EdD in Educational Leadership and Management
Courses

Covers leadership characteristics, styles, and profiles along with the dynamics of the change process. Students develop an action plan for a school-based project, keep a log, and do reflective analysis. Students will interview a leader about their experiences in change and develop a leadership portfolio.

This course is an introduction to the concepts of financial accounting and financial management. The content of this course includes preparation and analysis of financial statements. Also covered are the time value of money, risk and return, and corporate financing choices.

Covers learning theories and integrative models as they use instructional software in different contexts and subject areas. Demonstrates strategies for using and implementing multimedia, hypermedia, and electronic networking for candidates to implement in their own school settings.

This course helps students develop knowledge and skills to enhance their professional development and to become effective leaders. Students will understand trends in contemporary organizations, enhance their self-awareness, refine their interpersonal skills, and apply these skills to improve their work effectiveness.

Covers the differences between evaluation and other disciplines; how to design an evaluation framework; transformations in evaluation; new methodological approaches, including performance measurement; and issues that with which evaluators must deal.

Topics in macroeconomics and microeconomics, including market equilibrium, monetary and fiscal policy, profit maximization, and market future.

This course explores the administration of teaching/learning as a system in an inclusive school. Students learn leadership practices for universal screening, integrating assistive technology, research/evidence based-practices, and assessment systems responsive to and linguistic diversity. Special focus on leadership issues related to the urban, suburban, and rural context.

Allows candidates to develop models of curricula aligned with local, state, and national standards. Presents strategies for interdisciplinary teaching, creating constructivist learning environments, and developing integrative curriculum modules. Considers learning styles and effective methods that will be modeled and implemented in the course.

This course is designed to provide both theoretical and practical insights into the evolving responsibilities associated with being the chief executive officer of a school system.
Prerequisites: EDUC 801 Minimum Grade: C and EDUC 802 Minimum Grade: C

This course provides the candidate with the skills required by system-level administrators to work with a broad spectrum of constituencies. Students will focus on the major issues facing families, especially those that mitigate against strong home-school relations, such as poverty, domestic violence, and drug abuse.
Prerequisites: EDUC 827 Minimum Grade: B

This is a yearlong internship in various central office positions depending on the candidate's career preferences. The experience will focus on school issues of a system-wide impact, such as policy development, long-range planning, school board function and personnel management.

Examines concept of "policy" as it relates to education and educational institutions and their governance and practices. Related issues and applications that drive current national and global forces are explored with applications to education including: No Child Left Behind (NCLB), affirmative action, life-long learning. Applied learning component of the course requires student to identify, research and apply understandings of both "policy" and current issues to develop a culminating policy paper.

American educational policy continues to be shaped by three phenomena - global forces, public interests, and politics. Understanding each of the three and how they manifest themselves in preK-16 policies is critical for scholars and for aspiring leaders in basic and higher education. The course develops and deepens understandings of how each area impacts education policies and how in combination they hold the potential for transforming American education. Learning activities encourage investigation, analysis, and speculation about educational policies and the three forces that shape them.

Over the course of recent years, government officials, academicians, corporate executives and many others have articulated the view that the output of our educational system-ideally, well-educated, skilled, and flexible graduates with higher education degrees-will have a great deal to do with how the US fares economically in the 21st century. Indeed, sets of "21st century skills" have been identified as crucial to the success of individuals and, collectively, our country, in the future. Through the lens of educational policy, this course will explore the ties between K-12 education, higher education and lifelong learning on the one hand and economic and workforce development on the other hand. Linkages and policies will be examined in the contexts of what "global competitiveness" means at the national, state, and local levels.

The critical nature of ethics in educational policy-making is closely examined through a series of intersecting elements. A foundation of understanding is created through study of the concept of ethics and by practicing ethical decision-making strategies. Critical literature from the fields of ethics and of policy-making frame an investigation of how educational policy-making is impacted by global, technological, and demographic forces. Through convergent thinking, conclusions are drawn about how to think and act ethically in the processes of developing educational policies.

