Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43274

Independent Study

Minneapolis: No Room

  Chien-Tzu Chou

1 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42405

Online: Asynchronous | Lecture

Online

  Margaret Velasco

This course explores creativity and innovation in education through case studies, hands-on activities, and community-based learning initiatives. Participants will draw insights from most successful and innovative initiatives from K-12, higher education, and learning organizations to explore their approaches. In this course, participants will apply a learning design method from previous courses to pitch an innovation initiative with a community partner, schools, or organization. As the capstone course in the program, the innovation initiative provides an opportunity for students to gather new field experiences and to produce tangible evidence of the design, implementation, and evaluation of the initiative. Prerequisites: three courses in the Certificate in Learning Technology Leadership and Innovation or instructor’s consent.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42406

CoFlex:In Person&Online Sync | Lecture

Minneapolis: In Person

Online

  Jean Bongila

This course begins the required three-course M.A. or Ed. S. research sequence. After an introductory overview of social research, it emphasizes historical and ethnographic approaches to thinking about collecting and analyzing information. Course activities provide an opportunity to experience doing research using historical and qualitative methods.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42407

CoFlex:In Person&Online Sync | Lecture

Minneapolis: In Person

Online

  Jean Bongila

This course begins the required three-course M.A. or Ed. S. research sequence. After an introductory overview of social research, it emphasizes historical and ethnographic approaches to thinking about collecting and analyzing information. Course activities provide an opportunity to experience doing research using historical and qualitative methods.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42408

CoFlex:In Person&Online Sync | Lecture

Minneapolis: In Person

Online

  Jean Bongila

This course consists of designing and conducting an action research project on an area of personal or community concern to generate possible solutions and interventions that can improve practice and enrich an educational setting. Action Research will help participants – whether they are specialized teachers, professors of higher education or leaders in administrative capacity - to bring an impact to their own practice as leaders in schools, school districts, and other educational settings. 

1 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42409

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 326

Online

  Jayne Sommers

A course designed for those interested in teaching at the college or university level, including community and technical colleges. Students learn a variety of instructional methods and techniques and ow to best apply them to different classroom settings, disciplines, and learning styles. Students will learn how to move from the “sage on the stage” to a “faculty as facilitator” model of teaching. Teaching and learning approaches discussed are supported by research and widely tested in practice. Innovative methods for engaging students in the learning process, including development of distance learning courses, collaborative learning, and team skill development will be discussed.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42410

CoFlex:In Person&Online Sync | Lecture

St Paul: McNeely Hall 108

Online

  Jessica Lauritsen

Student affairs personnel are employed in a wide range of institutional types and functional areas. To function effectively in these settings, student affairs professionals must understand the purposes of higher education and the role of student affairs personnel in facilitating learning and personal development among students. Knowledge and appreciation of the history, philosophy, and theoretical underpinnings of the field, as well as current and emerging issues facing higher education are key to working as an educator in student affairs. This course is designed to introduce you to the student affairs profession and the higher education environment in which it functions.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42411

CoFlex:In Person&Online Sync | Lecture

St Paul: Murray-Herrick Campus Center 211

Online

  Vern Klobassa

This course explores and examines the differing and shared belief systems and practices between public and private higher education. Special attention will be given to moral reasoning and ethical frameworks, how power dynamics affect ethics in practice, authenticity and integrity, ethical dilemmas and issues and how these concepts are played out in the practice of implementing values based on educational experiences in the co-curriculum as practiced within the pluralistic nature of our society.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42412

CoFlex:In Person&Online Sync | Lecture

St Paul: McNeely Hall 233

Online

  Kathryn Coquemont

This course introduces the field of student affairs, its history, current context and future challenges and issues. Ethical, legal and developmental issues are examined in the practice of student affairs leadership. Students develop the capacity to imagine different structures and practices that would respond to current and future challenges within student affairs and its role within higher education.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42413

Online: Some Synchronous | Lecture

Online

  Gregory Martin

This course is designed to accomplish three goals: analyze and pre-assess student experiences … The means by which this analysis is undertaken is important to success in the course. Students will analytically and critically reflect upon their own capabilities in reference to specific leadership competencies.

