interpret data from multiple sources, and how to use this data to improve higher education systems and student learning. The candidate will concentrate on obtaining and interpreting relevant data to evaluate and improve higher education programs, faculty, and staff. Accreditation and accountability measures will be reviewed and analyzed. Legal issues in higher education and schooling will be explored.
  
  •  

    EDL 733 - Understanding Change Process


    Credits: Three (3)
    This course focuses on the comprehensive development of Program Theme Two: developing leaders who are change agents, and who are capable of both initiating positive change and sustaining change through sound organizational skills and an orientation toward collaborative decision making. Emphasis will be given to acquiring the knowledge, dispositions and skills to effectively lead change efforts to accomplish substantive school and university improvement. Reform models in the history, philosophy and sociology of higher education will be explored.
  
  •  

    EDL 734 - Curriculum, Instruction, and Assessment


    Credits: Three (3)
    The course will provide students with the knowledge and understanding of curriculum design, development, and change in higher education. Co-curricular and learning-centered practices will be explored. A focus on the Scholarship of Teaching and Learning will assist students in developing a focus on teaching for understanding. Candidates will engage in collaborative discussions and project development designed to foster deeper understanding of curriculum, instruction and assessment and to develop effective leadership skills to guide continuous improvement of student learning.
  
  •  

    EDL 735 - Advanced Research For Leaders


    Credits: Two (2)
    The goal of this course will be to research and compose the (Methodology) for the final Capstone project. Students will understand the Institutional Review Board (IRB) process and have filed the appropriate forms for IRB approval. Students will have all surveys and forms ready to collect data and have started the process of collecting data pertinent to evaluate one’s Capstone project. Statistical analysis using appropriate software for complex research with considerations of reliability and validity will be studied.
  
  •  

    EDL 737 - Student Development, Student Service, Student Retention


    Credits: Three (3)
    Historical overview of student development theory, student life, research and literature relating to contemporary college students and student services. In addition this course introduces students to relevant research, theory, and practice related to college student retention and persistence. Students explore cultural, institutional, and individual factors that may impact college student persistence and critically examine theories attempting to explain why students leave college. Effective retention practices, programs, and assessment procedures are also identified and examined.
  
  •  

    EDL 738 - Policy Making and Leadership in Higher Education


    Credits: Three (3)
    This course provides an overview of the missions, governance, and organizational structures of American higher education institutions. The unique system of governance in higher education is explored, including administrative roles, responsibilities, and leadership issues for administrators, faculty and staff. Institutional, system, state, and federal governing mechanisms as they relate to each other are also explored. At all levels, the effective higher education leader will understand the interplay of historical legacy, public policy, internal and external organizational and governing structures, and individual roles, and how to navigate these areas to effect sound decision making that supports academic integrity while addressing the needs of higher education as a business entity.
  
  •  

    EDL 739 - Advanced Internship


    Credits: Three (3)
    This experience is intended to integrate the knowledge and skills gained in coursework, from a organization-wide perspective, with the daily challenges of leadership. The internship experience, to be completed over the entire Ed.D program, involves the candidate working directly with organization administrative leaders representing the various key aspects of college and university operations and governance. The candidate is expected to work within one major area of concentration related to his/her career goals, with additional experiences occurring in 3-5 other areas of higher education.
  
  •  

    EDL 740 - Legal and Financial Management


    Credits: Three (3)
    This course focuses on the development of knowledge and skills associated with basic legal theory, financial planning, budgeting, and financial reporting necessary for the analysis of complex problems likely to occur in the administration of higher education. Topics include due process and equal protection, privacy and openness, health and safety, tenure and academic freedom, contractual obligations as well as understanding the impact of the local and global economy on various revenue sources such as state and federal budgets/educational appropriations, federal and private grants, student aid, individual capacity and philanthropy, and institutional investments.
  
  •  

    EDL 742 - Student Affairs Profession in Higher Education


    Credits: Three (3)
    This course provides an introduction to the college student affairs profession. Special attention is focused on historical and philosophical foundations, organizational structures, professional roles, functions, and services, as well as challenges, opportunities, and issues faced by professional staff. Students will be able to describe factors contributing to America’s diverse system of higher education and its impact on the design and delivery of student affairs programs and services.
  
