Course Descriptions
EDD 700 DISSERTATION SEMINAR 1 3.0 Credit(s)
Candidates work with their Dissertation Chair and other committee members to design the essential elements of the dissertation proposal. By the end of these seminars, candidates should have completed the Dissertation in Practice as described in the Dissertation Manual. Each seminar has its own requirements so that the candidates stay on track to complete the Dissertation in Practice.
Offered: As Needed All Years
EDD 701 DISSERTATION SEMINAR 2 3.0 Credit(s)
Candidates work with their Dissertation Chair and other committee members to design the essential elements of the dissertation proposal. By the end of these seminars, candidates should have completed the Dissertation in Practice as described in the Dissertation Manual. Each seminar has its own requirements so that the candidates stay on track to complete the Dissertation in Practice. This course also prepares candidates to successfully complete their IRB application and Proposal Defense.
Offered: As Needed All Years
EDD 702 DISSERTATION SEMINAR 3 3.0 Credit(s)
Candidates work with their Dissertation Chair and other committee members to implement their proposal. By the end of these seminars, candidates should have completed the Dissertation in Practice as described in the Dissertation Manual. Each seminar has its own requirements so that the candidates stay on track to complete the Dissertation in Practice. This seminar focuses on writing the results and discussion of the proposal as implemented.
Offered: As Needed All Years
EDD 703 DISSERTATION SEMINAR 4 3.0 Credit(s)
Candidates work with their Dissertation Chair and other committee members to implement their proposal. By the end of this seminar, candidates will have completed the full Dissertation in Practice as described in the Dissertation Manual. This course also prepares candidates to successful complete their Dissertation Defense.
Offered: As Needed All Years
EDD 704 FOUND. OF SOCIAL & EMOTIONAL LEARNING 3.0 Credit(s)
This course is the first course addressing social and emotional learning (SEL). In completing this foundational course, students will establish an understanding of the history of the field of emotion science, the current SEL research, and related foundations of neuroscience. Looking through the lens of 21st-century societal context and challenges in education, as developing "emotion scientists and practitioners", students will integrate learnings to explore and develop their personal SEL skill set and competencies, as well as examine potential applications of foundational learning to SEL problems of practice in their own contexts.
Offered: As Needed All Years
EDD 705 SEL PEDAGOGY AND PRACTICE 3.0 Credit(s)
This course aims to equip doctoral students with foundational knowledge and practical skills in qualitative research. The course supports students in designing and conducting qualitative research for improvement science dissertations while introducing them to broader qualitative methodologies. By integrating theory with hands-on practice, the course aims to prepare students to critically and ethically investigate problems of practice in education through qualitative inquiry.
Offered: As Needed All Years
EDD 706 FOUNDATIONS OF SEL LEADERSHIP 3.0 Credit(s)
Building on the most current research, this third SEL course focuses on how teacher leaders and administrators can operationalize high-quality schoolwide/districtwide SEL by building upon SEL practices and programs, creating an environment that infuses SEL into every part of students' educational experience, and promoting equitable academic and social-emotional outcomes for all.
Offered: As Needed All Years
EDD 707 SEMINAR IN SEAL LEADERSHIP 3.0 Credit(s)
The course seeks to develop leadership qualities and practices in administrators by creating efficient strategies, networks and systems for leading sustainable schoolwide SEAL and school culture/climate initiatives.
Offered: As Needed All Years
EDD 708 TRAUMA SENSITIVE CLRMS. PRACT 3.0 Credit(s)
The course uses social-emotional learning strategies and content for recognizing, understanding, and responding to trauma in order to develop trauma-sensitive classroom spaces. Additionally, the course will explore indicators of trauma in students, the impact of violence and other stress on learning, trauma stewardship, the risk of secondary trauma and burnout tools for coping and other strategies that support teachers. Resilience as a factor in response to trauma will be examined.
Offered: As Needed All Years
EDD 709 CREATING A TRAUMA SENSITIVE SCHOOL 3.0 Credit(s)
The course explores characteristics of school settings sensitive and responsive to trauma and toxic stress, staff development and professional support for teachers and staff, and the role of families and community partners in developing a trauma-sensitive school.