1 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42414

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 403

Online

  Jean Bongila

This is a capstone course for the M.A. in Educational Leadership. It is designed for students to critically reflect upon and articulate their learning. Students examine cases through various frames, read leadership literature and evaluate their experiences.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42415

Online: Asynchronous | Lecture

Online

Instructor: TBD

The student is involved in an internship experience accruing approximately 250 hours with an on-site mentor at a college or university in a student affairs or student services position. Interns keep a reflective journal and bring the fruits of their reflections to the readings and discussions in a seminar that emphasizes the importance of reflective practice.

1 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42416

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 326

Online

  Melissa Livermore

This course examines the values that have shaped the leadership of education with a particular focus on ethics, social justice, lifelong learning and global perspectives. Students reflect on the accomplishments and dilemmas of present educational systems considering the past and decide on contributions they could make to improve the future of their institutions

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42417

CoFlex:In Person&Online Sync | Lecture

St Paul: Murray-Herrick Campus Center 305I

Online

  Ann Garvey

This course is designed to provide entry level student affairs staff with a basic understanding of the legal issues that they may confront so they are able to recognize the issues and act within the parameters of the law. Each graduate student is expected to: 1. Develop an understanding of the American legal system. 2. Develop an understanding of the legal liability of institutions of higher education and student affairs administrators. 3. Develop an understanding of the specific legal issues facing various functional areas within institutions of higher education. 4. Develop an understanding of how federal laws affect higher education. 5. Develop skills of analysis, synthesis, and communication (verbal and written) concerning issues and ideas salient to the legal aspects of student affairs and higher education. The purpose of this course is to provide students with an awareness of the legal issues which arise in student affairs and higher education. The course does not provide legal training or advice.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42418

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 346

Online

  Melissa Livermore

This course focuses on the leader's role in promoting faculty and staff education and improvement within a climate of high expectations and mutual support. The supervision and staff development strategies presented are grounded in adult learning theory and current research on teaching. Students practice team building, goal setting, observing and conferencing skills.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43203

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 344

Online

  Marci Levy-Maguire

This course focuses on the leader's role in promoting faculty and staff education and improvement within a climate of high expectations and mutual support. The supervision and staff development strategies presented are grounded in adult learning theory and current research on teaching. Students practice team building, goal setting, observing and conferencing skills.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42419

Online: Some Synchronous | Lecture

Online

  Kim Adams

The purpose of this course is to examine the formal and informal processes for attaining MN licensure as Director of Special Education and receive instruction in the design of the professional portfolio and production / selection of appropriate documents for the licensure. This course introduces candidates to the competency-based licensure program and examines the relationship between Core licensure competencies in administrative licensure and the current licensure-specific competencies for Director and is based on the candidate's individual knowledge and skills.

1 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42420

Online: Some Synchronous | Lecture

Online

  Gregory Martin

The first practicum provides an overview of critical roles and responsibilities of a school principal. Students will be able to examine culture, climate, accessibility, and how a school functions to build rituals and routines within a larger organization. The Clinical Practicum experience is designed to enable candidates to gain hands-on experience in leadership as an intern. The Clinical Practicum is a requirement for all administrative licensures, and it has two main goals. The first goal is to give the intern an opportunity to have real experiences related to the school principal position under the supervision of an experienced principal who can offer day-to-day feedback. Secondly, structured dialogues about the leadership field experience, in the form of seminars, are designed to help the intern process and make sense of the experience as a whole. St. Thomas supports the clinical practicum concept as an extension of the learning that takes place in the principal licensure coursework. Prerequisites: EDLD 575 or EDLD 576, or a State-approved teaching license

1 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42422

Online: Some Synchronous | Lecture

Online

  Gregory Martin

The second practicum focuses on curriculum planning, assessment of student learning, engaging key stakeholders, and navigating issues related to school finance. The participants will review curriculum and student learning through data points and analytics. The Clinical Practicum experience is designed to enable candidates to gain hands-on experience in leadership as an intern. The Clinical Practicum is a requirement for all administrative licensures, and it has two main goals. The first goal is to give the intern an opportunity to have real experiences related to the school principal position under the supervision of an experienced principal who can offer day-to-day feedback. Secondly, structured dialogues about the leadership field experience, in the form of seminars, are designed to help the intern process and make sense of the experience as a whole. St. Thomas supports the clinical practicum concept as an extension of the learning that takes place in the principal licensure coursework. Prerequisites: EDLD 832 or 852; and one of the following three: EDLD 575, or EDLD 576, or a State-approved teaching license

