Educational Leadership Courses · college-going beliefs, attitudes, and behaviors in all schools...

Educational Leadership Courses 1

EDUCATIONALLEADERSHIP COURSESNote: Some of the courses listed below may not be offered duringthe current academic year. Current course offerings are listed in theWebAdvisor course schedule, available online (http://graduate.lclark.edu/academics/courses/course_schedule/).

School Counseling (SCED) CoursesSCED 500 Introduction to School CounselingContent: Perspectives and practices for school counseling in the 21stcentury, multicultural and diversity issues impacting school counseling,and overview of counseling theory as applied to the child and adolescentin a school setting. Introduction to counseling skill development withan emphasis on solution-focused, cognitive-behavioral, and microskillsapproaches.Prerequisites: None.Credits: 3 semester hours.

SCED 501 Academic Development and ConsultationContent: First of three courses addressing national standards forcomprehensive school counseling programs and the role of the schoolcounselor in consultation. Skill development with an emphasis onresiliency/asset-building using solution-focused, cognitive-behavioral,client-centered, reality/choice, and microskills counseling as appliedto the academic development of a diverse population of students toeliminate achievement gaps. Topics include developmental assets asidentified by the Search Institute. Participants practice consultation skillswith students and faculty.Prerequisites: None.Corequisites: SCED 500, SCED 502.Credits: 2 semester hours.

SCED 502 Internship: Academic Development and ConsultationContent: Direct experience in school settings working with students andfaculty. Candidates conduct classroom activities to support academicsuccess based on the national standards for academic competencies.Under the direction of the school counselor, participants consultwith students and faculty on academic issues and the elimination ofachievement gaps between and ethnic and racial groups.Prerequisites: None.Corequisites: SCED 500, SCED 501.Credits: 1.5 semester hours.

SCED 503 Career Development and ConsultationContent: Second of three courses addressing National Standards forComprehensive School Counseling Programs and the role of the schoolcounselor in consultation. Continued skill development with an emphasison resiliency/asset-building using solution-focused, cognitive-behavioral,client-centered, reality/choice, and microskills counseling as appliedto the career development of a diverse population of students. Topicsinclude developmental assets as identified by the Search Institute.Content knowledge is enhanced by technology. Participants practiceconsultation skills with students and faculty.Prerequisites: SCED 500.Credits: 2 semester hours.

SCED 505 Personal/Social Development and ConsultationContent: Third of three courses addressing National Standards forComprehensive School Counseling Programs and the role of the schoolcounselor in consultation. Continued skill development with an emphasison resiliency/asset-building using solution-focused, cognitive-behavioral,client-centered, reality/choice, and microskills counseling as applied tothe personal/social development of a diverse population of students.Topics include developmental assets as identified by the Search Institute.Participants practice consultation skills with students and faculty.Prerequisites: SCED 500, SCED 501, SCED 502.Credits: 2 semester hours.

SCED 506 Internship: Personal/Social Development and ConsultationContent: Direct experience in school settings working with studentsand faculty. Candidates conduct classroom activities to supportpersonal/social success based on national standards for personal/socialcompetencies. Under the direction of the school counselor, participantsconsult with students and faculty on personal/social issues.Prerequisites: SCED 500, SCED 501, SCED 502.Corequisites: SCED 505.Credits: 1.5 semester hours.

SCED 507 Development of the Learner: Children and AdolescentsContent: Discussion, critique, and application of theories of child andadolescent development and learning. Application of theory to the schoolsetting in the areas of learner development, learner styles/differences, thenature of the learner, and learner motivation. Topics include the impactof culture and diversity on learning. Examines from the perspectiveof the school counselor the contribution of internal/external assetdevelopments that help today's youths thrive.Prerequisites: None.Credits: 2 semester hours.

SCED 508 Social Justice, Diversity, and Cultural IssuesContent: Strategies for interacting and working with diverse communitiesas identified by race, ethnicity, gender, class, sexual orientation, age,disability, or religion. Addresses methods for positively impacting socialand cultural diversity and equity issues including the possible effects ofculture, race stereotyping, family, socioeconomic status, gender, sexualidentity, language, and values on student development and progress inthe school setting. Content and methodology emphasize small-groupactivities, collaboration, and use of data to create equity for all students.Candidates practice taking an active role in supporting all students andfocus on eliminating the achievement gap.Prerequisites: None.Credits: 2 semester hours.

SCED 509 Ethical and Legal Issues in Education and School CounselingContent: Study of sources of law under which educators operate.Case law, lectures, and discussions concentrate on legal rights andresponsibilities of all individuals attending or employed by public schools.Examination of areas of educational governance (e.g., courses of law andthe courts, schools, and the states). Explores the ethical codes of theAmerican School Counselor Association and the American CounselingAssociation using case studies. Meets the requirement of the OregonTeacher Standards and Practices Commission for knowledge of federaland state laws prohibiting discrimination.Prerequisites: None.Credits: 3 semester hours.

http://graduate.lclark.edu/academics/courses/course_schedule/



2 Educational Leadership Courses

SCED 510 Family Dynamics, Community Resources, and ConsultationContent: Effective ways to include family members as active contributorsin their children's education. Examines concepts of family dynamics anddysfunction requiring referral and use of community resources. Topicsinclude developmental assets as applicable to the family setting andimpact of the special-needs child on the family organizational structure.Explores diversity inherent in families and focuses on ways of relating tofamilies who differ from each other in terms of age, race, socioeconomicbackground, and/or family form.Prerequisites: None.Credits: 3 semester hours.

SCED 511 Group Leadership Skills for School CounselorsContent: Principles and practices of group counseling, group dynamics,group leadership, and group processes with students and parents. Topicsinclude group approaches for promoting academic, career, and personal/social success for all students. Candidates plan, organize, facilitate, andevaluate small groups within the educational setting. Addresses ethicalconsiderations of group work with children and adolescents using theethical codes of the American School Counselor Association and theAmerican Counseling Association.Prerequisites: None.Credits: 2 semester hours.

SCED 512 Disability in the Educational ContextContent: This course provides an opportunity to learn about variations inlearning, behavior, and physiology that society finds significant enoughto warrant a disability classification in special education intervention.This course will offer an overview of broad categories of disabilities(following education/IDEA law), common special education adaptations,accommodations, or modifications to minimize the impact of disabilitieswithin an educational context. Emphasis will be placed on the importanceof advocacy and acting as an ally for individuals with disabilities.Prerequisites: None.Credits: 2 semester hours.

SCED 513 Educational Research, Assessment, and TechnologyContent: The major uses and components of classroom or school-based research processes, academic test interpretation, and limitations.Participants explore quantitative and qualitative research methods,critiques of research studies, assessment and evaluation, integrationof assessment with instruction, portfolios, comprehensive schoolcounseling programs, and what it means to be a practitioner-researcher.Topics include cultural assumptions held by researchers and the effectsof these assumptions on research practices and results. Candidatesdevelop a database, PowerPoint presentation, and webpage for datadisplay.Prerequisites: None.Restrictions: Restricted to students who are eligible for SCED 516 SchoolCounseling Internship (Macro).Credits: 1-3 semester hours.

SCED 516 School Counseling InternshipContent: Application of knowledge, skills, and attitudes gained fromprevious courses (e.g., consultation, research, ethics/law). Candidatesfocus on the school counselor's role within the educational setting andprepare a professional portfolio that showcases their graduate work/experiences. Candidates assess, design, implement, and evaluate acomprehensive school counseling program based on national standards,the ASCA National Model, and Oregon's Comprehensive Guidance andCounseling Framework. Explores school reform initiatives (e.g., Certificateof Initial Mastery, Certificate of Advanced Mastery, Proficiency-BasedAdmissions Standards), including curriculum, instruction, leadership, andpolitics. Students take 4 semester hours in fall and 4 in spring for a totalof 8 semester hours.Prerequisites: Completion of all required coursework.Restrictions: Portfolio meeting and sign-off with advisor.Credits: 4 semester hours.

SCED 517 Practicum in Classroom InstructionContent: Foundations of education and curriculum. Classroom instructionis complemented by a teaching practicum, allowing the candidate tointegrate theory and practice. Participants complete student teachingand prepare a work sample. Students take three semester hours in falland two in spring, for a total of five semester hours.Prerequisites: None.Credits: 2-3 semester hours.

SCED 520 Motivational Strategies for School CounselorsContent: This course will introduce students to a variety of strategiesschool counselors can utilize to enhance students' intrinsic motivationto change and achieve in the academic, personal/social, and careerdomains.Prerequisites: None.Credits: 1 semester hour.

SCED 525 Advocacy in the Latino Community and Introduction toSpanish LanguageContent: This course will focus on diversity within the Latino communityin Oregon and the social and political factors impacting the educationalexperiences of Latino youth and families in our public school system.It will also address exploration of our own linguistic identities and ourroles as we engage with this population. The course will also offer anintroduction to basic Spanish language, specific to the educationalsetting.Prerequisites: None.Restrictions: Admission to the school counseling program or instructorconsentCredits: 1 semester hour.

SCED 544 PracticumPrerequisites: None.Restrictions: Consent of instructor and submission of application forIndependent Practicum to academic department office. .Credits: 1-4 semester hours.


SCED 550 Clinical Issues in School CounselingContent: This course will address various clinical issues frequentlyencountered by school counselors in a K-12 setting. Conducted asa seminar, the course is an overview primer of mental health issuesaffecting children and adolescents (for example, depression, anxiety,self mutilating behavior, behavioral disorders, PTSD). Clinical issueswill be discussed in terms of etiological factors, symptomotology,biopsychosocial factors, treatment issues, and cultural and diversityperspectives. The use and limitations of the DSM-5 diagnostic systemwill be addressed. The school counselor's role in referral and long termtreatment for clinical issues will be addressed in the context of the ASCANational Model.Prerequisites: None.Restrictions: Admission to the School Counseling program or instructorconsent.Credits: 2 semester hours.

SCED 565 College Planning to Promote Equity and Access for AllStudentsContent: This course will introduce school counselors to issues andstrategies relating to the college counseling needs of high schoolstudents and their families. In addition, techniques for infusingcollege-going beliefs, attitudes, and behaviors in all schools (K-12)will be examined. Participants will develop educationally appropriateperspectives and useful techniques for maximizing educationopportunities for all students.Prerequisites: None.Restrictions: Admission to the School Counseling program or instructorconsent.Credits: 1 semester hour.

SCED 589 Professional Studies: Special TopicsContent: In-depth examination of topics relevant to practicingprofessionals. Course content is based upon recent research and directlyinforms practice.Prerequisites: None.Credits: 1-4 semester hours.

SCED 598 Special Studies: New or Experimental CoursesContent: In-depth study of a special topic offered by the graduate schoolfor the first time or on a temporary basis.Prerequisites: None.Credits: 1-4 semester hours.

SCED 599 Independent StudyContent: Independent Study enables a student to pursue, in collaborationwith a faculty member, an academic course not currently offered. Toreceive credit for independent study, the student consults with the facultymember before registration to define the course content, title, amountof credit, and academic evaluation. As a general rule, a graduate studentmay apply no more than three courses of independent study toward agraduate degree or licensure.Prerequisites: None.Restrictions: Consent of instructor and submission of application forIndependent Study to academic department office.Credits: 1-5 semester hours.

SCED 649 Independent StudyPrerequisites: None.Credits: 1-4 semester hours.




SCED 989 Professional Studies: International Special TopicsContent: In-depth examination of topics relevant to practicingprofessionals. Course content is based upon recent research and directlyinforms practice.Prerequisites: None.Credits: 1-4 semester hours.

Educational Administration (EDAD) CoursesEDAD 501 Educational Leadership for Equity and Social JusticeContent: This foundational course is designed to introduce the theories,practices, core responsibilities, and issues associated with leadershipand social justice in educational organizations. Aspiring principals andother educational practitioners move toward acquiring and affirmingrequisites and capacities to engage in social justice praxis (criticalreflection and action) towards improving conditions and culture inschools in authentic and collaborative ways. Candidates learn aboutinstructional, organizational, community, ethical, and sociopoliticalfunctions of leadership. Using research and reflection, candidatesanalyze and clarify internal and external conceptions of and attitudestoward leadership at the intersection of social injustice including but notlimited to: systemic racism, whiteness as privilege and power, gender andclass biases, ableism, and deficit minded decision-making to guide themin leadership work.Prerequisites: None.Credits: 3 semester hours.

EDAD 502 Instructional LeadershipContent: Focus on instructional leadership and how it connects tothe complex relationships between teacher growth and development(supervision/evaluation), professional development, and standards-basedschool improvement. Draws from research on effective teaching to assistleaders in improving instructional practices. Students learn to capitalizeon the diversity of the school community to improve teaching for allstudents.Prerequisites: None.Credits: 1-3 semester hours.


EDAD 504 Ethics, Policy, and the LawContent: Study of the principles of ethical leadership and workingsuccessfully in the larger political, social, economic, legal, and culturalenvironment of an educational system. Examination of landmarklegal cases, federal policies, state and local laws, and regulationsimpacting school systems. Exploration of social justice avocationthrough access and equity issues that promote equitable learning forstudents. Discussions of the roles and responsibilities of policy makersand stakeholders.Prerequisites: None.Credits: 2 semester hours.

EDAD 508 Engaging the Community for Effective SchoolsContent: Research shows students perform better in schools havingstrong community support. This course defines community engagement,identifies the critical stakeholders, and develops inclusive involvementand collaboration strategies. District demographic data, needsassessments, and socioeconomic factors are used for developingcommunity engagement plans while taking into account categories ofdiversity (cultural, ethnic, racial, economic). Includes discussions ofsuccessful community engagement models.Prerequisites: None.Credits: 2 semester hours.

EDAD 509 Using Data for School ImprovementContent: Builds a common knowledge base for understanding thecritical role data plays in school improvement efforts. Introduces severallevels of data use and application, moving from state accountabilityrequirements to equalizing access of high standards for all students.Participants collect, analyze, communicate, and use various forms ofdata in school visioning, improvement planning, and decision making.Prerequisites: None.Credits: 2 semester hours.

EDAD 511 Budgeting and Operations for EquityContent: Reviews the basic concepts of school finance and operationalmanagement at the state and district levels, and explores how toapply them when leading a school. Students acquire skills to leadand collaborate with others in the efficient and equitable allocation ofresources--human, fiscal, and technological--to achieve equity and socialjustice, as well as academic success for diverse learners.Prerequisites: None.Credits: 2 semester hours.