  •  

    EDL 743 - Issues in Moral Leadership


    Credits: Three (3)
    This course addresses basic ethical principles and methods for making ethical decisions within context of administration, faculty and student life moral problems. It provides the opportunity for students to closely explore the dynamics of oppression at the individual, institutional, and socio-cultural levels and the resulting impact on higher education. Overview of social justice issues as they affect higher education. This course examines the social and political context of U.S. education and provides an analysis of schooling, cultural politics, and global influences that inform current practices and structures of the higher education system. Central to this course is the development of a critical understanding of topics related to meritocracy, stratification, diversity, and decentralization in higher education.
  
  •  

    EDL 744 - Capstone and Final Internship


    Credits: Three (3)
    This course is the culminating experience of the Ed.D program and will bring into play the recurring elements and themes developed over the seven-semester program. The candidate will, with the help of their advisor, complete all parts of the Capstone project and have satisfied the internship and portfolio requirements. The final activity will be a discussion, led by the candidate, with selected Maryville faculty and peers covering the findings of the Capstone project and a reflection of the completed internship activity.
  
  •  

    EDL 747 - Enrollment Management in Higher Education


    Credits: Three (3)
    This course provides an opportunity for students to understand enrollment management as a concept and as a process starting at the prospective student’s first contact with or exposure to the university, through the student’s graduation. The course provides an overview of how enrollment management enables a university to meet its mission; how it can helps retain students and keep them committed to their educational goals; and how organizational structure can work synergistically to enhance the enrollment management process. Students will also explore how financial aid affects enrollment management; the use of technology applications; the use of research data to drive and attain enrollment goals; basic marketing considerations; and strategic enrollment management planning.
  
  •  

    EDL 748 - American Community Colleges


    Credits: Three (3)
    This course will provide an understanding of these complex and dynamic institutions; their evolution, contributions, challenges and concerns they face, governance structure, services, curricula, leadership and their future.
  
  •  

    EDL 751 - Advanced School District Finance


    Credits: Three (3)
    Advanced Finance offers interested students an opportunity to delve deeply into the major aspects of school district finance. This course is designed for the student who will have primary responsibility for planning, preparing, implementing, and over- seeing a district budget either as superintendent or chief financial officer. Laws and regulations, both federal and Missouri, related to district finances will be examined. Bond issues and tax levies will be studied as well from the inception of a campaign to the retirement of the bonds. The objective of this course is to prepare candidates to assume the fiduciary responsibilities of a school district upon selection as superintendent.
  
  •  

    EDL 760 - Renew/Re-Examine Yourself As Educ Leader


    Credits: Three (3)
    In this course, each candidate will engage in an extensive self-examination with respect to leadership skills, styles, dispositions, and ethical decision-making to guide the candidate in developing the initial draft of a personal leadership growth plan. A series of contemporary readings about effective leadership from both inside and outside education will help define and support the three themes of our program.Program components including the portfolio and internship will be introduced.The course concludes with a district level problem solving exercise using system thinking.
  
  •  

    EDL 761 - Introduction to Action Research


    Credits: Three (3)
    This course is designed to be the first in a series of three courses (EDL 761, EDL 765, and EDL 774) to guide the student through the process of developing and writing the final Capstone project. Candidates will review the methods of educational research and examine research that informs and improves individual schools. Using the action research model, particular emphasis will be placed upon research related to student achievement and school improvement. Chapters 1 andamp; 2 of the Capstone will be completed this semester.
  
  •  

    EDL 762 - Skills for Data-Driven Leadership


    Credits: Three (3)
    This course will explore the tenants of systems thinking as the framework for developing a working knowledge of the concepts and practical tools of data analysis within a school district. Candidates will practice gathering and interpreting data from multiple sources as a foundation for making district level decisions to improve procedures for curriculum development and implementation, increase achievement for underachieving segments of the district’s population, and inform decision making throughout the comprehensive school improvement planning process.
  
  •  

    EDL 763 - Understanding the Change Process


    Credits: Three (3)
    This course focuses on the comprehensive development of Program Theme Two: developing leaders who are change agents, and who are capable of both initiating positive change and sustaining change through sound organizational skills and an orientation toward collaborative decision making. Throughout this course, emphasis will be given to acquiring the knowledge, dispositions and skills to effectively lead change efforts to accomplish substantive school improvement. Readings and interviews will focus upon contemporary change agents and processes..
  