1 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42424

Online: Some Synchronous | Lecture

Online

  Gregory Martin

The third practicum focuses on teacher assessment, professional responsibilities, and teacher self-reflection. Students review their post-assessment competencies and prepare for their exit panel interview. The Clinical Practicum experience is designed to enable candidates to gain hands-on experience in leadership as an intern. The Clinical Practicum is a requirement for all administrative licensures, and it has two main goals. The first goal is to give the intern an opportunity to have real experiences related to the school principal position under the supervision of an experienced principal who can offer day-to-day feedback. Secondly, structured dialogues about the leadership field experience, in the form of seminars, are designed to help the intern process and make sense of the experience as a whole. St. Thomas supports the clinical practicum concept as an extension of the learning that takes place in the principal licensure coursework. Prerequisites: EDLD 833 or 853; and one of the following three: EDLD 575, or EDLD 576, or a State-approved teaching license

1 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42426

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 318

Online

  Nichole Rens

Students examine how special education, gifted education, counseling services and other programs serving students with special needs can be integrated into the total curriculum. The course deals with the philosophical, historical and political foundations of special programs as well as with curriculum coordination, staff development, fiscal planning and other practical operational issues. It also deals with the ethical issues involved in responding to diverse student needs.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42839

CoFlex:In Person&Online Sync | Directed Course

Minneapolis: Opus Hall - Minneapolis 326

Online

  Jean Bongila

In this course, major global issues appropriate for research are assigned to individuals or teams; fieldwork and data collection culminating in the development of an MA thesis and implementation strategy are highlighted. Students, instructors and experts from the field participate in seminars dealing with the proposals and their execution.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42421

Online: Some Synchronous | Lecture

Online

  Kim Adams

The first practicum provides an overview of critical roles and responsibilities of a special education director. This is a central office position which requires organizational oversight of special education program in a district. Students will be able to examine federal and state mandates related to inclusion practices and IDEA regulations. Students identify the competencies that they need to concentrate on during the first practicum. Candidates examine the primary role of a special education director through the pre-assessment with the university supervisor and onsite cooperating special education director. Additionally, students begin to understand how to work effectively with school principals. The Clinical Practicum experience is designed to enable candidates to gain hands-on experience in leadership as an intern. The Clinical Practicum is a requirement for all administrative licensures, and it has two main goals. The first goal is to give the intern an opportunity to have real experiences related to the Director of Special Education position under the supervision of an experienced Director who can offer day-to-day feedback. Secondly, structured dialogues about the leadership field experience, in the form of individual or group sessions, are designed to help the intern process and make sense of the experience as a whole. St. Thomas supports the clinical practicum concept as an extension of the learning that takes place in the Director of Special Education licensure coursework. Prerequisites: EDLD 575 or EDLD 576, or a State-approved teaching license

1 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42423

Online: Some Synchronous | Lecture

Online

  Kim Adams

The second practicum examines due process compliance and monitoring, implementation of IEPs and extended school year options, and legal issues related to special education. Students learn how to assess differentiated instruction for student growth. The Clinical Practicum experience is designed to enable candidates to gain hands-on experience in leadership as an intern. The Clinical Practicum is a requirement for all administrative licensures, and it has two main goals. The first goal is to give the intern an opportunity to have real experiences related to the Director of Special Education position under the supervision of an experienced Director who can offer day-to-day feedback. Secondly, structured dialogues about the leadership field experience, in the form of individual or group sessions, are designed to help the intern process and make sense of the experience as a whole. St. Thomas supports the clinical practicum concept as an extension of the learning that takes place in the Director of Special Education licensure coursework. Prerequisites: EDLD 832 or 852; and one of the following three: EDLD 575, or EDLD 576, or a State-approved teaching license