Offered: As Needed All Years
EDD 710 SOCIAL JUSTICE FOR EDUCATIONAL LEADERS 3.0 Credit(s)
This course is designed to prepare students to think critically about how key elements of social justice - fairness, equity, excellence for all - intersect with public education. Students analyze the effectiveness of efforts to improve access to high quality schooling and academic outcomes for all students. Using a Social Justice lens, students examine case studies and initiatives at the school, district and state/federal policy level. They develop action plans that advance fairness and equity of opportunity for all students, focusing on the opportunity and achievement gaps between historically privileged and underserved populations.
Offered: As Needed All Years
EDD 711 MORAL & ETHICAL LEADERSHIP IN EDUCATION 3.0 Credit(s)
Through participant exercises, theoretical analysis, discussions, and a variety of readings, participants of this course examine how educators can construct, implement and institutionalize a plan for an ethical classroom, school, and society. An examination of critical issues, which educators commonly face, utilizing case studies and theoretical analysis will lead participants towards a professional ethics and a discipline-appropriate personal creative pedagogy for positively contributing to society.
Offered: As Needed All Years
EDD 712 LITERACY FOR EDUCATIONAL LEADERS 3.0 Credit(s)
This course is designed to support candidates, regardless of their literacy background, to become Literacy Leaders for their schools and districts. Through lectures, reading, research, group work, and practice opportunities, students will develop (1) a foundation in the science of reading instruction grounded in the Modified Cognitive Model of Reading and the "Simple View" situated in the Gradual Release of Responsibility Framework, (2) assessment literacy to inform instruction and monitor progress, (3) fluency with differences between content area literacy and disciplinary literacy, (4) an understanding of principles of andragogy, (5) strategies for supporting at-risk and EL students, and (6) a resource file to support parents and the community in supporting their engagement in literacy.
Offered: As Needed All Years
EDD 713 SPECIAL ED FOR EDUCATIONAL LEADERS 3.0 Credit(s)
This course prepares students to be professionals and leaders within an inclusive educational system. Students learn about federal legislation for the education of individuals with disabilities, and examine the relationship between legislation and special education procedures. Students also build a foundation of knowledge related to practices that support children with disabilities in public schools. The course particularly focuses on critical contemporary issues, including the following: least restrictive environment, data-based decision-making, evidence-based practices, and collaboration with families.
Offered: As Needed All Years
EDD 714 NUMERACY FOR EDUCATIONAL LEADERS 3.0 Credit(s)
Educational leaders are tasked with improving the teaching and learning in content areas in which they may not have formal training. This course provides educational leaders with the knowledge base needed to effectively lead mathematics instruction and improve student outcomes in numeracy in K-12 schools and districts. From understanding research-based approaches and cognitive theory, learning progressions, and Response to Intervention, candidates will develop the understandings and capacities that can lead to improved student learning.
Offered: As Needed All Years
EDD 720 DISSERTATION CONTINUANCE 1.0 Credit(s)
This course is for candidates who did not complete their dissertation at the conclusion of year three.
Offered: As Needed Contact Department
EDD 721 DISSERTATION DEFENSE 0.0 Credit(s)
This course will be taken in conjunction with Dissertation Seminars 3 and 4 in the last year of the program. No fee. Pass/fail.
Offered: As Needed Contact Department
EDL 605 ADVANCED CURRICULUM 3.0 Credit(s)
This course engages prospective administrators in investigating and applying theories, concepts, and principles of K-12 curriculum design that emphasize the development of K-12 students' conceptual understandings and their capacity to transfer learning to solve novel and not-yet-known problems and questions. Aspiring school leaders will extend their understanding and analysis of curriculum through application of a systems approach that focuses on processes to ensure relevant, equitable, authentic, and future-focused educational and learning opportunities. Critically, future leaders will apply learning to transform mission, vision, and intentions and aspirations to standards-aligned purposeful actions, while inclusively engaging stakeholders in dialogue about curriculum, teaching and learning, and reporting. Online/technological/digital advances in curriculum will be explored.
Offered: All Semesters All Years
EDL 610 THE TEACHER LEADER 3.0 Credit(s)
Explores the role of the teacher leader. Emphasis on creating culture in our schools that support educator development and student learning in the academic content areas. Centered on Domain One of the Teacher Leader Model Standards, topics include defining teacher leadership, exploring formal and informal teacher leadership roles, adult learning theory, facilitation of group learning and discussion, facilitating conversations and building consensus, organizational change and the change process, and other skills to create inclusive cultures for professional growth (and student learning).