EDAD 518 Pre-Practicum for School AdministratorsContent: Preparation for a supervised, onsite, pre-designed administrativeexperience, along with campus seminars involving activities, discussions,and presentations. Students explore the content knowledge, leadership,collaboration, and research skills necessary for successful schooladministration in early childhood/elementary and middle-level/highschool settings under the direction of experienced site and campussupervisors.Prerequisites: None.Restrictions: Enrollment in another course in the Principal AdministratorLicensure program.Credits: 1 semester hour.

EDAD 519 Practicum for School AdministratorsContent: Supervised, onsite, pre-designed administrative experiencealong with campus seminars involving activities, discussions, andpresentations. Students explore the essential content knowledge,leadership, collaboration, and research skills necessary for successfulschool administration in early childhood/elementary and middle-level/high school under the supervision of experienced site and campussupervisors.Prerequisites: EDAD 518Restrictions: Admission to the Principal Administrator License programand enrollment in another Principal Administrator License programcourse.Credits: 1-2 semester hours.

EDAD 523 Communication Skills and Conflict ResolutionContent: Although many factors are thought to contribute toadministrative effectiveness, the role of communication between andamong different groups is not fully understood. Drawing from research onthis topic, this course examines communication processes as they applyto personnel and group effectiveness in a variety of settings, includingsite-based councils. Students explore the dynamics of communicationbetween ethnic and social groups, investigate strategies for improvingthe content knowledge of problem-solving, and examine the role ofcommunication as it relates to trust an credibility in different settings.Prerequisites: NoneCredits: 2 semester hours.

EDAD 531 Administrators' Colloquium for School EquityContent: The lenses of equity and social justice are applied tocontemporary school issues that impact student learning and schoolsuccess. Administrators examine their own cultural heritage andperspectives to understand how personal experiences influenceadministrative behaviors and leadership. The course is designed foradministrators in their beginning years of administrative experience.Prerequisites: None.Credits: 2 semester hours.

EDAD 532 Leading Difficult and Underperforming People to ExcellenceContent: The course is designed to provide practicing schooladministrators with knowledge, skills and support to work with adultsfrom diverse and multicultural backgrounds, primarily teachers, whoseperformance is not acceptable. The course is not a clinical supervisioncourse. Students will continue to develop administrative awarenessof personal attitudes and beliefs about competence and success ofteachers based on gender, ethnic background and social class. Coursetopics include effective hiring and retention practices, diagnosis ofcauses for unacceptable teacher performance, objective documentationof teacher performance, the legal basis for supervising and evaluatingteachers, review of and familiarization with district evaluation documents,analysis of personal leadership approaches and behaviors, assessingteacher competence and potential for growth, and finally, discussion ofrelevant technology which supports effective supervision.Prerequisites: None.Restrictions: Initial Administrator License and current schooladministration position.Credits: 2 semester hours.


EDAD 533 Leadership for LearningContent: What is professional learning? Given the complex array ofexpectations for schools to improve and for teachers and principalsto learn to do new work, a necessary skill is continuous inquiry withschool leaders in the role of ’lead learner,’ figuring out new and oftenunknown practices. This course cultivates learning-focused leadershipby examining multiple forms of inquiry for leadership, school reform,instructional practice, and evaluation. Students will understand researchon professional learning and evaluate the efficacy of the current modelsfor professional development for accomplishing a variety of professionallearning needs. Topics include research on adult development, learningtheory, instructional theory, and comprehensive programs for at-riskstudents. This research provides a basis for developing systematicprofessional development programs that are sensitive to changing schoolcultures and that cultivate staff and student diversity and continuouslearning.Prerequisites: None.Credits: 2 semester hours.

EDAD 535 Equitable Management of ResourcesContent: School and district leaders are charged with doing more thansimply managing students and learning. The management of schoolboards, personnel, the school environment, physical plant, and ancillaryservices play a critical role in student learning and staff effectiveness.The distribution of limited resources requires leaders to wear a lensof equity. This course focuses on the management and oversight ofthe critical resources that contribute to the success of schools. Areasof focus for the course include the equitable decisions required formanagement and operations of: school boards, personnel, offices,auxiliary services, special services, finances, student behavior, time andother resources. Case studies and real examples from participatingstudents will contribute to course topics.Prerequisites: None.Credits: 2 semester hours.

EDAD 536 Leading Schools Through Instructional TechnologiesContent: Broad overview of the ever-changing technology landscape.Participants get hands-on experience using educational andmanagement technologies. Topics include research on technologyin education. Administrators learn to make informed decisions abouttechnology while increasing personal skills in its use.Prerequisites: None.Credits: 2 semester hours.

EDAD 537 Educational Research and AssessmentContent: Qualitative and quantitative interpretation of educationalresearch with emphasis on applying action research principles topromote achievement for diverse student groups. Students analyzeachievement data and alternative forms of assessment in their schoolsand districts. Emphasis on mandates for certificates of mastery, portfolioconstruction, task building, scoring rubrics, and the need to focus onassessment for learning.Prerequisites: None.Credits: 2 semester hours.

EDAD 540 Organizational Change for ActionContent: Examine the factors and influences that move organizations tochange. Students will explore creating conditions for change, planningfor change, implementing change, and sustaining change. Successfullyengaging others in change initiatives will also be explored.Prerequisites: None.Credits: 2 semester hours.

EDAD 541 Courage to Lead--Sustaining a VisionContent: This hybrid course includes two seminars and onlinediscussions with an opportunity for participants to explore and developa personal leadership vision, a basis for exploring the difficult dilemmasexperienced in their work. Each student is responsible for developinga personal platform based on their reflection on seminar readings andthe investigation of a particular issue or dilemma in their administrativework life. The participant prepares a 3-5 page paper illustrating a workdilemma and shares it during the second seminar. The two seminars andonline reflections focus on practicing the generation of open and honestquestions.Prerequisites: None.Restrictions: In administrative position.Credits: 2 semester hours.

EDAD 542 Courage to Lead for DemocracyContent: This hybrid course meets in two seminars with onlinediscussions to explore the powerful practice of self-reflection andpersonal change related to supporting democracy in schools. It offersa context for participants to explore the difficult dilemmas related toworking with diverse students and adults. Each member of the seminargroup is responsible for the investigation of a particular issue or dilemmain that person's administrative work life. The participant prepares a casestudy and an overview document for the seminar group. Participantslearn how to ask honest, open questions to assist in understanding andresolving the dilemma.Prerequisites: None.Restrictions: In administrative position.Credits: 2 semester hours.

EDAD 543 Evaluating Teaching and LeadingContent: Re-culturing the evaluation process for teachers andadministrators is long overdue and well worth the benefits. Shifting awayfrom old models of retrospective, impressionistic clinical supervisionwill require teachers and administrators to learn new evidence-basedpractices and to become familiar with new data analysis tools for bothformative feedback and summative assessment. This course focuseson learning to collaboratively analyze classroom observation data toproduce clear, specific, accurate, timely, and meaningful evidence oflearning. In addition to developing new technical skills for collecting andanalyzing classroom observation data and enhancing feedback practices,students will also develop implementation plans that address socio-cultural aspects of shifting away from old models of evaluation includingattending to relational trust, restructuring time for formative learningcycles, and facilitating collaborative analysis of classroom observationdata. Students will develop a new appreciation for the richness ofclassroom interactions for explaining and describing learning.Prerequisites: None.Credits: 2 semester hours.

EDAD 544 PracticumContent: Two semesters of supervised, on-site, pre-designed professionalexperience along with campus seminars involving discussions andpresentations. Students explore the essential content knowledge,leadership, collaboration, and research skills of successful schooladministration in early childhood/elementary or middle-level/high schoolunder the supervision of experienced field and campus supervisors.Prerequisites: Successful completion of at least two EDAD courses.Restrictions: Admission to Initial Administrator License Program, consentof instructor, and submission of application for Independent Practicum toacademic department office.Credits: 1-4 semester hours.


EDAD 546 Negotiation, Collective Bargaining, and Contract ManagementContent: The superintendent, central office personnel and school buildingadministrators must be familiar with the labor agreement governingemployment practices within each school. There are clear responsibilitiesfor maintaining agreements reached through the collective bargainingprocess. When the provisions of the collective bargaining agreement(also known as the employment contract) are violated or are alleged tohave been violated, a grievance procedure is initiated. Administratorsmust be familiar with the grievance procedure for resolving the dispute,including binding arbitration as a final step.Prerequisites: None.Credits: 2 semester hours.

EDAD 547 Ethical Leadership and Decision-MakingContent: During this course, we will explore a variety of questions thatrelate to ethical dilemmas we face as education leaders and how toinclude character education into daily life in the learning community. Wewill look at these matters and attempt to discover ethical questions thatmay not so easily present themselves or are not readily obvious to us. Ourprimary mode of exploration will be reading and dialogue.Prerequisites: None.Credits: 2 semester hours.

EDAD 548 Transforming Culture and Inspiring InnovationContent: Student academic growth is an enormous responsibility,one that challenges school and district leaders. Research showsdeveloping a culture of collaboration and innovation positively impactsstudent achievement. This course pushes practicing administrators toexamine dilemmas of professional life and leadership, to review currenteducational innovations in leadership and organizational change, toexplore who they are as learners and leaders, and to reflect on howthey can positively affect both adult and student learning. Studentsinvestigate a dilemma they have faced in their work life and prepare acase study presentation and overview document.Prerequisites: None.Credits: 2 semester hours.

EDAD 549 Professional Mentorship and SeminarContent: The Professional Mentorship and Seminar course is oneacademic year in length. Students must have a minimum of 3 years as apracticing administrator in order to enroll in the class. Upon successfulcompletion of a 220 hour practicum and compilation of a portfoliodemonstrating competency in each of the administrative standardsa credit/no credit grade will be submitted to the campus advisor whowill audit the student's transcript and determine their eligibility forProfessional Administrator License program completion.Prerequisites: None.Restrictions: Principal Administrator License; minimum of three yearsas a practicing administrator. Course to be taken at the end of theProfessional Administrator License.Credits: 1-2 semester hours.

EDAD 550 Superintendent Bridge Professional MentorshipContent: This one-year supervised mentor seminar at the school districtlevel provides the culminating experience in the Superintendent BridgeProgram, which allows candidates with a Standard Administrator licenseto earn an Oregon Continuing Administrator License as designated bythe Oregon Teacher Standards and Practices Commission (TSPC). Thiscourse is designed to establish a formal mentor relationship withina school district or other educational system. The mentorship willencourage collaboration and joint problem-solving on issues faced bycurrent practicing administrators. The requirements and objectivescreated by TSPC and implemented by Lewis Clark are intended to givecandidates practical, useful, and timely experiences in school and districtleadership.Prerequisites: None.Restrictions: Students must hold a Standard Administrator License andhave a minimum of 3 years as a practicing administrator to enroll in theclass.Credits: 1 semester hour.

EDAD 551 Legal and Procedural Aspects of Special EducationContent: This course will provide opportunities for administrators toincrease their knowledge and skills based on current, relevant research inthe areas of instruction, assessment and accountability, program/servicesupport and supervision and legal requirements for special education andstudents who are culturally and linguistically diverse.Prerequisites: NoneCredits: 2 semester hours.

EDAD 552 Culturally Responsive Practices for School LeadersContent: This course will provide administrators with opportunitiesto investigate assumptions that guide behavior and to gain firsthandknowledge of the family life and culture of students from various ethnicand socioeconomic groups. Through planned readings, learning activities,and self assessments, participants examine their own attitudes aboutindividuals from other cultures and groups. Topics include ways toimprove school programs that provide services to students from diversepopulations. Participants will also have the opportunity to reflect on theirown culture, assumptions, and beliefs.Prerequisites: None.Credits: 2 semester hours.

EDAD 553 Priority Leadership: Leading Systemic ChangeContent: Priority leadership is a leadership framework of 10 continuabased on research and evidence-based systems that produce results:planning to vision; goals to priorities; policy to targets to opportunity;problem-solving to capacity-building; fear of separation to relationshipand teamwork; controlled management to shared leadership; hiddenagendas to authentic listening; conformance to performance; traditionto data to reflection; arrival to growth. Lessons from each continuumare illustrated and used as examples to demonstrate the critical roleleadership plays in showing improvement and obtaining results. Inaddition to covering the continua, the course includes an individualpriority leadership assessment and personal action plan that will improvethe leadership performance of participants.Prerequisites: None.Credits: 2 semester hours.


EDAD 555 Building Positive Climate - Policy and PracticeContent: In the past, school-wide zero-tolerance policies have focusedmainly on reacting to specific student misbehavior by implementingpunishment-based strategies. Research during the past 20 years hasshown that school-wide behavior systems that are positively focusedon desired behaviors can result in a substantive lifestyle impact for allmembers of a school community. This course will examine the systems-based approach for implementing culturally proficient, multi-tiered,school-wide behavior supports, and the critical role that school leadershave in building positive learning environments for each student.Prerequisites: None.Restrictions: Principal Administrator License.Credits: 2 semester hours.

EDAD 556 School Finance and District BudgetingContent: Advanced budgeting concepts for district-level administratorswith emphasis on how long-range planning, facilities management, andspecial programs designed to eliminate achievement disparities affectthe annual budget-making process.Prerequisites: None.Credits: 1-2 semester hours.

EDAD 559 Collaborative Leadership and Team-BuildingContent: The term ’collaborative leadership’ describes an emerging bodyof theory and management practice that is focused on the leadershipskills needed to deliver results across organizational boundaries. Thiscourse focuses on the intensification of leadership as a means toincrease engagement with the organization. Collaborative leadershipstyles and techniques will be analyzed, compared, and tested in differentcontexts to determine their efficacy and applicability to educationalsettings. Diagnosing school cultures, developing alliances, creatingnetworks to promote healthy schools, and managing the enduringdilemmas of time and accountability will be explored and evaluated. Theart of collaboration will be modeled and practiced.Prerequisites: None.Credits: 2 semester hours.


EDAD 567 Leading Intelligently in Schools and CommunityContent: ’Intelligence lenses’ aid administrators in sorting problems fromexternal influences and personal perceptions. A variety of exercises andactivities will be practiced throughout the course to sharpen variousintelligence lenses--emotional, social, political--necessary for soundleadership decisions and processes. The class will explore authenticschool, district, and community real-world dilemmas and apply personalleadership skills to resolve them.Prerequisites: None.Credits: 2 semester hours.