1 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42425

Online: Some Synchronous | Lecture

Online

  Kim Adams

Third practicum prepares students to collect their artifacts for their portfolio. Evidence should include effective leadership skills related to policy and law, organizational management, resource allocations, data practices, teacher observation, issues of equity, inclusion, and parental involvement. The Clinical Practicum experience is designed to enable candidates to gain hands-on experience in leadership as an intern. The Clinical Practicum is a requirement for all administrative licensures, and it has two main goals. The first goal is to give the intern an opportunity to have real experiences related to the Director of Special Education position under the supervision of an experienced Director who can offer day-to-day feedback. Secondly, structured dialogues about the leadership field experience, in the form of individual or group sessions, are designed to help the intern process and make sense of the experience as a whole. St. Thomas supports the clinical practicum concept as an extension of the learning that takes place in the Director of Special Education licensure coursework. The third practicum focuses on teacher assessment, professional responsibilities, and teacher self-reflection. Students review their post-assessment competencies and prepare for their exit panel interview. Prerequisites: EDLD 833 or 853; and one of the following three: EDLD 575, or EDLD 576, or a State-approved teaching license

1 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42427

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 326

Online

  Christina Holmgren, Katia Colon-LaCroix

This course is an intersection of leadership and theories of difference. Philosophical, theoretical, and personal frameworks will be challenged and developed using multicultural/diversity and leadership lenses. Students will be invited to explore leadership within multicultural and global perspectives.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43275

Directed Study

Minneapolis: In Person

  Michael Lovett

This course is designed to provide students with an opportunity to develop leadership knowledge and skills as a practicing administrator, with a focus on the knowledge and professional experiences necessary for a successful school superintendent or other central office position which works closely with a superintendent and school board. The second practicum focuses on school legislature and lobbying. Prerequisite: EDLD 865

1 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42428

Online: Some Synchronous | Lecture

Online

  Michael Lovett

This course is designed to provide students with an opportunity to develop leadership knowledge and skills as a practicing administrator, with a focus on the knowledge and professional experiences necessary for a successful school superintendent or other central office position which works closely with a superintendent and school board. The third practicum course focuses on strategic planning for the school district. Prerequisites: EDLD 865 & EDLD 866

1 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42430

Online: Some Synchronous | Lecture

Online

  Michael Lovett

This course is designed to help students gain knowledge and experience related to the various roles and responsibilities of an area or district superintendent. Historical and current concepts of the superintendency along with various theories of executive leadership are examined. Students explore authentic issues and challenges in school leadership and acquire professional knowledge and skills by completing "field-based modules" related to the areas of superintendent leadership and responsibility. The following areas are incorporated into field-based modules: leadership and district culture; policy and governance; communications and community relations; organizational management; curriculum planning and development; instructional management; human resource management; and values and ethics of leadership. The field- based modules incorporate the program requirements for superintendent licensure candidates as defined by Minnesota Rule 3512.0600.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42432

Online: Some Synchronous | Lecture

Online

  Jenn Reichel, Kelly Wilson

This course focuses on the development of social justice leaders in PK-12 or Higher Education leadership and administration. Student learn how to design program evaluation plans and assess program quality based on its “merit” (program effectiveness) and “worth” (value to community). Students use “improvement science” (Plan, Do, Study, Act) and inclusive evaluation approaches to ensure the results of program evaluation lead to social action. After identifying a critical issue affecting the quality of student learning, achievement and/or experience, students collaborate as social justice leaders to conduct a program evaluation on a critical issue and use improvement science to test new ideas. This course emphasizes authentic applications of theory and practice in PK-12, Higher Education, and community settings.

2 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42433

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 419

Online

  Aida Martinez-Freeman

This course presents qualitative, ethnographic and field methods in research and evaluation. It focuses on the foundations of qualitative methods, examples of qualitative research, conditions in which qualitative methods are appropriate and practice in using qualitative methods. Students gain firsthand experience in collecting data through participant observation and in-depth interviews and in analyzing data. The course examines issues of validity, access to data and confidentiality.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42435

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 403

Online

  Sarah Noonan

Students are given an opportunity to integrate what they have learned in the core courses, professional education and collateral area studies, as well as raise new issues. Narratives of leaders in biographies, novels and drama, as well as the student's own narrative of both the practice and study of leadership will be the integrating theme for this final core course. Leadership readings are assigned and discussed. Open to doctoral students only.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42437

