Course Descriptions
This section of my portfolio provides you with the official course descriptions for all courses taken as part of my doctoral studies.
EDCI
Courses - Education/Curriculum and Instruction
EPRS Courses - Educational Policy Studies/Research
EPSF & EPHE Courses - Educational Policy Studies/Social
Foundations & Higher Education
EPY Courses - Educational Psychology
IT Courses - Instructional Technology (Major Area)
MGT, PAUS, & EPEL Courses - Management, Policy
Studies, & Educational
Leadership (Cognate Area)
EDCI 8970. Seminar in Teaching and Learning. (3) Restricted to Ph.D. students. Seminar focuses on range of major issues in teaching and learning the theoretical and empirical underpinnings, and the critique of alternative research, policy, and practice options. (Repeatable)
EDCI 9660. Internship. (3) Students conduct research or a teaching apprenticeship. Focuses on class or conference study of problems encountered by the advanced intern with remainder of time in application of principles.
EDCI 9900. Critique of Educational Research. (3) Students critically examine theoretical and empirical work in their fields and in the area of research focus.
EDCI 9990. Dissertation. (3-9) Involves the research and writing of the doctoral dissertation.
EPRS 8500. Ethnographic Approaches to Educational Research I. (3) Students study the assumptions, methods, and purposes of various forms of ethnographic research in education.
EPRS 8530. Educational Statistics I. (3) Prerequisites: EPRS 7900 and college algebra. Students study the application of statistical description, probability, sampling techniques, estimation, hypothesis testing, and correlation.
EPRS 8540. Educational Statistics II. (3) Prerequisite: EPRS 8530. Students study the application of statistical inference, emphasizing the basis, use, computation and interpretation of selected tests of significance, including the use of computerization.
ANTH 8010.
Qualitative Methods in Anthropology. (3) Advanced
study in ethnographic research design, data collection and management,
analysis, and application. Special emphasis is placed on applied anthropological
research methods relative to community intervention, policy formation,
and program evaluation in the public and private sectors.
EPSF 9260. Epistemology and Learning. (3) Students investigate definitions of knowledge and theories of knowledge in the process of developing their own epistemology positions. Knowledge claims are evaluated in relation to multiple ways of learning and students present their ideas to the class for consideration and critique.
EPHE 8500. Ethical Issues in Higher Education. (3) The values and ethics inherent in U.S. higher education are as diverse as the students, faculty, administrators, and staff who come together on the campuses and the individual experience that they bring with them. This course provides the framework and opportunities for the identification, analysis, and discussion of issues related to ethical questions and behavior in that environment.
EPY 8070. Understanding and Facilitating Adult Learning. (3) This course examines the nature of the adult learner and presents an in-depth look at current theories of adult learning during the young and middle adult years. Practical applications of these principles are provided in terms of formal and informal settings.
EPY 9000. Facilitating College Teaching. (3) Prerequisite: PhD Students Only. Students review adult learning literature and prepare syllabi, tests, and portfolios. They practice implementing effective teaching strategies and learn to incorporate technology in their teaching and assessment. They also consider legal and ethical issues in college teaching.
IT 7100. Design of Performance and Instructional Systems. (3) This course provides students with the skills and knowledge needed to apply current principles of learning and instruction to designing learning and performance systems. Students create an instructional or performance system in a real world context.
IT 8000. Foundations of Instructional Technology. (3) This course provides students with an overview of the field of instructional technology. It covers historical foundations, current practice, and future directions. It provides students with the big picture of instructional technology and gives them a context for future courses.
IT 8200. Diffusion and Adoption of Technological Innovation. (3) This course is centered on the problem of integrating new instructional technologies in education or training settings. Students learn to apply theory and practice from the systemic change perspective.
IT 8420. Topics in Instructional Technology. (3) This course offers students the opportunity to conduct in-depth study of specialized topics that are not covered in any other course. Emerging trends and issues that are of vital interest to the field of instructional technology are studied. [This course covered concept paper and prospectus development.]
IT 8500. Advanced Instructional Design. (3) Prerequisite: IT 7100. This course provides students with the knowledge and skills to design advanced instructional technology strategies based upon the latest human learning theories and research. Opportunities for serious assessment and use of current and emerging technology tools for performing advanced instructional design activities are provided.
IT 9050. Evaluation of Instructional Technologies. (3) This course focuses on the evaluation of instructional products, both those that are commercially produced and those that a classroom teacher or trainer might develop for his or her own use. It provides students with the skills they need not only to plan and implement a successful evaluation of technology-based learning but also to judge the merits of evaluations conducted by others.
MGT 8130. Problem Solving & Decision Making Processes. (3) Prerequisite: MBA 8011. This course focuses on how managers, individually and in groups, make decisions. It covers the major descriptive and normative models of managerial problem diagnosis and alter- native generation. By comprehending how managers solve problems, students are prepared to build computer-based support tools. Cases and mini-examples are used to apply the concepts and methods to real-world problems.
MGT 8345. Power in Organizations. (3) Prerequisite: none. CSP: 1, 6, 7. Students examine sources of personal and organizational power, then develop skills for obtaining and using power. The course focuses on management-oriented views of resource control and dependency as well as strategic, political, and service-based approaches to power. Through case studies, exercises, and in-depth discussions, students learn to apply the theories to their own and others' circumstances.
MGT 8425. Coaching for Leadership. (3) Prerequisite: none. CSP: 1, 6, 7. This course identifies the roles of leadership coaching and links the applications of behavioral theory to the coaching process. The course enables students to apply appropriate assessment activities, goal-setting activities, communication processes, well-designed interventions, and feedback activities to an effective coaching process. This course focuses on one-on-one coaching relationships.
MGT/HRM 8210. Negotiation & Conflict Resolution. (3) Prerequisites: Mgt 4010 or MBA 8412. This course is designed to provide an understanding of the theory of negotiation, conflict, and complaint handling, especially as practiced within the corporation and in other institutions. It is intended to be applicable to a broad spectrum of dispute and complaint problems faced by managers and professionals. The content is applicable to anyone who will negotiate agreements, face "people problems" in any aspect of work life, or be exposed to complaints or grievances arising out of the employment relationship.
MGT/HRM 8490. Performance Management. (3) This course focuses on identifying employee performance gaps and instituting programs to overcome these gaps. A variety of methods and processes for managing the performance of employees are discussed. Students develop skills in assessing the causes of performance deficiencies and in developing human resource management solutions to eliminate them. Among the solutions examined are employee assistance, discipline, job redesign, and training.
EPEL 8630. Sociological Aspects of Leadership. (3) Sociological variables which influence decisions determining the design, functioning, and management of educational institutions are introduced. Special emphasis is given to processes of planned organizational change and interorganizational communication.
PAUS 8851.
Systems, Models, and Change Theory. (3) This course
provides insights into the processes involved in systems thinking,
conceptual model-building
(non-mathematical), and organizational change through the
philosophical lenses of General Systems Theory. Analogical
reasoning, metaphoric meaning-making, and other systems
methods for overcoming entrenched "old Science" paradigms
and their unintended outcomes are explored. Advanced
master's and doctoral students should find this course
challenging.