Researched and studied is the myriad of phenomenon that can deny individuals full access to an education, whether at the basic or higher education levels and across jurisdictional contexts. Critical analysis of past and present educational policies and the attempts to implement them reveal how legislators and educators have attempted to insure access and equity. A chosen issue in access and equity is researched and projections are made about how policy-makers might address it.

Study of historical growth and advancement of colleges and universities in the U.S. from the Colonial era to "virtual" public and private universities. Integrated overview of contemporary issues and policies and practices that characterize the operational environments of higher education institutions in the 21st century; including financial management, accreditation, curriculum, and institutional planning.

Organizational and administrative structures within the institutional hierarchy are explored as students examine the relationship between the university and the community it serves, the role of outreach in the modern university, and the role of faculty, staff, and student unions in academic operations and risk management.

This course is designed to assist students with their understanding of how law, politics, and power structures interact to influence the goals and operations of schools. Students will explore the roles of school boards and community organizations, state boards of education, state government agencies, special interest groups, professional organizations, and unions.

Strategies for attaining continuous success in the academic marketplace are examined including concept development activities, the role of professional development in attaining faculty and administrative performance to sustain these strategies.

Provides understanding of the career patterns of faculty, deans, vice presidents, provosts, and presidents while exploring academic employment markets of these professions. Traditional career paths, diverse points of entry in higher education, and career development of faculty are explored as well as administrative roles of managing academic units, decision making, and change implementation.

This course serves as introduction to the study and practice of organization development and change. Students will gain a broad understanding of the field including its philosophy, history, models, and techniques used in facilitating system-wide as well as incremental organizational change and improvement. Issues related to values, ethics, and organizational assessment and diagnosis are explored.

The purpose of this course is to develop leaders at executive levels into organizational mentors who help to sustain a learning culture in organizations. Using readings, written assignments, self-assessments, case studies, and group activities, students will learn specific skills & concepts of effective mentoring/coaching for building learning communities in organizations. The course will address how coaching and mentoring can be used as effective development initiatives for nurturing learners at all levels within organizations.

Using their own organization as a learning laboratory and a company sponsor/mentor, students will demonstrate 4 core competencies: 1) Technical Competencies (related to the technical aspects of training; 2) Business Competencies (related to the understanding of staffing principles and budgeting); 3) Intellectual Competencies (related to thinking and processing of information) and 4) Interpersonal Competencies (related to how we interact and communicate with others. Students will present a case study critiqued by instructor and company mentor.

This course assists leaders at executive levels understand the need to align learning functions with strategic, organization goals; develop awareness and understanding of how organizations are designed and structured; and the implications of leading and managing learning organizations. Using a research-based model of organization theory, students will learn to build organizational cultures that support strategic alignment of learning by making learning relevant to businesses' daily workflow.

Allows students to design and develop a multimedia application for learning using an object-oriented authoring application and the process of design, development, and testing. Demonstrates and applies principles of learning that affect interface design, instructional design, storyboarding, navigation, interactivity, and feedback design.

This course is designed to provide an overview of the legal rights of students and their families in the field of special education. Students will explore the source, history, current status and litigation affecting special education. This course relates equal protection and procedural due process to school practices and policies affecting students with disabilities.

This course will explore the administration of teaching and learning as a system in an inclusive school. Students will be introduced to instructional leadership practices for universal screening, research and evidence based-practices, and implementation of assessment systems that account for cultural and linguistic diversity. A special focus on the unique leadership issues related to leadership in the urban, suburban, and rural contexts.

This course provides an overview of personnel functions with a focus on recruitment, selection, orientation, support, evaluation, and development; interpersonal skills; motivational and change theories; and the utilization of technology in the personnel process. It will look at the unique issues of co-leading personnel with other administrators. In addition, attention will be given to collective bargaining and the grievance process.