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 419

Minneapolis: In Person

Online

  Jean Bongila

This course explores the social, cultural, and historical foundations of education. We will consider education as formal schooling at all levels and analyze the development of schooling as a social institution in relationship to broader social, cultural, and political economic relations from a historical perspective. We will learn about and apply major theoretical concepts which scholars of education have developed to understand the dialectical relationship between schooling and society.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40500

No Classroom Required

Minneapolis: No Room

  Chien-Tzu Chou

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40501

No Classroom Required

Minneapolis: No Room

  Aura Wharton-Beck

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42871

No Classroom Required

Minneapolis: No Room

  Jayne Sommers

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40502

No Classroom Required

Minneapolis: No Room

  Jean Bongila

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40503

No Classroom Required

Minneapolis: No Room

  Douglas Orzolek

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40504

No Classroom Required

Minneapolis: No Room

  Lynn Stansberry Brusnahan

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40505

No Classroom Required

Minneapolis: No Room

  Sarah Noonan

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40506

No Classroom Required

Minneapolis: No Room

  Karen Howard

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40507

Dissertation/Thesis

Minneapolis: No Room

  Chien-Tzu Chou

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40508

Dissertation/Thesis

Minneapolis: No Room

  Aura Wharton-Beck

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42872

Dissertation/Thesis

Minneapolis: No Room

  Jayne Sommers

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40509

Dissertation/Thesis

Minneapolis: No Room

  Jean Bongila

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40510

Dissertation/Thesis

Minneapolis: No Room

  Douglas Orzolek

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40511

Dissertation/Thesis

Minneapolis: No Room

  Lynn Stansberry Brusnahan

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40512

Dissertation/Thesis

Minneapolis: No Room

  Sarah Noonan

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40513

Dissertation/Thesis

Minneapolis: No Room

  Karen Howard

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40514

Dissertation/Thesis

Minneapolis: No Room

  Chien-Tzu Chou

This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40515

Dissertation/Thesis

Minneapolis: No Room

  Aura Wharton-Beck

This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42873

Dissertation/Thesis

Minneapolis: No Room

  Jayne Sommers

This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40516

Dissertation/Thesis

Minneapolis: No Room

  Jean Bongila

This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40517

Dissertation/Thesis

Minneapolis: No Room

  Douglas Orzolek

This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40518

Dissertation/Thesis

Minneapolis: No Room

  Lynn Stansberry Brusnahan

This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40519

Dissertation/Thesis

Minneapolis: No Room

  Sarah Noonan

This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40520

Dissertation/Thesis

Minneapolis: No Room

  Karen Howard

This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40521

Dissertation/Thesis

Minneapolis: No Room

  Chien-Tzu Chou

Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40522

Dissertation/Thesis

Minneapolis: No Room

  Aura Wharton-Beck

Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42874

Dissertation/Thesis

Minneapolis: No Room

  Jayne Sommers

Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40523

Dissertation/Thesis

Minneapolis: No Room

  Jean Bongila

Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40524

Dissertation/Thesis

Minneapolis: No Room

  Douglas Orzolek

Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40525

Dissertation/Thesis

Minneapolis: No Room

  Lynn Stansberry Brusnahan

Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40526

Dissertation/Thesis

Minneapolis: No Room

  Sarah Noonan

Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40527

Dissertation/Thesis

Minneapolis: No Room

  Karen Howard

Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40532

Dissertation/Thesis

Minneapolis: No Room

  Chien-Tzu Chou

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40533

Dissertation/Thesis

Minneapolis: No Room

  Aura Wharton-Beck

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 42875

Dissertation/Thesis

Minneapolis: No Room

  Jayne Sommers

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40535

Dissertation/Thesis

Minneapolis: No Room

  Jean Bongila

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40536

Dissertation/Thesis

Minneapolis: No Room

  Douglas Orzolek

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40537

Dissertation/Thesis

Minneapolis: No Room

  Lynn Stansberry Brusnahan

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40538

Dissertation/Thesis

Minneapolis: No Room

  Sarah Noonan

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40539

Dissertation/Thesis

Minneapolis: No Room

  Karen Howard

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924) 

3 Credits

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 40540

Continuing Enrollment

Minneapolis: No Room

  Jayne Sommers

Doctoral students must maintain continuous enrollment from time of admission until completion of dissertation. During any semester in which a student is not registered for a regular course, he/she must register for and pay special tuition for EDLD 928 (Permits validation of student ID).

0 Credits