EDAD 574 Foundations for Administrators in the Education of EnglishLanguage LearnersContent: Designed to prepare administrators for meeting the cultural,linguistic, and academic needs of English language learners. The coursewill include an explanation of cultural competency through the lens ofrace, culture, and language, and review literature on effective ways towork with diverse families and communities. An overview of languageacquisition theory with a focus on program components will be provided.Program design, models, and approaches will also be explored.Prerequisites: None.Credits: 2 semester hours.

EDAD 576 Integrated Administrative SeminarContent: In a capstone/culminating project of the Ed.S. in Administrationprogram, students will synthesize and integrate their learning overtime into a written report and public demonstration. For this project,students will: assess leadership growth across the Initial and ContinuingAdministrative licensure programs; demonstrate knowledge of the sevenstandards for Oregon School Administrators; tie their growth to theprofessional literature, coursework, and their experiences; report theirfindings, including recognized areas of strength and challenge; and crafta long-range practitioner plan for continued improvement. Students willpresent their work to a faculty panel in written and oral formats.Prerequisites: None.Restrictions: Admission to Ed.S. program and completion of all InitialAdministrator License courses and 15 semester hours of ContinuingAdministrator License courses.Credits: 1-4 semester hours.

EDAD 577 Advanced Colloquium for Practicing AdministratorsContent: Practicing administrators develop content knowledge about theissues and challenges they encounter in their work in schools, learningto apply current research and leadership skills to successfully resolveleadership dilemmas. A variety of facilitation protocols will be introducedand modeled to promote class interaction and demonstrate possibleapplications in school settings. Students will develop peer supportnetworks and professional connections to assist them in making difficultdecisions and sustaining high quality school leadership.Prerequisites: None.Credits: 1-2 semester hours.

EDAD 578 Leader as Ethnographer: Exploring and Engaging the SchoolCommunityContent: Ethnographers gather and record information to find patterns,better understand issues faced by communities, and improve quality oflife. Veteran school leaders explore the knowledge, skills, and applicableconcepts necessary to explore and engage the school community.Class begins with an examination of the individual leaders' personalworldview, critical to how the leader understands and interacts withothers. Then attention turns to the broader community, studying localvalues and customs, assets and challenges, sources of information andcommunication, and special interest groups. Finally, course participantscraft a plan for meaningfully energizing, engaging, and empowering theschool community.Prerequisites: None.Credits: 2 semester hours.


EDAD 584 Critical Restorative JusticeContent: Leading a just community, in an unjust social and politicalcontext, is complicated. School leaders need an array of protocolsfor engaging their adult professional community in continuouslyrenewing and restoring norms of peace and justice throughout the schoolcommunity. This course is for school leaders (administrators, restorativejustice coordinators, counselors, teacher leaders) wanting practicalskills to generate peace (dignity, connection, belonging, understandingand forgiveness and bridging across significant differences) and justice(forms of fairness) in the adult community of school during timesof injustice, uncertainty, fear and expressions of hate in the broadercommunity. Students are encouraged to register for this intensive coursewith a team. This is not required but will make it easier to bring thesepractices to life in your own setting if you learn to do this work as ateam. The restorative justice practices taught in this course focus on theadult community of the school and are appropriate for staff meetings,community meetings, and can be translated into classroom practices.In this intensive three days leaders (and their teams) will participate inrestorative justice practices and learn from experience to design andfacilitate a variety of restorative processes that will strengthen andcontinuously restore a sense of justice in their professional community.School leaders are facing unprecedented conditions in which to establishand lead inclusive, supportive and welcoming school communities. Thiscourse is for leaders and leadership teams who want new social-justicefocused tools to heal the harms of divisive socio-political rhetoric andaction.Prerequisites: NoneCorequisites: NoneRestrictions: NoneCredits: 2 semester hours.

EDAD 589 Professional Studies: Special TopicsContent: In-depth examination of topics relevant to practicingprofessionals. Course content is based upon recent research and directlyinforms practice.Prerequisites: None.Credits: 1-3 semester hours.

EDAD 598 Special Studies: New or Experimental CoursesContent: In-depth study of a special topic offered by the graduate schoolfor the first time or on a temporary basis.Prerequisites: None.Credits: 1-4 semester hours.

EDAD 599 Independent StudyContent: Independent Study enables a student to pursue, in collaborationwith a faculty member, an academic course not currently offered. Toreceive credit for independent study, the student consults with the facultymember before registration to define the course content, title, amountof credit, and academic evaluation. As a general rule, a graduate studentmay apply no more than three courses of independent study toward agraduate degree or licensure.Prerequisites: None.Restrictions: Consent of instructor and submission of application forIndependent Study to academic department office.Credits: 1-5 semester hours.

EDAD 601 Educational Leadership for Equity and Social JusticeContent: This foundational course is designed to introduce the theories,practices, core responsibilities, and issues associated with leadershipand social justice in educational organizations. Aspiring principals andother educational practitioners move toward acquiring and affirmingrequisites and capacities to engage in social justice praxis (criticalreflection and action) towards improving conditions and culture inschools in authentic and collaborative ways. Candidates learn aboutinstructional, organizational, community, ethical, and sociopoliticalfunctions of leadership. Using research and reflection, candidatesanalyze and clarify internal and external conceptions of and attitudestoward leadership at the intersection of social injustice including but notlimited to: systemic racism, whiteness as privilege and power, gender andclass biases, ableism, and deficit minded decision-making to guide themin leadership work.Prerequisites: None.Credits: 3 semester hours.








EDAD 619 Practicum for School AdministratorsContent: Supervised, onsite, pre-designed administrative experiencealong with campus seminars involving activities, discussions, andpresentations. Students explore the essential content knowledge,leadership, collaboration, and research skills necessary for successfulschool administration in early childhood/elementary and middle-level/high school under the supervision of experienced site and campussupervisors.Prerequisites: EDAD 618.Restrictions: Admission to the Preliminary Administrator Licenseprogram and enrollment in another Preliminary Administrator Licenseprogram course.Credits: 1-2 semester hours.

EDAD 623 Communication Skills and Conflict ResolutionContent: Although many factors are thought to contribute toadministrative effectiveness, the role of communication between andamong different groups is not fully understood. Drawing from research onthis topic, this course examines communication processes as they applyto personnel and group effectiveness in a variety of settings, includingsite-based councils. Students explore the dynamics of communicationbetween ethnic and social groups, investigate strategies for improvingthe content knowledge of problem-solving, and examine the role ofcommunication as it relates to trust an credibility in different settings.Prerequisites: None.Credits: 2 semester hours.

EDAD 631 Administrators' Colloquium for School EquityContent: The lenses of equity and social justice are applied tocontemporary school issues that impact student learning and schoolsuccess. Administrators examine their own cultural heritage andperspectives to understand how personal experiences influenceadministrative behaviors and leadership. The course is designed foradministrators in their beginning years of administrative experience.Prerequisites: None.Credits: 1-2 semester hours.

EDAD 632 Leading Difficult and Underperforming People to ExcellenceContent: The course is designed to provide practicing schooladministrators with knowledge, skills and support to work with adultsfrom diverse and multicultural backgrounds, primarily teachers, whoseperformance is not acceptable. The course is not a clinical supervisioncourse. Students will continue to develop administrative awarenessof personal attitudes and beliefs about competence and success ofteachers based on gender, ethnic background and social class. Coursetopics include effective hiring and retention practices, diagnosis ofcauses for unacceptable teacher performance, objectively documentingevidence of teacher performance, the legal basis for supervising andevaluating teachers, review of and familiarization with district evaluationdocuments, analysis of personal leadership approaches and behaviors,assessing teacher competence and potential for growth, and finally,discussion of relevant technology which supports effective supervision.Prerequisites: None.Restrictions: Initial Administrator License and current schooladministration position.Credits: 2 semester hours.


EDAD 635 Equitable Management of ResourcesContent: School leaders are charged with doing more than simplymanaging students and learning. The school environment, physical plant,and ancillary services play a critical role in student learning and staffeffectiveness. This course focuses on the management and oversightof a school's physical plant and ancillary services that contribute tothe maintenance and operation of such a facility. Areas of focus for thecourse include: facilities management, personnel management, studentmanagement, office management, auxiliary services, management ofspecial services, fiscal management, time management, and resourcemanagement. Case studies and real examples from participatingstudents will contribute to course topics.Prerequisites: None.Restrictions: Initial Administrator License.Credits: 2 semester hours.





EDAD 641 Courage to Lead--Sustaining a VisionContent: This hybrid course includes two seminars and onlinediscussions with an opportunity for participants to explore and developa personal leadership vision, a basis for exploring the difficult dilemmasexperienced in their work. Each student is responsible for developinga personal platform based on their reflection on seminar readings andthe investigation of a particular issue or dilemma in their administrativework life. The participant prepares a 3-5 page paper illustrating a workdilemma and shares it during the second seminar. The two seminars andonline reflections focus on practicing the generation of open and honestquestions.Prerequisites: None.Restrictions: In administrative position.Credits: 1-2 semester hours.


EDAD 642B Courage to LeadContent: Offers a context for participants to explore the dilemmasexperienced in their work. Participants investigate a particular issueor dilemma in their administrative work life and prepare a verbal casestudy and written document for the members of the seminar group.Participants ask honest, open, attentive questions of the presenters. Allstudents are responsible for particular ’core’ readings; each participant isalso directed to specific books focused on their special area of questionand concern.Prerequisites: None.Credits: 2 semester hours.







EDAD 649 Professional Mentorship and SeminarContent: The Professional Mentorship and Seminar course is oneacademic year in length. Students must have a minimum of 3 years as apracticing administrator in order to enroll in the class. Upon successfulcompletion of a 220 hour practicum and compilation of a portfoliodemonstrating competency in each of the administrative standards acredit/no credit grade will be submitted to the campus advisor who willaudit the student's transcript and determine their eligibility for ContinuingAdministrator License program completion.Prerequisites: None.Restrictions: Principal Administrator License; and a minimum of threeyears as a practicing administrator. Course to be taken at the end of theProfessional Administrator License.Credits: 1-2 semester hours.


EDAD 651 Legal and Procedural Aspects of Special EducationContent: This course will provide opportunities for administrators toincrease their knowledge and skills based on current, relevant research inthe areas of instruction, assessment and accountability, program/servicesupport and supervision and legal requirements for special education andstudents who are culturally and linguistically diverse.Prerequisites: None.Credits: 2 semester hours.


EDAD 653 Priority Leadership: Leading Systemic ChangeContent: Priority leadership is a leadership framework of 10 continuabased on research and evidence-based systems that produce results:planning to vision; goals to priorities; policy to targets to opportunity;problem-solving to capacity-building; fear of separation to relationshipand teamwork; controlled management to shared leadership; hiddenagendas to authentic listening; conformance to performance; traditionto data to reflection; arrival to growth. Lessons from each continuumare illustrated and used as examples to demonstrate the critical roleleadership plays in showing improvement and obtaining results. Inaddition to covering the continua, the course includes an individualPriority Leadership Assessment and personal action plan that willimprove the leadership performance of participants.Prerequisites: None.Credits: 2 semester hours.

EDAD 655 Building Positive Climate--Policy and PracticeContent: In the past, school-wide zero-tolerance policies have focusedmainly on reacting to specific student misbehavior by implementingpunishment-based strategies. Research during the past 20 years hasshown that school-wide behavior systems that are positively focusedon desired behaviors can result in a substantive lifestyle impact for allmembers of a school community. This course will examine the systems-based approach for implementing culturally proficient, multi-tiered,school-wide behavior supports, and the critical role that school leadershave in building positive learning environments for each student.Prerequisites: None.Restrictions: Principal Administrator License.Credits: 2 semester hours.





EDAD 670 A Foundation for Racial EquityContent: This course will establish the framework for year-long equitywork for a community of learners. Students will closely examinethe personal, institutional, cultural, and structural conditions thatperpetuate racial inequities in education and the broader community.Participants will also connect with the program purpose, agreements,working definitions, and overall approach to learning in a cross-culturalenvironment. Additionally, participants will begin to develop the passion,urgency, and skills necessary to lead for equity in their buildings andcommunities while deepening their understanding of their own racial andcultural experiences, filters, and biases.Prerequisites: None.Credits: 2 semester hours.

EDAD 671 Understanding Cultural Frameworks and De-CenteringDominant CultureContent: In this course, we explore the personal orientation necessaryto work effectively in cross-cultural learning environments. We dissectdominant culture through unpacking the cultural values, beliefs,communication style, learning orientation, and cultural preferences thatoften remain unconsciously perpetuated or privileged in educationalinstitutions. Then we will continue to explore the historical creationof a racial hierarchy via policies, systems, institutions, and laws andthe legacy of discrimination, bias, and white privilege it creates today.Lastly, we explore nondominant cultural beliefs, communication styles,and learning styles as well as the basic tenets of culturally responsiveteaching in order to begin de-centering dominant culture in schools andclassrooms to truly create inclusive learning environments.Prerequisites: None.Credits: 2 semester hours.

EDAD 672 Facilitating Learning in Diverse CommunitiesContent: This course will focus on the actual culturally inclusivefacilitation skills needed to situate both students and adults aslearners in diverse communities. In addition to concrete facilitation skilldevelopment, participants will explore the value and role of community innon-dominant learning as well as specific ways to enhance an authenticcommunity orientation in schools today both for students and educators.Participants will also develop an approach to observing and offeringfeedback to one another as part of a learning community as well ascreate a facilitation plan for adult professional development. Participantswill choose a focus area to target their community learning process onover the course of the school year.Prerequisites: None.Credits: 1 semester hour.

EDAD 673 Engaging and Empowering FamiliesContent: In this course participants explore the role of family in theeducation of children in school systems today and delve into the oftenpainful realities nondominant families' experiences in schools. Studentsexplore how to create inclusive, empowering, and authentic partnershipswith students, families, and communities and learn how to draw uponstudents' home worlds to create rigorous and relevant curriculumand instruction. Lastly, participants learn how to empower families toadvocate effectively for their children in schools.Prerequisites: None.Credits: 1 semester hour.