This course is designed to provide an overview of the organizational practices for the administration of special education programs. Students will be introduced to special education revenue sources, compliance, child count, and budget monitoring as well as the special education plan.

The student will be required to log at least 75 hours of mentored leadership activities during each quarter of the internship to total at least 300 hours. Students will compile these activities and reflections in a special education leadership portfolio along with 14 artifacts showing application of skills on the Drexel Competencies and the PIL standards and performances, which are aligned, to the CASE Advanced Knowledge and Skills Set for Special Education Administrators.

This is the first of a four-term internship. The focus in this internship is on legal and policies issues in special education leadership.

This is the second of a four-term internship. The focus in this internship is on instructional leadership in special education.

This is the third of a four-term internship. The focus in this internship is on collaboration and personnel issues in special education leadership.

This is the fourth of a four-term internship. The focus in this internship is on finance and management in special education.

This course provides detailed overview of the sports industry and its management and business practices. Students will study organizational theory, human resources, decision making, policy development, planning, governance and the management functions necessary to provide them with the appropriate skills and knowledge for the effective management of sport organizations.

Course overviews basic issues and strategies surrounding sport law and risk management issues in athletics. Students will be introduced to types of legal obligations and liability exposure in the sport business, along with the risk management tools available to minimize risk. Legal issues and management challenges are also explored.

The purpose of this course is to expand the students' understanding of issues prevalent in the sports industry. Discussions will cover topics including drugs, violence, religion, the media and globalization. Students will develop an awareness of alternate perspectives and examine in detail current problems while analyzing possible solutions.

Course will examine skills, strategies and techniques needed for successful annual and major gift solicitation in the field of athletic development. Topics include understanding annual fund and major gift fundraising; examining booster club organization structure, benefits; priority seating programs and importance of donor research in the fundraising process.

Course is designed to provide learning experience in managing sports facility operations, planning new sports facilities and renovating and maintaining existing facilities. Course also provides student exposure to comprehensive event planning and management for sport and special events.

Introduces students to research design paradigms and the assumptions behind them, the use of the literature, developing research questions, qualitative and quantitative procedures, and research study formats.

The course builds upon Educational Research Design I and focuses on five main themes: research design, sampling design, data collection, data analysis, and reporting research results using educational applications.
Prerequisites: EDUC 803 Minimum Grade: C

Continuation of EDUC 810. Use of statistical methods using real-world problems and real-world data to gain experience with the following topics: analysis of variance and covariance, simple and multiple linear regression, multivariate techniques of factor analysis, cluster analysis, and multi-level and structural equation modeling. Course includes a lab for practice-based learning using SPSS.
Prerequisites: EDUC 803 Minimum Grade: C and EDUC 810 Minimum Grade: C

Continuation of EDUC 835. Use of qualitative methods using real-world problems and real-world data to gain experience withresearch techniques such as ethnography and case studies to gain skills in participant observation, interviewing, archival research, and historical analysis. Other theoretical frameworks and methodological approaches for qualitative research will be discussed. Course includes a lab for practice-based learning to use computer software for data collection/analysis.
Prerequisites: EDUC 835 Minimum Grade: C

Guides students in the writing for research, publication, and funding in education by studying examples of effective writing formats written by successful practitioners and by using an active writing process approach: writing drafts, and giving feedback in small peer groups. Students produce a final document for each type of writing that employs authentic tasks and assessments.

Offers candidates a field-based opportunity to design and implement a pilot research study that will be presented and defended. Steps include framing the question and methodological approach, collecting and analyzing data, interpreting the results, and writing a report. Students document their research activities in a log. Research approaches can include action research, case studies, experimental designs, etc.

Seminar to prepare students who have completed the core doctoral courses and residency requirement to work with their Dissertation Advisor in the development of their dissertation research proposal.

Allows candidates to conduct an original research study that will comprise the dissertation.