  •  

    EDL 764 - Curriculum, Instruction, and Assessment


    Credits: Three (3)
    The course will focus on the analysis and critique of the curriculum development process, examination of research-based instructional practices, and the analysis and critique of assessment systems. Historical practices and trends in curriculum development over the past century will be explored to enhance understanding of the internal and external factors that influence curricular decisions within a school district. Candidates will engage in collaborative discussions and project development designed to foster deeper understanding of curriculum, instruction and assessment and to develop effective leadership skills to guide continuous improvement of student learning.
  
  •  

    EDL 765 - Advanced Research For School Leaders


    Credits: Three (3)
    The goal of this course will be to research and compose the methodology (chapter three) for the final Capstone project. Students will understand the Institutional Review Board (IRB) process and have filed the appropriate forms for IRB approval. Students will have all surveys and forms ready to collect data and have started the process of collecting data pertinent to evaluate one’s Capstone project. Statistical analysis using appropriate software for complex research with considerations of reliability and validity will be studied.
  
  •  

    EDL 767 - The Superintendency


    Credits: Three (3)
    Todays superintendent is the C.E.O. of a complex and dynamic organization. The emphasis in this course is to identify, internalize, and examine the many aspects and demands of the position. Candidates will learn about the many components of school district administration with special emphasis on vision-building, quality control, communications, organizational structure, and board of education relationships and development.
  
  •  

    EDL 768 - Urban Policies and Leadership


    Credits: Three (3)
    In this course, the candidate will learn about the uniqueness of urban schools and their issues from a historical and cultural perspective, the transfer of skills and tools learned in other courses within this program to urban districts, the technical aspects of running a large organization, the important, and sometimes contentious relationship between an urban superintendent and a large and often politicized Board of Education, working with the governmental and political process including the larger business community to create partnerships, dealing with difficult people, and creating effective policy. Issues of social justice and equity will be examined.
  
  •  

    EDL 769 - Advanced Internship


    Credits: Three (3)
    The internship is a prescribed requirement to fulfill accrediting and certification standards for the State of Missouri. This experience is intended to integrate the knowledge and skills gained in coursework, from a district-wide perspective, with the daily challenges of leadership. The internship experience will consist of a minimum of 250 contact hours, to be completed over the entire Ed.D program. The candidate is expected to work directly with building and district level administrative leaders representing the various key aspects of school district operations and governance.
  
  •  

    EDL 770 - Advanced School Law


    Credits: Three (3)
    Increased demands of school personnel make it more important than ever before for the superintendent to thoroughly understand the laws, rights and court decisions affecting that group. It is equally important that the superintendent be trained and prepare to work with students and parents in an atmosphere for broader understanding of the processes. Students will review landmark and relevant court decisions which affect all phases of school district’s operations.
  
  •  

    EDL 772 - Advanced Human Resources and School District Operations


    Credits: Three (3)
    The most important decisions a school district makes are the ones around the recruitment, selection, and development of its teachers and other human capital.  Other central administrative functions such as facilities and maintenance, technology support, transportation, food services, and student services make possible the daily operation of schools and smooth running classrooms.  This course serves as an overview of the structures, challenges, and requirements associated with each of these important functions.  Moreover, emphasis will be placed upon the integrations of these units into a mission-focused whole that serves to enhance student achievement.
  
  •  

    EDL 773 - Issues in Moral Leadership


    Credits: Three (3)
    This course is designed to cover any gaps in the candidates academic or professional preparation, probe more deeply into areas of special or timely interest, and provide the opportunity to pursue and discuss topics deemed worthy by the cohort. As the themes of the program commit each candidate to moral leadership, candidates will revisit the nature and practice of moral leadership as it plays out in the daily business of leading schools and school districts. Candidates will prepare for the Professional Conversation where they will share their action research, personal leadership growth plans, and their portfolios with a committee of faculty, mentors, and peers.
  
  •  

    EDL 774 - Capstone and Final Internship


    Credits: Three (3)
    This course is the culminating experience of the EDD program and will bring into play the recurring elements and themes developed over the seven-semester program. The candidate will, with the help of their advisor, complete all parts of the Capstone project and have satisfied Standard 7.0 (Internship) of the requirements for DESE and NCATE approval. The final activities will be (1) the final approval of the Capstone, portfolio and internship (2) presentation of the final Capstone to the cohort of peers, (3) a discussion, led by the candidate, with selected Maryville faculty and peers covering the growth during the program, findings of the Capstone project and a reflection of the internship.
  
  •  

    EDUC 100 - Introduction to Schooling


    Credits: Three (3)
    This course is required for all freshman education students and strongly recommended as an elective for other education majors.