EDAD 675 Leading for Equity-Building Inclusive School Systems &Creating Syst ChangeContent: During this course, teacher leaders, aspiring administrators,and current building and district administrators will explore themesand concepts of leadership and management essential to creating andsustaining equitable systemic change in today's diverse school buildings.This culminating course will build on a strong conceptual and experientialknowledge base of equity and explicitly develop the leadership lensand skills critical to inspiring and empowering others to join in creatingequitable, lasting change that improves the academic achievement of allstudents, especially students of color who continue to be underservedby our educational system. This course honors that while this work is amoral imperative, leading for equity at the building and district level isdeeply challenging and requires unrelenting passion as well as a deepleadership skill set and conceptual understandings.Prerequisites: None.Credits: 2 semester hours.








EDAD 699 Independent StudyContent: Independent Study enables a student to pursue, in collaborationwith a faculty member, an academic course not currently offered. Toreceive credit for independent study, the student consults with the facultymember before registration to define the course content, title, amountof credit, and academic evaluation. As a general rule, a graduate studentmay apply no more than three courses of independent study toward agraduate degree or licensure.Prerequisites: None.Credits: 1-5 semester hours.

EDAD 989 Professional Studies: International Special TopicsContent: In-depth examination of topics relevant to practicingprofessionals. Course content is based upon recent research and directlyinforms practice.Prerequisites: None.Credits: 1-4 semester hours.


Educational Leadership (EDLL) Doctoral ProgramCoursesEDLL 701 History of Leadership in EducationContent: In 1837, Horace Mann said, ’A nation could not long remainignorant and free.’ Mann argued for universal public education, supportedby tax funds. The major questions of the day: Who is to be educated?Who will teach them? What will they learn? These have since beenanswered many times over. In the 21st century we are raising thosequestions again, and inquiring further to ask: Is postsecondary educationalso a public good? Who gets to access a college education? Whatdictates a quality higher education experience? Explore how leadership,organization, and ethical and political issues relate to these fundamentalquestions, which are the bedrock of America's systems of education.Prerequisites: None.Restrictions: Admission to EdD program or consent of program director.Credits: 2 semester hours.

EDLL 702 Organizational Theory and LeadershipContent: This course introduces students to core concepts oforganizational theory relevant to a large range of organizationse.g., PK-12 schools, colleges and universities, community groups,manufacturing businesses, hospitals) as well as organizational issuesconfronting leaders (e.g., design, improvement, accountability). Studentswill become adept at thinking critically and analytically about theorganizational contexts in which they work. The course will also helpstudents new to doctoral-level research learn how to interact withscholarly literature and apply it usefully to their work.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 704 Culturally Responsive LeadershipContent: Provides theoretical and practical guidance to supportcandidates in enacting culturally relevant approaches to leadership.Explores how policies and practices can enable effective interactionswithin culturally diverse environments. Participants will learn how toanalyze their values, beliefs, and behavior in this context and will reflecton their own cultural awareness and critical consciousness.Prerequisites: None.Corequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 708 Ethics and Leadership for Social JusticeContent: Leaders face opportunities and challenges when implementingpolicies and practices regarding equity and social justice. Explore ethicalissues dealing with leadership, governance, and policy developmentpertaining to P-20 institutions. Develop an understanding of social justiceleadership theory and practice designed to disrupt structural inequitiesand produce fairness in organizational conditions and outcomes forminoritized communities.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 709 Adult Development and LearningContent: Understanding how people and organizations develop and learnis centrally important for organizational leaders, whether learning isabout existing or new knowledge. In this course students will explore avariety of theories related to adult learning including transformationallearning, critical and feminist theories, distributed cognition, andsocial practice theory. Students will apply these theories to their ownexperiences as learners, and to learning in the organizational settings inwhich they work.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 710 Introduction to Educational ResearchContent: Introduction to epistemologies, paradigms, and methodologiesin social science research. Students learn about different approachesused in education research and examine their underlying assumptionsand values. The course addresses and critiques some of the long-standing traditions in education and social science research that haveprivileged certain values and viewpoints while marginalizing others.Students will read and critique a variety of education research articlesand consider how education leaders can use research for advocacy andtransformative social action.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 715 Intercultural Community CollaborationContent: Building collaborative relationships between schools and thediverse families and communities they serve is critical. By analyzingnontraditional forms of parent and guardian involvement and learning towork with existing cultural traditions, education leaders will gain skillsto support diverse students and strengthen community connections.The goal is to build on the diverse assets of families and to connect withvaluable local resources in order to strengthen collaborative learning forthe entire school community.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 1 semester hour.

EDLL 716 Critical Theory and PedagogyContent: Education research sits at the intersection of debates about thephilosophy of education (ontology), the role of education in (re)producinga pluralistic and free democracy (critical theories of education) whatcounts as a ’just’ society (critical social theory), what counts asknowledge production/construction (critical epistemology and criticalresearch design), and ultimately what it means to educate a public(critical pedagogy). Therefore, education research focused on any oneof these areas has implications in all of these areas. For educationresearch focused on problems of (in)justice, with an interest in solvingthese problems, critical theory offers intellectual traditions and analytictools. Using these intellectual tools, students will recognize, understand,discuss and apply the historical and current tenants of critical theoryto form your own emerging conceptual framework for explaining anddescribing problems of practice in leadership and policy, organizing,pedagogy, and education research.Prerequisites: None.Restrictions: Admission to doctoral program or consent of programdirector.Credits: 2 semester hours.


EDLL 721 Legal Issues in Higher EdContent: This course is designed to advance students' understandingand navigation of legal issues in higher education. Issues related tothe various constituents - faculty, staff, students, and administration -and in various institutional settings will be discussed and consideredin the context of leadership in the face of these challenges. Startingfrom a broader perspective, students will explore the current legal issuesfacing the higher education community nationally, and move to morelocal contexts for managing these circumstances as an institutionaladministrator at a college or university. From both the national and localviewpoints, the primary focus will be on the law and how it impactsrelationships with students. The course will explore the increasinglycomplex regulatory environment facing colleges and universities.Specific topics of discussion will include (among others): the rightsand responsibilities of students in and outside the classroom; codesof conduct and due process; freedom of expression; freedom fromdiscrimination; affirmative action; the roles of religion and politics inhigher education; and the regulation of intercollegiate athletics.Prerequisites: NoneRestrictions: Admission to EdD program or instructor approvalCredits: 3 semester hours.

EDLL 725 Leadership in a Changing Global SocietyContent: In this course we will explore education systems aroundthe globe and the influences of globalization on education practices.Students will consider the interdependence of social, political, economic,and cultural phenomena within and across local and global socialsystems including education systems.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 1-2 semester hours.

EDLL 726 Seminar in Scholarship and WritingContent: Introduction to scholarly writing and the development of self-as-scholar in education and the social sciences. Students gain anunderstanding of the elements and processes of scholarly writing. Thecourse also provides training in APA style and library and referenceresources.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 727 Focused Literature ResearchContent: This seminar is designed to prepare students to develop acritical review of pertinent academic literature focused on the problemor problems that will be addressed in their dissertation research. Theseminar will provide instruction and support with the processes andtechniques for scholarly discussion of controversial literature, andstudents will receive feedback on academic writing from the courseinstructor.Prerequisites: EDLL-726Restrictions: Admission to Ed.D. program or consent of program director.Credits: 1-2 semester hours.

EDLL 728 Conceptual FrameworkContent: Students will learn to generate clear, coherent, well-groundedconceptual frameworks and apply them to their work as emergingresearcher-practitioners. Students will read and critique a variety ofconceptual frameworks as well as collaboratively generate conceptualframeworks based on course readings. They will begin to develop aconceptual framework particular to their own practice and researchinterests.Prerequisites: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 729 Dissertation DesignContent: Students will learn the acceptable formats, techniques, andapproaches necessary for producing a defensible doctoral dissertationas well as the purpose and process of applying for permission to conductstudies involving human subjects. Students will complete a draftdissertation proposal and a human subjects research institutional reviewboard (IRB) application, as well as understand their responsibilities totheir dissertation committee.Prerequisites: None.Restrictions: Admission to the Ed.D program or consent of programdirector.Credits: 3 semester hours.

EDLL 730 Advancement to Candidacy SeminarContent: Extends time and support for doctoral students to completeadvancement to candidacy and institutional review board (IRB) process.Provides individualized coaching and writing assistance and allowsstudents to work toward finalization of their dissertation proposal underfaculty supervision while maintaining access to college services throughcontinuous enrollment in the doctoral program.Prerequisites: Completion of all doctoral coursework, excluding EDLL 729and EDLL 750.Restrictions: Admission to doctoral program. Students may register for amaximum of 3 consecutive semesters of EDLL 730 beginning in the thirdsummer of their program.Credits: 1-3 semester hours.

EDLL 731 Equity-Focused Policy and PracticeContent: This course focuses on equity policy in education. Studentswill explore the sources of policy ideas, the processes of policymaking, and the complex relationship between policy design and policyimplementation. Students will read and critique equity-focused policiesand learn to assess the strengths and constraints in policy designs usinga variety of analysis approaches. Students will also read and critiquepolicy implementation research.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 732 Higher Education PolicyContent: The purpose of this course is to critically examine highereducation policy and the impacts of policy application. Class discussionswill explore challenges faced by institutions of higher education inimplementing policy, with a particular focus on issues related to access,affordability and student outcomes.Prerequisites: NoneCorequisites: NoneRestrictions: Admission to the EdD program or approval of instructorCredits: 3 semester hours.


EDLL 733 Educational Leadership Field ExperienceContent: Provides authentic, in-situ opportunities for candidatesto synthesize and apply theory and research to their leadershipdevelopment and growth as practitioner-scholars. In concert withtheir dissertation work and in collaboration with a university and fieldsupervisor, candidates spend sustained time in the field gathering andanalyzing data around a pressing problem of practice. Through theirfield experiences, candidates are expected to: (1) identify and engagewith the key contact points and people within their schools, districts,organizations, and/or communities in ways that facilitate robust andethical data gathering; (2) explore how dissertation data and findingsilluminate critical questions and themes in leadership work, and (3)make recommendations for improving leadership practice and spurringorganizational change.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 734 Educational Leadership Field Experience IIContent: Provides authentic, sustained, in-situ opportunities forcandidates to synthesize and apply theory and research from programcoursework to their development as practitioner-scholars. In concert withthe doctoral program mission, candidates' field experiences center on thepractice of transformative social change in educational settings, throughresearch and inquiry. The experiences are designed to support candidatesin two critical phases of their dissertation work, including formulating andarticulating a problem (year 1) and applying methodologies to exploreand understand a problem of practice (year 3). Field experiences areplanned and guided collaboratively by the Lewis Clark supervisors andschool, district, and agency personnel for graduate credit. They culminatein a presentation at the end of the program, where candidates share whatthey have learned about leadership and organizational change throughthe practicum process.Prerequisites: EDLL 733.Credits: 1 semester hour.

EDLL 735 Pasar La Batuta: Success Through IntentionContent: When participating in a track and field relay race, it is importantthat each of the sprinters speedily covers their portion of the race.Equally important is the fluidity of transferring responsibility from onerunner to the next, the critical passing of the baton, or ’pasar la batuta’.It is in this moment when all of the effort given by one runner helps jumpstart their teammate in a seamless fashion, or when the work is abruptlyhalted because the hand off is faulty. This critical transfer can define theoutcome of the race. The analogy of ’pasar la batuta’ well articulates theresponsibility educational leaders in P-12 and higher education settingshave for fashioning a seamless transition for students to navigate. As itstands, the movement between primary and secondary education intopostsecondary education is disjointed. This course will explore whythe transition across the educational pipeline is choppy, what factorsneed to be considered in order to facilitate a smoother move, and theopportunities for leaders to foster that change.Prerequisites: NoneRestrictions: Admission to doctoral program or approval of instructorCredits: 2 semester hours.

EDLL 741A Qualitative Research MethodsContent: Overview and application of qualitative research methods.Through course readings, discussion, and practical application,candidates explore: (1) different approaches in qualitative research andepistemologies and common theoretical perspectives that undergirdqualitative inquiry, and (2) various methods and techniques for gathering,interpreting, and making meaning of in-depth and rich information aboutthings as they occur in their natural settings. Candidates gain the skillsnecessary to review and critique qualitative research and to design andundertake their own qualitative research.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 741B Quantitative Research MethodsContent: Overview and application of quantitative research methods.Through course readings, discussion, and practical application, weexamine basic designs and methods associated with quantitativeresearch and become acquainted with descriptive and inferentialstatistical analyses and relevant analysis software, as well as learn howto interpret and present statistical findings. Candidates gain the skillsnecessary to review and critique quantitative research and to design andundertake their own quantitative research.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 742 Quantitative Research Methods IIContent: Practice quantitative research skills. Through reading,discussion, and four practicum workshops students will practice: (1)designing researchable quantitative questions; (2) collecting quantitativedata; (3) cleaning and structuring data for analysis; (4) conductingdescriptive and inferential statistical analyses; and (5) writing up resultsin APA style.Prerequisites: EDLL 741bCredits: 1 semester hour.

EDLL 743 Qualitative Research Methods IIContent: Students practice foundational skills necessary for conductingqualitative research. Through reading, discussion, and four practicumworkshops students will practice qualitative research skills: (1) collectingobservation field notes; (2) developing and piloting interview and/or focusgroup questions; (3) collecting and managing audio and video recordeddata; (4) transcribing audio and/or video data; (5) developing and usinganalytic coding. Students will also be introduced to the human subjectsreview process and complete the CITI responsible research module andthe human subjects module.Prerequisites: EDLL 741ACredits: 1 semester hour.

EDLL 744 Research Development and DisseminationContent: A core element of becoming a scholar-practitioner is learningto conduct, complete and disseminate one's research. In this coursecandidates gain skills and practice developing and delivering researchpresentations and writing conference proposals. Candidates attendresearch presentations, develop a conference proposal, and give and getcritical feedback on presentations and proposals of their original researchprojects in professional and community-based settings.Prerequisites: NoneCorequisites: NoneRestrictions: Admission to the EdD or consent of instructorCredits: 2 semester hours.


EDLL 750 Doctoral DissertationContent: Completion of dissertation research under the direction ofthe chair of the candidate's dissertation committee. Candidates mustbe enrolled in this course during the term in which they defend theirdissertations, and must complete at least 12 semester hours of EDLL750. Grades are deferred until the candidate has successfully defendedand uploaded the final edited and approved dissertation.Prerequisites: Advancement to candidacy, and successful defense of adissertation proposal.Restrictions: Admission to EdD programCredits: 1-12 semester hours.

