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

CRN: 22412

Online: Asynchronous | Lecture

Online

  Amber Sorenson

This course examines the theories, models and trends that inform the design of learning with technology. Participants will expand and apply their knowledge of instructional strategies, instructional design and technology principles to real-world problems as they explore current issues and innovative approaches related to instructional design and educational technology. They will partner with an educational organization to create a professional development plan and will develop online learning resources to help support this plan.

3 Credits

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

CRN: 22413

Online: Sync Distributed | Lecture

Online

  Michael Grewe

This course explores the connections of theory and practice in administrative leadership and management of student affairs. Beginning with higher education finance and budget management, the course broadens to include the principles of supervision and management and their connections to professional standards and best practices. You will be provided the opportunity to practice leadership and management in your own department while also creating the partnerships needed within student affairs and with other faculty and staff colleagues.

3 Credits

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

CRN: 22414

Online: Some Synchronous | Lecture

Online

  Julie Williams

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: 22415

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 326

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: 22416

Online: Some Synchronous | Lecture

Online

  Jean Bongila

This course examines how educational organizations develop and change and how leaders and followers interact within organizations from several theoretical and conceptual perspectives. Students observe the workings of educational institutions and programs, interview educational leaders, and analyze their own understanding and practice of leadership.

3 Credits

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

CRN: 22417

Online: Some Synchronous | Lecture

Online

  Melissa Livermore

This course examines how educational organizations develop and change and how leaders and followers interact within organizations from several theoretical and conceptual perspectives. Students observe the workings of educational institutions and programs, interview educational leaders, and analyze their own understanding and practice of leadership.

3 Credits

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

CRN: 22428

CoFlex:In Person&Online Sync | Lecture

St Paul: McNeely Hall 118

Online

  Jayne Sommers

This course focuses on the background assumptions that shape both student learning and development. A variety of learning and human development theories will be explored. The course examines how students learn and construct meaning and create knowledge. Further, it explores theories and models on how to facilitate the development of a student-centered integrated learning environment.

3 Credits

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

CRN: 22418

Online: Some Synchronous | Lecture

Online

  Niceta Thomas

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: 22419

Online: Some Synchronous | Lecture

Online

  Dana Mitchell

Federal, state and local relationship of law to education are studied. Areas covered include school law as it pertains to districts, boards of education, and school personnel; contractual authority and tort liability; problems of employment of teachers; transportation, attendance and discipline; and landmark school law cases.

3 Credits

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

CRN: 22494

Online: Some Synchronous | Lecture

Online

Instructor: TBD

Federal, state and local relationship of law to education are studied. Areas covered include school law as it pertains to districts, boards of education, and school personnel; contractual authority and tort liability; problems of employment of teachers; transportation, attendance and discipline; and landmark school law cases.

3 Credits

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

CRN: 22420

Online: Some Synchronous | Lecture

Online

  Julie Williams

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: 22421

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: 22422

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: 22423

Online: Some Synchronous | Lecture

Online

  Marci Levy-Maguire

This course supports your development as a teacher or program leader and peer coach. Teacher leaders engage in program or school renewal through professional learning, peer coaching, collaboration with colleagues, and reflective practice. This course involves four main components related to the development of teacher or program leaders and peer coaches: (1) knowledge of learning and teaching and culturally sustaining pedagogy; (2) forms of peer coaching, including collaborative work (CW) and formal observations; (3) stages of teacher development and models of professional learning; and (4) types, purposes, and styles of reflective practice and teacher (action) research. Instructional approaches include both large and small group work and simulation/role play as well as field experiences emphasizing authentic applications of theory and practice in school and community settings.

3 Credits

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

CRN: 22424

Online: Some Synchronous | Lecture

Online

  Niceta Thomas

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: 22425

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: 22426

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: 22427

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 343

Online

  Melissa Livermore

This seminar employs classical sources and recent scholarship to explore the nature of dialogue. The view that dialogue is the foundation for all ethical discourse is examined, as well as the contention that dialogue is an important source of knowledge and understanding. Class discussion pays special attention to dialogues involving therapist and patient, ethnographer and native, teacher and student. Specially recommended for doctoral students interested in how people interact in a variety of organizations.