    The purpose of this course is to introduce the prospective teacher, and others who may be interested, to the teaching profession through visits and direct observations of a variety of classroom settings. Students will look at the role of teaching in a diverse democratic society as well as define, observe and reflect upon the moral and ethical stewardship role of the teacher.

  
  •  

    EDUC 200 - Practicum in School and Society


    Credits: 2
    Corequisite: EDUC-201, EDUC-309, and EDUC-200P

    To be taken concurrently with EDUC 201 and 309, students obtain field experiences (observation, tutoring, large and small group instruction) in school settings representative of the diversity of the St. Louis metropolitan area.  Students also engage in an in-depth and comprehensive study of the St. Louis community.
    Note: This course is required of all students entering teacher education.
  
  •  

    EDUC 201 - School and Society


    Credits: Three (3)
    Corequisite: EDUC-200 and EDUC-309

    To be taken concurrently with EDUC 200 and 309, students will engage in an exploration of the state of American education today as it reflects the diversity and complexity of the U.S. democratic society. The focus is on the schools, their curricula and how both are impacted by society, control and governance of education, and the nature of teaching and learning in society in the United States.
  
  •  

    EDUC 203 - Infant/Toddler Practicum


    Credits: One (1)
    Prerequisite: EDUC-200
    Corequisite: EDUC-323

    This course will provide the student with applied experience in implementing programs for children from birth through age 3. Federal, state and local legislation, regulations and professional standards of appropriate programming for infants and toddlers will be discussed. Students will actively plan and implement learning experiences, emphasizing working with diverse families as they and their children begin the education process.
  
  •  

    EDUC 204 - Intro to Early Childhood Education


    Credits: Three (3)
    Prerequisite: EDUC-200
    Corequisite: EDUC-203

    This class provides the student with the opportunity to explore early childhood education’s place in American society. The historical, philosophical and social foundations of early childhood education are explored. Students investigate the types of early childhood programs and how they are organized and operated. Governmental and professional standards are discussed.
  
  •  

    EDUC 220 - Economic Geography


    Credits: Three (3)
    This course is intended for pre-service elementary school teachers. Students will be presented with the basic concepts of both economics and geography, as recommended by the National Council on Economic Education and The National Geography Standards Project, and will become familiar with the special relationship between these two disciplines. Students will increase their economic/geographic knowledge/skills, adding breadth and depth to their personal mental maps. They will practice inquiry-learning and problem solving strategies using a variety of graphic representations, resources, and technologies so that they will be able to plan/teach effective, engaging economic-geography lessons.
  
  •  

    EDUC 225 - Math Methods I: Elementary


    Credits: 3
    Corequisite: EDUC 200, EDUC 201, EDUC 309

    Following the recommendations of the National Council of Teachers of Mathematics, this initial methods course emphasizes the math strands of algebra and number and operation, instructional strategies appropriate for teaching math, assessment, problem solving, and the incorporation of technology. Designed for elementary and middle school education majors, initial instruction in lesson planning, differentiation, classroom management, and portfolio work will be included.
  
  •  

    EDUC 230 - Practicum in Math Methods II: Elementary


    Credits: 2
    Prerequisite: EDUC 200, EDUC 201
    Corequisite: EDUC 231 Fundamentals of Secondary Schools

    This experience in secondary schools offers the prospective middle and high school teacher the opportunity to analyze and apply models of the philosophy and organization of secondary schools, current practices of planning for curriculum and instruction, use of assessment, student data and data-based decision-making as well as strategies for differentiation and English Language learners and other field-based assignments when appropriate. 
  
  •  

    EDUC 231 - Math Methods II - Elementary


    Credits: 3
    Prerequisite: EDUC 225
    Following the recommendations of the National Council of Teachers of Mathematics, this methods course emphasizes the math strands of data analysis, geometry and measurement, instructional strategies appropriate for teaching math, assessment, problem solving, and the incorporation of technology. Designed for elementary and middle school education majors, continued instruction in lesson planning, differentiation, classroom management, and portfolio work will be included.
  
  •  

    EDUC 236 - Math Methods I


    Credits: Three (3)
    Corequisite: EDUC-200, EDUC-201, and EDUC-309

    Following the recommendations of the National Council of Teachers of Mathematics, this initial methods course emphasizes the math strands of algebra and number and operation, instructional strategies appropriate for teaching math, assessment, problem solving, and the incorporation of technology. Designed for elementary and middle school education majors, initial instruction in lesson planning, differentiation, classroom management, and portfolio work will be included.
  