EDLL 780 Social Justice Leadership RetreatContent: Leaders of school communities and agencies must be ableto work effectively with individuals and groups representing diversecultures and backgrounds; these skills are at the core of leading andserving all members of the community. This retreat will provide anopportunity to explore and learn about issues of diversity in a mutuallysupportive environment led by trained diversity facilitator(s). The retreatbuilds experientially on the academic emphasis on social justice andequity threaded through the doctoral program curriculum and leads to apractical application component during the ensuing academic year.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 1-2 semester hours.

EDLL 798 Special Studies: New or Experimental CoursesContent: In-depth study of a special topic offered by the graduate schoolfor the first time or on a temporary basis.Prerequisites: None.Credits: 1-4 semester hours.

EDLL 799 Independent StudyContent: This course is an Independent Study course. Independent Studyenables a student to pursue, in collaboration with a faculty member, anacademic course not currently offered. To receive credit for IndependentStudy, the student consults with the faculty member before registrationto define the course content, title, amount of credit, and academicevaluation. As a general rule, a graduate student may apply no morethan three courses of Independent Study toward a graduate degree orlicensure.Prerequisites: None.Restrictions: Consent of instructor and submission of application forIndependent Study to academic department office.Credits: 1-3 semester hours.

Student Affairs Administration (SAA) CoursesSAA 501 Foundations of Higher Education and Student AffairsContent: This course introduces students to the history and foundationalphilosophies of higher education with a focus on Student Affairs as aprofession. It begins with an overview of the historical development ofhigher education in the United States and quickly moves to examiningthe integration of student affairs in the governance and administrativestructure of higher education and explores the diversity of roles studentaffairs professionals play within colleges and universities. The coursealso introduces students to the function of a practitioner-scholar in thecontext of this field and informs the class the sense of purpose andculture of student affairs with a focus on the roles held within variousoffices and departments. Finally, contemporary issues and trends willbe explored as student affairs administrators serve as guest speakersintroducing their functional areas and discussing the nature of the issuesthey face.Prerequisites: None.Restrictions: Admission to the M.A. in Student Affairs Administrationprogram.Credits: 3 semester hours.

SAA 509 Equity and Social Justice in Higher EducationContent: This course introduces the attitudes, beliefs, values,skills, knowledge, and self-awareness necessary for student affairsprofessionals to serve diverse student populations. In contemporaryhigher education, diversity plays an increasingly important role in theexperience of students, affecting both their full access to various aspectsof the college experience and the quality of that experience. For thepurposes of this course, diversity shall be defined to include: gender,class, race and ethnicity, language, nationality, sexual orientation, genderidentity, age, religion or spirituality, and disability.Prerequisites: None.Credits: 3 semester hours.

SAA 523 Higher Education Governance and AdministrationContent: This course introduces students to governance andadministrative structures in American higher education. Students willexplore how changes in the demographic, legal, financial, and sociallandscape have impacted the ways that colleges and universitiesoperate. Students will also become familiarized with the use of data andresearch as it relates to governance and administration.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.


SAA 525 Higher Education FinanceContent: This three-semester hour course introduces students tofinancial, economic, and budgetary issues within Higher Education withparticular emphasis on student affairs. Students will review the primarypolitical, economic, and social issues influencing higher educationfinance; examine revenue streams and expenditure patterns; surveytuition and financial aid policies; develop the ability to examine andanalyze financial information; and assess the budget as an instrumentof strategic planning, resource allocation, and control. This courseis grounded in literature, theories, and examples specific to highereducation. The goal for this class is to provide students with theknowledge and abilities that empower them to make appropriatedecisions as higher education leaders. Through assigned readings,lectures, and webcast materials, and by active course participation,including completion of assigned activities, students will have theopportunity to demonstrate their familiarity with the following topics:financing higher education; political influences; higher education revenuesources and uses; and institutional budgeting and planning.Prerequisites: None.Credits: 3 semester hours.

SAA 530 Critical Pedagogies and Student AffairsContent: This class explores the following propositions from the traditionof critical pedagogy: learning is a shared and collective process thatis shaped by social structures and norms of social interaction; highereducation institutions fundamentally shape the process of learning, aswell as what counts as knowledge; higher education institutions cansustain and reproduce inequitable political and economic relationships;higher education institutions can also provide opportunities to resistoppression, build autonomy, and create a more just society. This classwill explore the central concepts and arguments that underlay theseclaims, and consider their implications for student affairs practitionerswho seek to create inclusive learning environments that lead to equitableeducational outcomes.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.

SAA 535 Legal Issues in Higher EducationContent: This course is designed to introduce students to legal issuesin higher education. Issues related to the various constituents - faculty,staff, students, and administration - will be addressed. Students will alsoexplore current legal issues facing the higher education community.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.

SAA 540 Student Development Theory IContent: Having a deep understanding of student development isnecessary for anyone who wants to be successful as an administrator orinstructor in higher education. You must be aware of factors that affectthe development of adults and be able to work with individuals, groups,and organizations within a diverse campus community. This is essentialto establishing environments conducive to the development of studentsfrom a variety of backgrounds. This course introduces students topractitioner-based student development theories within higher education.Ultimately, the understanding and application of these theoreticalframeworks to your work will enable you to enhance student outcomesvis-a-vis programs, services, curricula, and pedagogical techniques.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.

SAA 541 Student Development Theory IIContent: This course is designed to build upon Student DevelopmentTheory I and is considered to be second in a two-part series. Courseworkwill enhance students' understanding of processes of student learning,growth, and development during college. Special focus will focus onrecent theories including diversity in development and the extent to whichthese theories are used to guide empirical research and institutionaldecision-making.Prerequisites: SAA 540.Credits: 3 semester hours.

SAA 544 PracticumContent: Supervised, on-site, pre-designed professional experience alongwith campus seminars involving discussions and presentations. Studentsexplore the essential content knowledge, leadership, collaboration,and research skills of successful educators under the supervision ofexperienced field and campus supervisors.Prerequisites: None.Restrictions: Consent of instructor and submission of application forindependent practicum to department office.Credits: 1-4 semester hours.

SAA 550 Practicum IContent: Practicum I provides you with an opportunity to apply what youhave learned in your coursework in the authentic context of a studentaffairs office or related students affairs position. Central to this approachis your progress toward becoming a practitioner-scholar, a professionalwho can apply research and scholarship in the field to the everydaydemands of a position in student affairs.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.

SAA 551 Practicum IIContent: Practicum II provides you with an opportunity to apply whatyou have learned in your coursework in the authentic context of astudent affairs office or related students affairs position. Central to thisapproach is your progress toward becoming a practitioner-scholar, aprofessional who can apply research and scholarship in the field to theeveryday demands of a position in student affairs. Practicum II builds onPracticum I by focusing in more depth on a specific career role, objective,or competency.Prerequisites: SAA 550.Credits: 3 semester hours.

SAA 557 Student Affairs Program Planning, Assessment, and EvaluationContent: This course is designed to introduce students to planning,assessment, and evaluation in higher education, with a particularemphasis in student affairs. The course will focus on methodologiesused to assess student learning outcomes and program evaluation.Student will also become familiar with the fundamentals of strategicplanning, as well as data collection, analysis, and reporting.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.

SAA 580 Proseminar in Student Affairs AdministrationContent: This course is designed to prepare students in their transitionfrom student to practitioner. The course will provide a reflection,synthesis, integration, and application of prior and concurrentcoursework. The focus of the course will be on examining the student'srole as a practitioner-scholar and their application of theory to practice.The course will utilize a case-study approach to addressing current aswell as future issues in higher education graduates will face once theycomplete the program.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.


SAA 598 Special Studies: New Or Experimental CoursesContent: In-depth study of a special topic offered by the graduate schoolfor the first time or on a temporary basis. Prerequisites: None.Prerequisites: None.Credits: 1-4 semester hours.

SAA 599 Independent StudyContent: Independent Study enables a student to pursue, in collaborationwith a faculty member, an academic course not currently offered. Toreceive credit for independent study, the student consults with the facultymember before registration to define the course content, title, amountof credit, and academic evaluation. As a general rule, a graduate studentmay apply no more than three courses of independent study toward agraduate degree or licensure.Prerequisites: None.Restrictions: Consent of instructor and submission of application forIndependent Study to academic department office.Credits: 1-4 semester hours.


School CounselingSCED 500 Introduction to School CounselingContent: Perspectives and practices for school counseling in the 21stcentury, multicultural and diversity issues impacting school counseling,and overview of counseling theory as applied to the child and adolescentin a school setting. Introduction to counseling skill development withan emphasis on solution-focused, cognitive-behavioral, and microskillsapproaches.Prerequisites: None.Credits: 3 semester hours.

SCED 501 Academic Development and ConsultationContent: First of three courses addressing national standards forcomprehensive school counseling programs and the role of the schoolcounselor in consultation. Skill development with an emphasis onresiliency/asset-building using solution-focused, cognitive-behavioral,client-centered, reality/choice, and microskills counseling as appliedto the academic development of a diverse population of students toeliminate achievement gaps. Topics include developmental assets asidentified by the Search Institute. Participants practice consultation skillswith students and faculty.Prerequisites: None.Corequisites: SCED 500, SCED 502.Credits: 2 semester hours.

SCED 502 Internship: Academic Development and ConsultationContent: Direct experience in school settings working with students andfaculty. Candidates conduct classroom activities to support academicsuccess based on the national standards for academic competencies.Under the direction of the school counselor, participants consultwith students and faculty on academic issues and the elimination ofachievement gaps between and ethnic and racial groups.Prerequisites: None.Corequisites: SCED 500, SCED 501.Credits: 1.5 semester hours.

SCED 503 Career Development and ConsultationContent: Second of three courses addressing National Standards forComprehensive School Counseling Programs and the role of the schoolcounselor in consultation. Continued skill development with an emphasison resiliency/asset-building using solution-focused, cognitive-behavioral,client-centered, reality/choice, and microskills counseling as appliedto the career development of a diverse population of students. Topicsinclude developmental assets as identified by the Search Institute.Content knowledge is enhanced by technology. Participants practiceconsultation skills with students and faculty.Prerequisites: SCED 500.Credits: 2 semester hours.

SCED 505 Personal/Social Development and ConsultationContent: Third of three courses addressing National Standards forComprehensive School Counseling Programs and the role of the schoolcounselor in consultation. Continued skill development with an emphasison resiliency/asset-building using solution-focused, cognitive-behavioral,client-centered, reality/choice, and microskills counseling as applied tothe personal/social development of a diverse population of students.Topics include developmental assets as identified by the Search Institute.Participants practice consultation skills with students and faculty.Prerequisites: SCED 500, SCED 501, SCED 502.Credits: 2 semester hours.

SCED 506 Internship: Personal/Social Development and ConsultationContent: Direct experience in school settings working with studentsand faculty. Candidates conduct classroom activities to supportpersonal/social success based on national standards for personal/socialcompetencies. Under the direction of the school counselor, participantsconsult with students and faculty on personal/social issues.Prerequisites: SCED 500, SCED 501, SCED 502.Corequisites: SCED 505.Credits: 1.5 semester hours.

SCED 507 Development of the Learner: Children and AdolescentsContent: Discussion, critique, and application of theories of child andadolescent development and learning. Application of theory to the schoolsetting in the areas of learner development, learner styles/differences, thenature of the learner, and learner motivation. Topics include the impactof culture and diversity on learning. Examines from the perspectiveof the school counselor the contribution of internal/external assetdevelopments that help today's youths thrive.Prerequisites: None.Credits: 2 semester hours.

SCED 508 Social Justice, Diversity, and Cultural IssuesContent: Strategies for interacting and working with diverse communitiesas identified by race, ethnicity, gender, class, sexual orientation, age,disability, or religion. Addresses methods for positively impacting socialand cultural diversity and equity issues including the possible effects ofculture, race stereotyping, family, socioeconomic status, gender, sexualidentity, language, and values on student development and progress inthe school setting. Content and methodology emphasize small-groupactivities, collaboration, and use of data to create equity for all students.Candidates practice taking an active role in supporting all students andfocus on eliminating the achievement gap.Prerequisites: None.Credits: 2 semester hours.


SCED 509 Ethical and Legal Issues in Education and School CounselingContent: Study of sources of law under which educators operate.Case law, lectures, and discussions concentrate on legal rights andresponsibilities of all individuals attending or employed by public schools.Examination of areas of educational governance (e.g., courses of law andthe courts, schools, and the states). Explores the ethical codes of theAmerican School Counselor Association and the American CounselingAssociation using case studies. Meets the requirement of the OregonTeacher Standards and Practices Commission for knowledge of federaland state laws prohibiting discrimination.Prerequisites: None.Credits: 3 semester hours.

SCED 510 Family Dynamics, Community Resources, and ConsultationContent: Effective ways to include family members as active contributorsin their children's education. Examines concepts of family dynamics anddysfunction requiring referral and use of community resources. Topicsinclude developmental assets as applicable to the family setting andimpact of the special-needs child on the family organizational structure.Explores diversity inherent in families and focuses on ways of relating tofamilies who differ from each other in terms of age, race, socioeconomicbackground, and/or family form.Prerequisites: None.Credits: 3 semester hours.

SCED 511 Group Leadership Skills for School CounselorsContent: Principles and practices of group counseling, group dynamics,group leadership, and group processes with students and parents. Topicsinclude group approaches for promoting academic, career, and personal/social success for all students. Candidates plan, organize, facilitate, andevaluate small groups within the educational setting. Addresses ethicalconsiderations of group work with children and adolescents using theethical codes of the American School Counselor Association and theAmerican Counseling Association.Prerequisites: None.Credits: 2 semester hours.

SCED 512 Disability in the Educational ContextContent: This course provides an opportunity to learn about variations inlearning, behavior, and physiology that society finds significant enoughto warrant a disability classification in special education intervention.This course will offer an overview of broad categories of disabilities(following education/IDEA law), common special education adaptations,accommodations, or modifications to minimize the impact of disabilitieswithin an educational context. Emphasis will be placed on the importanceof advocacy and acting as an ally for individuals with disabilities.Prerequisites: None.Credits: 2 semester hours.

SCED 513 Educational Research, Assessment, and TechnologyContent: The major uses and components of classroom or school-based research processes, academic test interpretation, and limitations.Participants explore quantitative and qualitative research methods,critiques of research studies, assessment and evaluation, integrationof assessment with instruction, portfolios, comprehensive schoolcounseling programs, and what it means to be a practitioner-researcher.Topics include cultural assumptions held by researchers and the effectsof these assumptions on research practices and results. Candidatesdevelop a database, PowerPoint presentation, and webpage for datadisplay.Prerequisites: None.Restrictions: Restricted to students who are eligible for SCED 516 SchoolCounseling Internship (Macro).Credits: 1-3 semester hours.