3 Credits

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

CRN: 22429

CoFlex:In Person&Online Sync | Lecture

St Paul: McNeely Hall 229

Online

  Vern Klobassa

This is the capstone course for the leadership in student affairs concentration in the master's program in educational leadership. It integrates the coursework and experiences into a systemic view of student affairs and higher education and the practitioner's role in optimizing the student learning experience. It focuses on strategies for influencing organizational culture in order to provide an enriched integrated learning experience for the college student.

3 Credits

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

CRN: 22430

Online: Asynchronous | 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 first practicum focuses on school board governance.

1 Credits

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

CRN: 22431

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 344

Online

  Jean Bongila

This course is designed to critically address theoretical underpinnings of development, underdevelopment and sustainable development at the global level. Class readings and discussions also integrate an interdisciplinary overview of factors that contribute to, or derive from, lasting viability of economic, social and leadership development in the Global South.

3 Credits

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

CRN: 22432

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 343

Online

  Chien-Tzu Chou

A comprehensive introduction to survey research, beginning with its philosophical premises. The course covers item construction, analysis and the integration of surveys with other data-collection techniques. Participants work with a common database but are encouraged to apply course principles to a survey project of their own. (This course assumes completion of CIED 500, EDLD 625, and EDLD 904.)

3 Credits

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

CRN: 22433

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 419

Online

  Jean Bongila

In this course, students will learn various types of data analysis. The course addresses such issues as coding, data analysis, content analysis, and alternative approaches to analyzing and writing about research data. Students will have the opportunity to analyze their own data collected from their own research studies. Prerequisite: EDLD 904

3 Credits

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

CRN: 22434

Online: Some Synchronous | Lecture

Online

  Jean Bongila

Students explore the dynamic relationship between power, human freedom and change, particularly as this interplay occurs in educational endeavors. Various theoretical perspectives of power are considered as are interpretations of power, freedom and social change in a democratic society with specific reference to race, ethnicity, gender and class. Students gather stories about specific situations in their workplace and critique those stories in light of new understanding. Open to doctoral students only.

3 Credits

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

CRN: 22435

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 326

Online

  Macarre Traynham

This course engages students in an exploration of the intersections of critical theories, social justice, and leadership in education. Readings, written reflections, and class discussions provide an opportunity for participants to understand more deeply how social identities inform perspectives, professional practices, and leadership styles. Students interrogate identity development models and concepts of inclusivity, allyship, and multiculturalism through a critical lens. Students use various theories, such as feminist theory, critical race theory, gender theories, and queer theory to examine their role and participation in educational institutions and communities.

3 Credits

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

CRN: 20617

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: 20618

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: 20619

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: 20620

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: 20621

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: 20622

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: 20623

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: 20624

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: 20625

Dissertation/Thesis

Minneapolis: No Room

  Chien-Tzu Chou

3 Credits

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

CRN: 20626

Dissertation/Thesis

Minneapolis: No Room

  Aura Wharton-Beck

3 Credits

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

CRN: 20627

Dissertation/Thesis

Minneapolis: No Room

  Jayne Sommers

3 Credits

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

CRN: 20628

Dissertation/Thesis

Minneapolis: No Room

  Jean Bongila

3 Credits

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

CRN: 20629

Dissertation/Thesis

Minneapolis: No Room

  Douglas Orzolek

3 Credits

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

CRN: 20630

Dissertation/Thesis

Minneapolis: No Room

  Lynn Stansberry Brusnahan

3 Credits

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

CRN: 20631

Dissertation/Thesis

Minneapolis: No Room

  Sarah Noonan

3 Credits

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

CRN: 20632

Dissertation/Thesis

Minneapolis: No Room

  Karen Howard

3 Credits

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

CRN: 20633

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: 20634

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: 20635

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: 20636

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: 20637

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: 20638

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: 20639

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: 20640

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: 20641

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: 20642

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: 20643

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: 20644

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: 20645

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: 20646

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: 20647

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: 20648

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: 20649

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: 20650

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: 20651

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: 20652

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: 20653

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: 20654

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: 20655

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: 20656

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: 20657

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