  •  

    EDUC 236 - Math Methods I - Elementary


    Credits: 3
    Corequisite: EDUC 200, 201, 309

    Credits: Three (3)
    Corequisite: EDUC-200, EDUC-201, and EDUC-309

    Following the recommendations of the National Council of Teachers of Mathematics, this initial methods course emphasizes the math strands of algebra and number and operation, instructional strategies appropriate for teaching math, assessment, problem solving, and the incorporation of technology. Designed for elementary education majors, initial instruction in lesson planning, differentiation, classroom management, and portfolio work will be included.
  
  •  

    EDUC 240 - Practicum in Fundamentals of Secondary Schools


    Credits: 2
    Corequisite: EDUC 241

    This practicum experience coincides with EDUC 241 Fundamentals of Secondary Schools. Teacher candidates are assigned to a practicum placement in a middle or high school for two days per week throughout the semester to observe, assist with individual and/or small group instruction, etc. as needed by the cooperating teacher. Teacher candidates also complete a series of practice teaching experiences under the direction of the EDUC 241 professor to apply learning from that class to the real-world classroom setting.
  
  •  

    EDUC 241 - Fundamentals of Secondary Schools


    Credits: 3
    Prerequisite: EDUC 200, EDUC 201
    Corequisite: EDUC 240

    This course provides the prospective middle and high school teacher with an understanding of the philosophy and organization of secondary schools, current practices of planning for curriculum and instruction, use of assessment, student data and data-based decision-making as well as strategies for differentiation and English Language learners.  Special attention is given to fostering critical thinking and problem-solving in secondary school settings across multiple disciplines. 
  
  •  

    EDUC 250 - Introduction to Prevention and Management of Injuries


    Credits: Three (3)
    Prerequisite: It is recommended that students have prior knowledge in physiology and anatomy, or consent of the instructor.
    This introductory course focuses on the management of acute athletic injuries with a special emphasis on the preventative aspects of athletic injuries. A component of the course will be designed around the American Heart Association modules providing the students with the knowledge and skills necessary to manage emergency situations including becoming CPR certified.Additional information regarding legal and organizational issues will also be addressed.
  
  •  

    EDUC 296 - Independent Study


    Credits: One (1) to Four (4)
  
  •  

    EDUC 297 - Special Studies


    Credits: One (1) to Four (4)
    These courses are offered periodically, based on student interest and needs. The courses focus on skill development on topics of special interest to education scholars and future practitioners.
  
  •  

    EDUC 300 - Practicum in Education


    Credits: Two (2) to Four (4)
    Teacher education candidates (k-12 arts, those exploring secondary teaching, or others) engage in supervised tutorial or group experiences with children or young adults. These experiences are designed to meet the needs of the program emphasis of the candidate.
  
  •  

    EDUC 301 - Practicum in Peer Tutoring


    Credits: Two (2) to Four (4)
    This course provides individualized teaching opportunities to assist students and enhance learning in specific subject areas. Tutors are recommended by faculty and work under supervision with guidelines to communicate basic learning concepts through explanations and examples. The tutor will help strengthen skills necessary to support understanding of theories, ideas, and concepts being taught in a course.
  
  •  

    EDUC 302 - Practicum in Peer Mentoring II


    Credits: One (1) to Three (3)
    This course provides comprehensive information in a systematic format by providing the student the opportunity to mentor a University Experience class with a faculty member. The course provides an understanding of freshman college-age students, group process, presentations, communication, and learning skills.
    Note: Students apply this training in the University Experience class.
  
  •  

    EDUC 303 - Middle Level Practicum in Science


    Credits: Two (2)
    Prerequisite: EDUC-200
    Corequisite: EDUC-338

    In conjunction with the special methods class in science, students participate in a practicum in a middle level setting that allows them to plan, implement and evaluate instruction consistent with what is being learned in the methods class.
  
  •  

    EDUC 304 - Middle Level Practicum Social Studies


    Credits: Two (2)
    Prerequisite: EDUC-200
    Corequisite: EDUC-339

    In conjunction with the special methods class in social studies, students participate in a practicum in a middle level setting that allows them to plan, implement and evaluate instruction consistent with what is being learned in the methods class.
 

Page: 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11Forward 10 -> 20