SCED 516 School Counseling InternshipContent: Application of knowledge, skills, and attitudes gained fromprevious courses (e.g., consultation, research, ethics/law). Candidatesfocus on the school counselor's role within the educational setting andprepare a professional portfolio that showcases their graduate work/experiences. Candidates assess, design, implement, and evaluate acomprehensive school counseling program based on national standards,the ASCA National Model, and Oregon's Comprehensive Guidance andCounseling Framework. Explores school reform initiatives (e.g., Certificateof Initial Mastery, Certificate of Advanced Mastery, Proficiency-BasedAdmissions Standards), including curriculum, instruction, leadership, andpolitics. Students take 4 semester hours in fall and 4 in spring for a totalof 8 semester hours.Prerequisites: Completion of all required coursework.Restrictions: Portfolio meeting and sign-off with advisor.Credits: 4 semester hours.

SCED 517 Practicum in Classroom InstructionContent: Foundations of education and curriculum. Classroom instructionis complemented by a teaching practicum, allowing the candidate tointegrate theory and practice. Participants complete student teachingand prepare a work sample. Students take three semester hours in falland two in spring, for a total of five semester hours.Prerequisites: None.Credits: 2-3 semester hours.

SCED 520 Motivational Strategies for School CounselorsContent: This course will introduce students to a variety of strategiesschool counselors can utilize to enhance students' intrinsic motivationto change and achieve in the academic, personal/social, and careerdomains.Prerequisites: None.Credits: 1 semester hour.

SCED 525 Advocacy in the Latino Community and Introduction toSpanish LanguageContent: This course will focus on diversity within the Latino communityin Oregon and the social and political factors impacting the educationalexperiences of Latino youth and families in our public school system.It will also address exploration of our own linguistic identities and ourroles as we engage with this population. The course will also offer anintroduction to basic Spanish language, specific to the educationalsetting.Prerequisites: None.Restrictions: Admission to the school counseling program or instructorconsentCredits: 1 semester hour.

SCED 544 PracticumPrerequisites: None.Restrictions: Consent of instructor and submission of application forIndependent Practicum to academic department office. .Credits: 1-4 semester hours.


SCED 550 Clinical Issues in School CounselingContent: This course will address various clinical issues frequentlyencountered by school counselors in a K-12 setting. Conducted asa seminar, the course is an overview primer of mental health issuesaffecting children and adolescents (for example, depression, anxiety,self mutilating behavior, behavioral disorders, PTSD). Clinical issueswill be discussed in terms of etiological factors, symptomotology,biopsychosocial factors, treatment issues, and cultural and diversityperspectives. The use and limitations of the DSM-5 diagnostic systemwill be addressed. The school counselor's role in referral and long termtreatment for clinical issues will be addressed in the context of the ASCANational Model.Prerequisites: None.Restrictions: Admission to the School Counseling program or instructorconsent.Credits: 2 semester hours.

SCED 565 College Planning to Promote Equity and Access for AllStudentsContent: This course will introduce school counselors to issues andstrategies relating to the college counseling needs of high schoolstudents and their families. In addition, techniques for infusingcollege-going beliefs, attitudes, and behaviors in all schools (K-12)will be examined. Participants will develop educationally appropriateperspectives and useful techniques for maximizing educationopportunities for all students.Prerequisites: None.Restrictions: Admission to the School Counseling program or instructorconsent.Credits: 1 semester hour.




SCED 649 Independent StudyPrerequisites: None.Credits: 1-4 semester hours.




SCED 989 Professional Studies: International Special TopicsContent: In-depth examination of topics relevant to practicingprofessionals. Course content is based upon recent research and directlyinforms practice.Prerequisites: None.Credits: 1-4 semester hours.

Educational Administration (EDAD)EDAD 501 Educational Leadership for Equity and Social JusticeContent: This foundational course is designed to introduce the theories,practices, core responsibilities, and issues associated with leadershipand social justice in educational organizations. Aspiring principals andother educational practitioners move toward acquiring and affirmingrequisites and capacities to engage in social justice praxis (criticalreflection and action) towards improving conditions and culture inschools in authentic and collaborative ways. Candidates learn aboutinstructional, organizational, community, ethical, and sociopoliticalfunctions of leadership. Using research and reflection, candidatesanalyze and clarify internal and external conceptions of and attitudestoward leadership at the intersection of social injustice including but notlimited to: systemic racism, whiteness as privilege and power, gender andclass biases, ableism, and deficit minded decision-making to guide themin leadership work.Prerequisites: None.Credits: 3 semester hours.








EDAD 519 Practicum for School AdministratorsContent: Supervised, onsite, pre-designed administrative experiencealong with campus seminars involving activities, discussions, andpresentations. Students explore the essential content knowledge,leadership, collaboration, and research skills necessary for successfulschool administration in early childhood/elementary and middle-level/high school under the supervision of experienced site and campussupervisors.Prerequisites: EDAD 518Restrictions: Admission to the Principal Administrator License programand enrollment in another Principal Administrator License programcourse.Credits: 1-2 semester hours.

EDAD 523 Communication Skills and Conflict ResolutionContent: Although many factors are thought to contribute toadministrative effectiveness, the role of communication between andamong different groups is not fully understood. Drawing from research onthis topic, this course examines communication processes as they applyto personnel and group effectiveness in a variety of settings, includingsite-based councils. Students explore the dynamics of communicationbetween ethnic and social groups, investigate strategies for improvingthe content knowledge of problem-solving, and examine the role ofcommunication as it relates to trust an credibility in different settings.Prerequisites: NoneCredits: 2 semester hours.

EDAD 531 Administrators' Colloquium for School EquityContent: The lenses of equity and social justice are applied tocontemporary school issues that impact student learning and schoolsuccess. Administrators examine their own cultural heritage andperspectives to understand how personal experiences influenceadministrative behaviors and leadership. The course is designed foradministrators in their beginning years of administrative experience.Prerequisites: None.Credits: 2 semester hours.

EDAD 532 Leading Difficult and Underperforming People to ExcellenceContent: The course is designed to provide practicing schooladministrators with knowledge, skills and support to work with adultsfrom diverse and multicultural backgrounds, primarily teachers, whoseperformance is not acceptable. The course is not a clinical supervisioncourse. Students will continue to develop administrative awarenessof personal attitudes and beliefs about competence and success ofteachers based on gender, ethnic background and social class. Coursetopics include effective hiring and retention practices, diagnosis ofcauses for unacceptable teacher performance, objective documentationof teacher performance, the legal basis for supervising and evaluatingteachers, review of and familiarization with district evaluation documents,analysis of personal leadership approaches and behaviors, assessingteacher competence and potential for growth, and finally, discussion ofrelevant technology which supports effective supervision.Prerequisites: None.Restrictions: Initial Administrator License and current schooladministration position.Credits: 2 semester hours.



EDAD 535 Equitable Management of ResourcesContent: School and district leaders are charged with doing more thansimply managing students and learning. The management of schoolboards, personnel, the school environment, physical plant, and ancillaryservices play a critical role in student learning and staff effectiveness.The distribution of limited resources requires leaders to wear a lensof equity. This course focuses on the management and oversight ofthe critical resources that contribute to the success of schools. Areasof focus for the course include the equitable decisions required formanagement and operations of: school boards, personnel, offices,auxiliary services, special services, finances, student behavior, time andother resources. Case studies and real examples from participatingstudents will contribute to course topics.Prerequisites: None.Credits: 2 semester hours.




EDAD 541 Courage to Lead--Sustaining a VisionContent: This hybrid course includes two seminars and onlinediscussions with an opportunity for participants to explore and developa personal leadership vision, a basis for exploring the difficult dilemmasexperienced in their work. Each student is responsible for developinga personal platform based on their reflection on seminar readings andthe investigation of a particular issue or dilemma in their administrativework life. The participant prepares a 3-5 page paper illustrating a workdilemma and shares it during the second seminar. The two seminars andonline reflections focus on practicing the generation of open and honestquestions.Prerequisites: None.Restrictions: In administrative position.Credits: 2 semester hours.








EDAD 549 Professional Mentorship and SeminarContent: The Professional Mentorship and Seminar course is oneacademic year in length. Students must have a minimum of 3 years as apracticing administrator in order to enroll in the class. Upon successfulcompletion of a 220 hour practicum and compilation of a portfoliodemonstrating competency in each of the administrative standardsa credit/no credit grade will be submitted to the campus advisor whowill audit the student's transcript and determine their eligibility forProfessional Administrator License program completion.Prerequisites: None.Restrictions: Principal Administrator License; minimum of three yearsas a practicing administrator. Course to be taken at the end of theProfessional Administrator License.Credits: 1-2 semester hours.


EDAD 551 Legal and Procedural Aspects of Special EducationContent: This course will provide opportunities for administrators toincrease their knowledge and skills based on current, relevant research inthe areas of instruction, assessment and accountability, program/servicesupport and supervision and legal requirements for special education andstudents who are culturally and linguistically diverse.Prerequisites: NoneCredits: 2 semester hours.


EDAD 553 Priority Leadership: Leading Systemic ChangeContent: Priority leadership is a leadership framework of 10 continuabased on research and evidence-based systems that produce results:planning to vision; goals to priorities; policy to targets to opportunity;problem-solving to capacity-building; fear of separation to relationshipand teamwork; controlled management to shared leadership; hiddenagendas to authentic listening; conformance to performance; traditionto data to reflection; arrival to growth. Lessons from each continuumare illustrated and used as examples to demonstrate the critical roleleadership plays in showing improvement and obtaining results. Inaddition to covering the continua, the course includes an individualpriority leadership assessment and personal action plan that will improvethe leadership performance of participants.Prerequisites: None.Credits: 2 semester hours.


EDAD 555 Building Positive Climate - Policy and PracticeContent: In the past, school-wide zero-tolerance policies have focusedmainly on reacting to specific student misbehavior by implementingpunishment-based strategies. Research during the past 20 years hasshown that school-wide behavior systems that are positively focusedon desired behaviors can result in a substantive lifestyle impact for allmembers of a school community. This course will examine the systems-based approach for implementing culturally proficient, multi-tiered,school-wide behavior supports, and the critical role that school leadershave in building positive learning environments for each student.Prerequisites: None.Restrictions: Principal Administrator License.Credits: 2 semester hours.













EDAD 599 Independent StudyContent: Independent Study enables a student to pursue, in collaborationwith a faculty member, an academic course not currently offered. Toreceive credit for independent study, the student consults with the facultymember before registration to define the course content, title, amountof credit, and academic evaluation. As a general rule, a graduate studentmay apply no more than three courses of independent study toward agraduate degree or licensure.Prerequisites: None.Restrictions: Consent of instructor and submission of application forIndependent Study to academic department office.Credits: 1-5 semester hours.

EDAD 601 Educational Leadership for Equity and Social JusticeContent: This foundational course is designed to introduce the theories,practices, core responsibilities, and issues associated with leadershipand social justice in educational organizations. Aspiring principals andother educational practitioners move toward acquiring and affirmingrequisites and capacities to engage in social justice praxis (criticalreflection and action) towards improving conditions and culture inschools in authentic and collaborative ways. Candidates learn aboutinstructional, organizational, community, ethical, and sociopoliticalfunctions of leadership. Using research and reflection, candidatesanalyze and clarify internal and external conceptions of and attitudestoward leadership at the intersection of social injustice including but notlimited to: systemic racism, whiteness as privilege and power, gender andclass biases, ableism, and deficit minded decision-making to guide themin leadership work.Prerequisites: None.Credits: 3 semester hours.








EDAD 619 Practicum for School AdministratorsContent: Supervised, onsite, pre-designed administrative experiencealong with campus seminars involving activities, discussions, andpresentations. Students explore the essential content knowledge,leadership, collaboration, and research skills necessary for successfulschool administration in early childhood/elementary and middle-level/high school under the supervision of experienced site and campussupervisors.Prerequisites: EDAD 618.Restrictions: Admission to the Preliminary Administrator Licenseprogram and enrollment in another Preliminary Administrator Licenseprogram course.Credits: 1-2 semester hours.

EDAD 623 Communication Skills and Conflict ResolutionContent: Although many factors are thought to contribute toadministrative effectiveness, the role of communication between andamong different groups is not fully understood. Drawing from research onthis topic, this course examines communication processes as they applyto personnel and group effectiveness in a variety of settings, includingsite-based councils. Students explore the dynamics of communicationbetween ethnic and social groups, investigate strategies for improvingthe content knowledge of problem-solving, and examine the role ofcommunication as it relates to trust an credibility in different settings.Prerequisites: None.Credits: 2 semester hours.

EDAD 631 Administrators' Colloquium for School EquityContent: The lenses of equity and social justice are applied tocontemporary school issues that impact student learning and schoolsuccess. Administrators examine their own cultural heritage andperspectives to understand how personal experiences influenceadministrative behaviors and leadership. The course is designed foradministrators in their beginning years of administrative experience.Prerequisites: None.Credits: 1-2 semester hours.

EDAD 632 Leading Difficult and Underperforming People to ExcellenceContent: The course is designed to provide practicing schooladministrators with knowledge, skills and support to work with adultsfrom diverse and multicultural backgrounds, primarily teachers, whoseperformance is not acceptable. The course is not a clinical supervisioncourse. Students will continue to develop administrative awarenessof personal attitudes and beliefs about competence and success ofteachers based on gender, ethnic background and social class. Coursetopics include effective hiring and retention practices, diagnosis ofcauses for unacceptable teacher performance, objectively documentingevidence of teacher performance, the legal basis for supervising andevaluating teachers, review of and familiarization with district evaluationdocuments, analysis of personal leadership approaches and behaviors,assessing teacher competence and potential for growth, and finally,discussion of relevant technology which supports effective supervision.Prerequisites: None.Restrictions: Initial Administrator License and current schooladministration position.Credits: 2 semester hours.


EDAD 635 Equitable Management of ResourcesContent: School leaders are charged with doing more than simplymanaging students and learning. The school environment, physical plant,and ancillary services play a critical role in student learning and staffeffectiveness. This course focuses on the management and oversightof a school's physical plant and ancillary services that contribute tothe maintenance and operation of such a facility. Areas of focus for thecourse include: facilities management, personnel management, studentmanagement, office management, auxiliary services, management ofspecial services, fiscal management, time management, and resourcemanagement. Case studies and real examples from participatingstudents will contribute to course topics.Prerequisites: None.Restrictions: Initial Administrator License.Credits: 2 semester hours.





EDAD 641 Courage to Lead--Sustaining a VisionContent: This hybrid course includes two seminars and onlinediscussions with an opportunity for participants to explore and developa personal leadership vision, a basis for exploring the difficult dilemmasexperienced in their work. Each student is responsible for developinga personal platform based on their reflection on seminar readings andthe investigation of a particular issue or dilemma in their administrativework life. The participant prepares a 3-5 page paper illustrating a workdilemma and shares it during the second seminar. The two seminars andonline reflections focus on practicing the generation of open and honestquestions.Prerequisites: None.Restrictions: In administrative position.Credits: 1-2 semester hours.


EDAD 642B Courage to LeadContent: Offers a context for participants to explore the dilemmasexperienced in their work. Participants investigate a particular issueor dilemma in their administrative work life and prepare a verbal casestudy and written document for the members of the seminar group.Participants ask honest, open, attentive questions of the presenters. Allstudents are responsible for particular ’core’ readings; each participant isalso directed to specific books focused on their special area of questionand concern.Prerequisites: None.Credits: 2 semester hours.







EDAD 649 Professional Mentorship and SeminarContent: The Professional Mentorship and Seminar course is oneacademic year in length. Students must have a minimum of 3 years as apracticing administrator in order to enroll in the class. Upon successfulcompletion of a 220 hour practicum and compilation of a portfoliodemonstrating competency in each of the administrative standards acredit/no credit grade will be submitted to the campus advisor who willaudit the student's transcript and determine their eligibility for ContinuingAdministrator License program completion.Prerequisites: None.Restrictions: Principal Administrator License; and a minimum of threeyears as a practicing administrator. Course to be taken at the end of theProfessional Administrator License.Credits: 1-2 semester hours.


EDAD 651 Legal and Procedural Aspects of Special EducationContent: This course will provide opportunities for administrators toincrease their knowledge and skills based on current, relevant research inthe areas of instruction, assessment and accountability, program/servicesupport and supervision and legal requirements for special education andstudents who are culturally and linguistically diverse.Prerequisites: None.Credits: 2 semester hours.


EDAD 653 Priority Leadership: Leading Systemic ChangeContent: Priority leadership is a leadership framework of 10 continuabased on research and evidence-based systems that produce results:planning to vision; goals to priorities; policy to targets to opportunity;problem-solving to capacity-building; fear of separation to relationshipand teamwork; controlled management to shared leadership; hiddenagendas to authentic listening; conformance to performance; traditionto data to reflection; arrival to growth. Lessons from each continuumare illustrated and used as examples to demonstrate the critical roleleadership plays in showing improvement and obtaining results. Inaddition to covering the continua, the course includes an individualPriority Leadership Assessment and personal action plan that willimprove the leadership performance of participants.Prerequisites: None.Credits: 2 semester hours.

EDAD 655 Building Positive Climate--Policy and PracticeContent: In the past, school-wide zero-tolerance policies have focusedmainly on reacting to specific student misbehavior by implementingpunishment-based strategies. Research during the past 20 years hasshown that school-wide behavior systems that are positively focusedon desired behaviors can result in a substantive lifestyle impact for allmembers of a school community. This course will examine the systems-based approach for implementing culturally proficient, multi-tiered,school-wide behavior supports, and the critical role that school leadershave in building positive learning environments for each student.Prerequisites: None.Restrictions: Principal Administrator License.Credits: 2 semester hours.





EDAD 670 A Foundation for Racial EquityContent: This course will establish the framework for year-long equitywork for a community of learners. Students will closely examinethe personal, institutional, cultural, and structural conditions thatperpetuate racial inequities in education and the broader community.Participants will also connect with the program purpose, agreements,working definitions, and overall approach to learning in a cross-culturalenvironment. Additionally, participants will begin to develop the passion,urgency, and skills necessary to lead for equity in their buildings andcommunities while deepening their understanding of their own racial andcultural experiences, filters, and biases.Prerequisites: None.Credits: 2 semester hours.

EDAD 671 Understanding Cultural Frameworks and De-CenteringDominant CultureContent: In this course, we explore the personal orientation necessaryto work effectively in cross-cultural learning environments. We dissectdominant culture through unpacking the cultural values, beliefs,communication style, learning orientation, and cultural preferences thatoften remain unconsciously perpetuated or privileged in educationalinstitutions. Then we will continue to explore the historical creationof a racial hierarchy via policies, systems, institutions, and laws andthe legacy of discrimination, bias, and white privilege it creates today.Lastly, we explore nondominant cultural beliefs, communication styles,and learning styles as well as the basic tenets of culturally responsiveteaching in order to begin de-centering dominant culture in schools andclassrooms to truly create inclusive learning environments.Prerequisites: None.Credits: 2 semester hours.

EDAD 672 Facilitating Learning in Diverse CommunitiesContent: This course will focus on the actual culturally inclusivefacilitation skills needed to situate both students and adults aslearners in diverse communities. In addition to concrete facilitation skilldevelopment, participants will explore the value and role of community innon-dominant learning as well as specific ways to enhance an authenticcommunity orientation in schools today both for students and educators.Participants will also develop an approach to observing and offeringfeedback to one another as part of a learning community as well ascreate a facilitation plan for adult professional development. Participantswill choose a focus area to target their community learning process onover the course of the school year.Prerequisites: None.Credits: 1 semester hour.

EDAD 673 Engaging and Empowering FamiliesContent: In this course participants explore the role of family in theeducation of children in school systems today and delve into the oftenpainful realities nondominant families' experiences in schools. Studentsexplore how to create inclusive, empowering, and authentic partnershipswith students, families, and communities and learn how to draw uponstudents' home worlds to create rigorous and relevant curriculumand instruction. Lastly, participants learn how to empower families toadvocate effectively for their children in schools.Prerequisites: None.Credits: 1 semester hour.


EDAD 675 Leading for Equity-Building Inclusive School Systems &Creating Syst ChangeContent: During this course, teacher leaders, aspiring administrators,and current building and district administrators will explore themesand concepts of leadership and management essential to creating andsustaining equitable systemic change in today's diverse school buildings.This culminating course will build on a strong conceptual and experientialknowledge base of equity and explicitly develop the leadership lensand skills critical to inspiring and empowering others to join in creatingequitable, lasting change that improves the academic achievement of allstudents, especially students of color who continue to be underservedby our educational system. This course honors that while this work is amoral imperative, leading for equity at the building and district level isdeeply challenging and requires unrelenting passion as well as a deepleadership skill set and conceptual understandings.Prerequisites: None.Credits: 2 semester hours.








EDAD 699 Independent StudyContent: Independent Study enables a student to pursue, in collaborationwith a faculty member, an academic course not currently offered. Toreceive credit for independent study, the student consults with the facultymember before registration to define the course content, title, amountof credit, and academic evaluation. As a general rule, a graduate studentmay apply no more than three courses of independent study toward agraduate degree or licensure.Prerequisites: None.Credits: 1-5 semester hours.

EDAD 989 Professional Studies: International Special TopicsContent: In-depth examination of topics relevant to practicingprofessionals. Course content is based upon recent research and directlyinforms practice.Prerequisites: None.Credits: 1-4 semester hours.


Educational Leadership (EDLL) Doctoral ProgramCoursesEDLL 701 History of Leadership in EducationContent: In 1837, Horace Mann said, ’A nation could not long remainignorant and free.’ Mann argued for universal public education, supportedby tax funds. The major questions of the day: Who is to be educated?Who will teach them? What will they learn? These have since beenanswered many times over. In the 21st century we are raising thosequestions again, and inquiring further to ask: Is postsecondary educationalso a public good? Who gets to access a college education? Whatdictates a quality higher education experience? Explore how leadership,organization, and ethical and political issues relate to these fundamentalquestions, which are the bedrock of America's systems of education.Prerequisites: None.Restrictions: Admission to EdD program or consent of program director.Credits: 2 semester hours.

EDLL 702 Organizational Theory and LeadershipContent: This course introduces students to core concepts oforganizational theory relevant to a large range of organizationse.g., PK-12 schools, colleges and universities, community groups,manufacturing businesses, hospitals) as well as organizational issuesconfronting leaders (e.g., design, improvement, accountability). Studentswill become adept at thinking critically and analytically about theorganizational contexts in which they work. The course will also helpstudents new to doctoral-level research learn how to interact withscholarly literature and apply it usefully to their work.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 704 Culturally Responsive LeadershipContent: Provides theoretical and practical guidance to supportcandidates in enacting culturally relevant approaches to leadership.Explores how policies and practices can enable effective interactionswithin culturally diverse environments. Participants will learn how toanalyze their values, beliefs, and behavior in this context and will reflecton their own cultural awareness and critical consciousness.Prerequisites: None.Corequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 708 Ethics and Leadership for Social JusticeContent: Leaders face opportunities and challenges when implementingpolicies and practices regarding equity and social justice. Explore ethicalissues dealing with leadership, governance, and policy developmentpertaining to P-20 institutions. Develop an understanding of social justiceleadership theory and practice designed to disrupt structural inequitiesand produce fairness in organizational conditions and outcomes forminoritized communities.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 709 Adult Development and LearningContent: Understanding how people and organizations develop and learnis centrally important for organizational leaders, whether learning isabout existing or new knowledge. In this course students will explore avariety of theories related to adult learning including transformationallearning, critical and feminist theories, distributed cognition, andsocial practice theory. Students will apply these theories to their ownexperiences as learners, and to learning in the organizational settings inwhich they work.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 710 Introduction to Educational ResearchContent: Introduction to epistemologies, paradigms, and methodologiesin social science research. Students learn about different approachesused in education research and examine their underlying assumptionsand values. The course addresses and critiques some of the long-standing traditions in education and social science research that haveprivileged certain values and viewpoints while marginalizing others.Students will read and critique a variety of education research articlesand consider how education leaders can use research for advocacy andtransformative social action.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 715 Intercultural Community CollaborationContent: Building collaborative relationships between schools and thediverse families and communities they serve is critical. By analyzingnontraditional forms of parent and guardian involvement and learning towork with existing cultural traditions, education leaders will gain skillsto support diverse students and strengthen community connections.The goal is to build on the diverse assets of families and to connect withvaluable local resources in order to strengthen collaborative learning forthe entire school community.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 1 semester hour.

EDLL 716 Critical Theory and PedagogyContent: Education research sits at the intersection of debates about thephilosophy of education (ontology), the role of education in (re)producinga pluralistic and free democracy (critical theories of education) whatcounts as a ’just’ society (critical social theory), what counts asknowledge production/construction (critical epistemology and criticalresearch design), and ultimately what it means to educate a public(critical pedagogy). Therefore, education research focused on any oneof these areas has implications in all of these areas. For educationresearch focused on problems of (in)justice, with an interest in solvingthese problems, critical theory offers intellectual traditions and analytictools. Using these intellectual tools, students will recognize, understand,discuss and apply the historical and current tenants of critical theoryto form your own emerging conceptual framework for explaining anddescribing problems of practice in leadership and policy, organizing,pedagogy, and education research.Prerequisites: None.Restrictions: Admission to doctoral program or consent of programdirector.Credits: 2 semester hours.


EDLL 721 Legal Issues in Higher EdContent: This course is designed to advance students' understandingand navigation of legal issues in higher education. Issues related tothe various constituents - faculty, staff, students, and administration -and in various institutional settings will be discussed and consideredin the context of leadership in the face of these challenges. Startingfrom a broader perspective, students will explore the current legal issuesfacing the higher education community nationally, and move to morelocal contexts for managing these circumstances as an institutionaladministrator at a college or university. From both the national and localviewpoints, the primary focus will be on the law and how it impactsrelationships with students. The course will explore the increasinglycomplex regulatory environment facing colleges and universities.Specific topics of discussion will include (among others): the rightsand responsibilities of students in and outside the classroom; codesof conduct and due process; freedom of expression; freedom fromdiscrimination; affirmative action; the roles of religion and politics inhigher education; and the regulation of intercollegiate athletics.Prerequisites: NoneRestrictions: Admission to EdD program or instructor approvalCredits: 3 semester hours.

EDLL 725 Leadership in a Changing Global SocietyContent: In this course we will explore education systems aroundthe globe and the influences of globalization on education practices.Students will consider the interdependence of social, political, economic,and cultural phenomena within and across local and global socialsystems including education systems.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 1-2 semester hours.

EDLL 726 Seminar in Scholarship and WritingContent: Introduction to scholarly writing and the development of self-as-scholar in education and the social sciences. Students gain anunderstanding of the elements and processes of scholarly writing. Thecourse also provides training in APA style and library and referenceresources.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 727 Focused Literature ResearchContent: This seminar is designed to prepare students to develop acritical review of pertinent academic literature focused on the problemor problems that will be addressed in their dissertation research. Theseminar will provide instruction and support with the processes andtechniques for scholarly discussion of controversial literature, andstudents will receive feedback on academic writing from the courseinstructor.Prerequisites: EDLL-726Restrictions: Admission to Ed.D. program or consent of program director.Credits: 1-2 semester hours.

EDLL 728 Conceptual FrameworkContent: Students will learn to generate clear, coherent, well-groundedconceptual frameworks and apply them to their work as emergingresearcher-practitioners. Students will read and critique a variety ofconceptual frameworks as well as collaboratively generate conceptualframeworks based on course readings. They will begin to develop aconceptual framework particular to their own practice and researchinterests.Prerequisites: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 729 Dissertation DesignContent: Students will learn the acceptable formats, techniques, andapproaches necessary for producing a defensible doctoral dissertationas well as the purpose and process of applying for permission to conductstudies involving human subjects. Students will complete a draftdissertation proposal and a human subjects research institutional reviewboard (IRB) application, as well as understand their responsibilities totheir dissertation committee.Prerequisites: None.Restrictions: Admission to the Ed.D program or consent of programdirector.Credits: 3 semester hours.

EDLL 730 Advancement to Candidacy SeminarContent: Extends time and support for doctoral students to completeadvancement to candidacy and institutional review board (IRB) process.Provides individualized coaching and writing assistance and allowsstudents to work toward finalization of their dissertation proposal underfaculty supervision while maintaining access to college services throughcontinuous enrollment in the doctoral program.Prerequisites: Completion of all doctoral coursework, excluding EDLL 729and EDLL 750.Restrictions: Admission to doctoral program. Students may register for amaximum of 3 consecutive semesters of EDLL 730 beginning in the thirdsummer of their program.Credits: 1-3 semester hours.

EDLL 731 Equity-Focused Policy and PracticeContent: This course focuses on equity policy in education. Studentswill explore the sources of policy ideas, the processes of policymaking, and the complex relationship between policy design and policyimplementation. Students will read and critique equity-focused policiesand learn to assess the strengths and constraints in policy designs usinga variety of analysis approaches. Students will also read and critiquepolicy implementation research.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 732 Higher Education PolicyContent: The purpose of this course is to critically examine highereducation policy and the impacts of policy application. Class discussionswill explore challenges faced by institutions of higher education inimplementing policy, with a particular focus on issues related to access,affordability and student outcomes.Prerequisites: NoneCorequisites: NoneRestrictions: Admission to the EdD program or approval of instructorCredits: 3 semester hours.


EDLL 733 Educational Leadership Field ExperienceContent: Provides authentic, in-situ opportunities for candidatesto synthesize and apply theory and research to their leadershipdevelopment and growth as practitioner-scholars. In concert withtheir dissertation work and in collaboration with a university and fieldsupervisor, candidates spend sustained time in the field gathering andanalyzing data around a pressing problem of practice. Through theirfield experiences, candidates are expected to: (1) identify and engagewith the key contact points and people within their schools, districts,organizations, and/or communities in ways that facilitate robust andethical data gathering; (2) explore how dissertation data and findingsilluminate critical questions and themes in leadership work, and (3)make recommendations for improving leadership practice and spurringorganizational change.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 734 Educational Leadership Field Experience IIContent: Provides authentic, sustained, in-situ opportunities forcandidates to synthesize and apply theory and research from programcoursework to their development as practitioner-scholars. In concert withthe doctoral program mission, candidates' field experiences center on thepractice of transformative social change in educational settings, throughresearch and inquiry. The experiences are designed to support candidatesin two critical phases of their dissertation work, including formulating andarticulating a problem (year 1) and applying methodologies to exploreand understand a problem of practice (year 3). Field experiences areplanned and guided collaboratively by the Lewis Clark supervisors andschool, district, and agency personnel for graduate credit. They culminatein a presentation at the end of the program, where candidates share whatthey have learned about leadership and organizational change throughthe practicum process.Prerequisites: EDLL 733.Credits: 1 semester hour.

EDLL 735 Pasar La Batuta: Success Through IntentionContent: When participating in a track and field relay race, it is importantthat each of the sprinters speedily covers their portion of the race.Equally important is the fluidity of transferring responsibility from onerunner to the next, the critical passing of the baton, or ’pasar la batuta’.It is in this moment when all of the effort given by one runner helps jumpstart their teammate in a seamless fashion, or when the work is abruptlyhalted because the hand off is faulty. This critical transfer can define theoutcome of the race. The analogy of ’pasar la batuta’ well articulates theresponsibility educational leaders in P-12 and higher education settingshave for fashioning a seamless transition for students to navigate. As itstands, the movement between primary and secondary education intopostsecondary education is disjointed. This course will explore whythe transition across the educational pipeline is choppy, what factorsneed to be considered in order to facilitate a smoother move, and theopportunities for leaders to foster that change.Prerequisites: NoneRestrictions: Admission to doctoral program or approval of instructorCredits: 2 semester hours.

EDLL 741A Qualitative Research MethodsContent: Overview and application of qualitative research methods.Through course readings, discussion, and practical application,candidates explore: (1) different approaches in qualitative research andepistemologies and common theoretical perspectives that undergirdqualitative inquiry, and (2) various methods and techniques for gathering,interpreting, and making meaning of in-depth and rich information aboutthings as they occur in their natural settings. Candidates gain the skillsnecessary to review and critique qualitative research and to design andundertake their own qualitative research.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 741B Quantitative Research MethodsContent: Overview and application of quantitative research methods.Through course readings, discussion, and practical application, weexamine basic designs and methods associated with quantitativeresearch and become acquainted with descriptive and inferentialstatistical analyses and relevant analysis software, as well as learn howto interpret and present statistical findings. Candidates gain the skillsnecessary to review and critique quantitative research and to design andundertake their own quantitative research.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 2 semester hours.

EDLL 742 Quantitative Research Methods IIContent: Practice quantitative research skills. Through reading,discussion, and four practicum workshops students will practice: (1)designing researchable quantitative questions; (2) collecting quantitativedata; (3) cleaning and structuring data for analysis; (4) conductingdescriptive and inferential statistical analyses; and (5) writing up resultsin APA style.Prerequisites: EDLL 741bCredits: 1 semester hour.

EDLL 743 Qualitative Research Methods IIContent: Students practice foundational skills necessary for conductingqualitative research. Through reading, discussion, and four practicumworkshops students will practice qualitative research skills: (1) collectingobservation field notes; (2) developing and piloting interview and/or focusgroup questions; (3) collecting and managing audio and video recordeddata; (4) transcribing audio and/or video data; (5) developing and usinganalytic coding. Students will also be introduced to the human subjectsreview process and complete the CITI responsible research module andthe human subjects module.Prerequisites: EDLL 741ACredits: 1 semester hour.

EDLL 744 Research Development and DisseminationContent: A core element of becoming a scholar-practitioner is learningto conduct, complete and disseminate one's research. In this coursecandidates gain skills and practice developing and delivering researchpresentations and writing conference proposals. Candidates attendresearch presentations, develop a conference proposal, and give and getcritical feedback on presentations and proposals of their original researchprojects in professional and community-based settings.Prerequisites: NoneCorequisites: NoneRestrictions: Admission to the EdD or consent of instructorCredits: 2 semester hours.


EDLL 750 Doctoral DissertationContent: Completion of dissertation research under the direction ofthe chair of the candidate's dissertation committee. Candidates mustbe enrolled in this course during the term in which they defend theirdissertations, and must complete at least 12 semester hours of EDLL750. Grades are deferred until the candidate has successfully defendedand uploaded the final edited and approved dissertation.Prerequisites: Advancement to candidacy, and successful defense of adissertation proposal.Restrictions: Admission to EdD programCredits: 1-12 semester hours.

EDLL 780 Social Justice Leadership RetreatContent: Leaders of school communities and agencies must be ableto work effectively with individuals and groups representing diversecultures and backgrounds; these skills are at the core of leading andserving all members of the community. This retreat will provide anopportunity to explore and learn about issues of diversity in a mutuallysupportive environment led by trained diversity facilitator(s). The retreatbuilds experientially on the academic emphasis on social justice andequity threaded through the doctoral program curriculum and leads to apractical application component during the ensuing academic year.Prerequisites: None.Restrictions: Admission to Ed.D. program or consent of program director.Credits: 1-2 semester hours.

EDLL 798 Special Studies: New or Experimental CoursesContent: In-depth study of a special topic offered by the graduate schoolfor the first time or on a temporary basis.Prerequisites: None.Credits: 1-4 semester hours.

EDLL 799 Independent StudyContent: This course is an Independent Study course. Independent Studyenables a student to pursue, in collaboration with a faculty member, anacademic course not currently offered. To receive credit for IndependentStudy, the student consults with the faculty member before registrationto define the course content, title, amount of credit, and academicevaluation. As a general rule, a graduate student may apply no morethan three courses of Independent Study toward a graduate degree orlicensure.Prerequisites: None.Restrictions: Consent of instructor and submission of application forIndependent Study to academic department office.Credits: 1-3 semester hours.

Student Affairs Administration (SAA)SAA 501 Foundations of Higher Education and Student AffairsContent: This course introduces students to the history and foundationalphilosophies of higher education with a focus on Student Affairs as aprofession. It begins with an overview of the historical development ofhigher education in the United States and quickly moves to examiningthe integration of student affairs in the governance and administrativestructure of higher education and explores the diversity of roles studentaffairs professionals play within colleges and universities. The coursealso introduces students to the function of a practitioner-scholar in thecontext of this field and informs the class the sense of purpose andculture of student affairs with a focus on the roles held within variousoffices and departments. Finally, contemporary issues and trends willbe explored as student affairs administrators serve as guest speakersintroducing their functional areas and discussing the nature of the issuesthey face.Prerequisites: None.Restrictions: Admission to the M.A. in Student Affairs Administrationprogram.Credits: 3 semester hours.

SAA 509 Equity and Social Justice in Higher EducationContent: This course introduces the attitudes, beliefs, values,skills, knowledge, and self-awareness necessary for student affairsprofessionals to serve diverse student populations. In contemporaryhigher education, diversity plays an increasingly important role in theexperience of students, affecting both their full access to various aspectsof the college experience and the quality of that experience. For thepurposes of this course, diversity shall be defined to include: gender,class, race and ethnicity, language, nationality, sexual orientation, genderidentity, age, religion or spirituality, and disability.Prerequisites: None.Credits: 3 semester hours.

SAA 523 Higher Education Governance and AdministrationContent: This course introduces students to governance andadministrative structures in American higher education. Students willexplore how changes in the demographic, legal, financial, and sociallandscape have impacted the ways that colleges and universitiesoperate. Students will also become familiarized with the use of data andresearch as it relates to governance and administration.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.


SAA 525 Higher Education FinanceContent: This three-semester hour course introduces students tofinancial, economic, and budgetary issues within Higher Education withparticular emphasis on student affairs. Students will review the primarypolitical, economic, and social issues influencing higher educationfinance; examine revenue streams and expenditure patterns; surveytuition and financial aid policies; develop the ability to examine andanalyze financial information; and assess the budget as an instrumentof strategic planning, resource allocation, and control. This courseis grounded in literature, theories, and examples specific to highereducation. The goal for this class is to provide students with theknowledge and abilities that empower them to make appropriatedecisions as higher education leaders. Through assigned readings,lectures, and webcast materials, and by active course participation,including completion of assigned activities, students will have theopportunity to demonstrate their familiarity with the following topics:financing higher education; political influences; higher education revenuesources and uses; and institutional budgeting and planning.Prerequisites: None.Credits: 3 semester hours.

SAA 530 Critical Pedagogies and Student AffairsContent: This class explores the following propositions from the traditionof critical pedagogy: learning is a shared and collective process thatis shaped by social structures and norms of social interaction; highereducation institutions fundamentally shape the process of learning, aswell as what counts as knowledge; higher education institutions cansustain and reproduce inequitable political and economic relationships;higher education institutions can also provide opportunities to resistoppression, build autonomy, and create a more just society. This classwill explore the central concepts and arguments that underlay theseclaims, and consider their implications for student affairs practitionerswho seek to create inclusive learning environments that lead to equitableeducational outcomes.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.

SAA 535 Legal Issues in Higher EducationContent: This course is designed to introduce students to legal issuesin higher education. Issues related to the various constituents - faculty,staff, students, and administration - will be addressed. Students will alsoexplore current legal issues facing the higher education community.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.

SAA 540 Student Development Theory IContent: Having a deep understanding of student development isnecessary for anyone who wants to be successful as an administrator orinstructor in higher education. You must be aware of factors that affectthe development of adults and be able to work with individuals, groups,and organizations within a diverse campus community. This is essentialto establishing environments conducive to the development of studentsfrom a variety of backgrounds. This course introduces students topractitioner-based student development theories within higher education.Ultimately, the understanding and application of these theoreticalframeworks to your work will enable you to enhance student outcomesvis-a-vis programs, services, curricula, and pedagogical techniques.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.

SAA 541 Student Development Theory IIContent: This course is designed to build upon Student DevelopmentTheory I and is considered to be second in a two-part series. Courseworkwill enhance students' understanding of processes of student learning,growth, and development during college. Special focus will focus onrecent theories including diversity in development and the extent to whichthese theories are used to guide empirical research and institutionaldecision-making.Prerequisites: SAA 540.Credits: 3 semester hours.

SAA 544 PracticumContent: Supervised, on-site, pre-designed professional experience alongwith campus seminars involving discussions and presentations. Studentsexplore the essential content knowledge, leadership, collaboration,and research skills of successful educators under the supervision ofexperienced field and campus supervisors.Prerequisites: None.Restrictions: Consent of instructor and submission of application forindependent practicum to department office.Credits: 1-4 semester hours.

SAA 550 Practicum IContent: Practicum I provides you with an opportunity to apply what youhave learned in your coursework in the authentic context of a studentaffairs office or related students affairs position. Central to this approachis your progress toward becoming a practitioner-scholar, a professionalwho can apply research and scholarship in the field to the everydaydemands of a position in student affairs.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.

SAA 551 Practicum IIContent: Practicum II provides you with an opportunity to apply whatyou have learned in your coursework in the authentic context of astudent affairs office or related students affairs position. Central to thisapproach is your progress toward becoming a practitioner-scholar, aprofessional who can apply research and scholarship in the field to theeveryday demands of a position in student affairs. Practicum II builds onPracticum I by focusing in more depth on a specific career role, objective,or competency.Prerequisites: SAA 550.Credits: 3 semester hours.

SAA 557 Student Affairs Program Planning, Assessment, and EvaluationContent: This course is designed to introduce students to planning,assessment, and evaluation in higher education, with a particularemphasis in student affairs. The course will focus on methodologiesused to assess student learning outcomes and program evaluation.Student will also become familiar with the fundamentals of strategicplanning, as well as data collection, analysis, and reporting.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.

SAA 580 Proseminar in Student Affairs AdministrationContent: This course is designed to prepare students in their transitionfrom student to practitioner. The course will provide a reflection,synthesis, integration, and application of prior and concurrentcoursework. The focus of the course will be on examining the student'srole as a practitioner-scholar and their application of theory to practice.The course will utilize a case-study approach to addressing current aswell as future issues in higher education graduates will face once theycomplete the program.Prerequisites: SAA 501, SAA 509.Credits: 3 semester hours.



SAA 599 Independent StudyContent: Independent Study enables a student to pursue, in collaborationwith a faculty member, an academic course not currently offered. Toreceive credit for independent study, the student consults with the facultymember before registration to define the course content, title, amountof credit, and academic evaluation. As a general rule, a graduate studentmay apply no more than three courses of independent study toward agraduate degree or licensure.Prerequisites: None.Restrictions: Consent of instructor and submission of application forIndependent Study to academic department office.Credits: 1-4 semester hours.


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