EDL 626 ASSESSMENT AND EVALUATION 3.0 Credit(s)
This course focuses on the use and interpretation of educational assessment data, and the translation of those data into school improvement plans. Current trends and issues, the examination of multiple methods of assessment, the use of data to evaluate, design, cultivate, and advocate for a supportive, equitable, and inclusive school culture and practices are addressed. Statistical methods for analyzing and tracking student assessment data, including trend analysis, are utilized. A working knowledge of the basic Microsoft Office Suite (Word, Excel, and PowerPoint) is beneficial to successful participation.
Offered: All Semesters All Years
EDL 635 TEACHER SUPERV/EVAL/STAFF DEV 3.0 Credit(s)
This course provides an opportunity for prospective school administrators to develop and practice the skills essential to the improvement of teaching through effective evaluation, and supervisory practices. The connection between supervision, evaluation, and professional learning is made explicit.
Offered: All Semesters All Years
EDL 650 EDUCATIONAL LAW AND FINANCE 3.0 Credit(s)
This course is designed to help candidates understand the legal framework that governs their daily actions and how to employ strategies that create the essential desired outcomes. The course focuses on the role societal and regional beliefs, and feelings play in generating laws and policies governing education in The United States and Connecticut. Through the case study approach, candidates explore contemporary legal issues that relate to the leadership of schools.
Offered: All Semesters All Years
EDL 654 TRANSFORMATIVE LEADERSHIP 3.0 Credit(s)
Serving as a starting point for candidates on their journey as future educational leaders, this course focuses on ethical decision-making, applying leadership and change theories to contemporary educational issues and school improvement approaches to insure equitable and inclusive school outcomes.
Offered: All Semesters All Years
EDL 655 DISTINGUISHED LECTURE SERIES 3.0 Credit(s)
Students have the opportunity to hear lectures delivered by distinguished guest lecturers, each of whom has particular expertise in an area of school administration. Lecture topics include: the urban principalship, restructuring schools, data analysis for continuous school improvement, teacher fair dismissal, technology and vision building, and more. Readings and assignments are frequently presented in case study format.
Offered: Spring & Summer Semesters All Years
EDL 671 ADMINISTRATIVE INTERNSHIP I 1.5 Credit(s)
K-12 schools benefit from equity-focused, reflective instructional leaders. SHU's 092 Internship experience provides candidates, as future administrators, opportunities to experience leadership with the support of a school-based mentor and an experienced administrator serving in the role of SHU internship professor. Through their internship activities, candidates will reflect on ways to meet the varied needs of students, staff, families, and communities within the context of the National Educational Leadership Preparation (NELP) standards. Candidates will engage in discussions with their SHU internship professor based on readings and current topics within education. Through reflective journaling, candidates will develop their "leadership lens" and frame their reflections as equity-focused future instructional leaders. Three online, synchronous meetings will be held a semester with the SHU internship professor. Candidates complete 250 hours of internship time by the end of EDL 671 and EDL 672. For 671, candidates must be either enrolled in or having completed EDL 654 and EDL 605. EDL 671 is a pre-requisite to EDL 672. Candidates pay a one-time fee of $250 charged upon registration of EDL 671. Each internship course is 1.5 credits, 3 credits total. Prerequisite: Pre or co-req EDL-654
Offered: Fall Semester All Years
EDL 672 ADMINISTRATIVE INTERNSHIP II 1.5 Credit(s)
K-12 schools benefit from equity-focused, reflective instructional leaders. SHU's 092 Internship experience provides candidates, as future administrators, opportunities to experience leadership with the support of a school-based mentor and an experienced administrator serving in the role of SHU internship professor. Through their internship activities, candidates will reflect on ways to meet the varied needs of students, staff, families, and communities within the context of the National Educational Leadership Preparation (NELP) standards. Candidates will engage in discussions with their SHU internship professor based on readings and current topics within education. Through reflective journaling, candidates will develop their "leadership lens" and frame their reflections as equity-focused future instructional leaders. Three online, synchronous meetings will be held a semester with the SHU internship professor. Candidates complete 250 hours of internship time by the end of EDL 671 and EDL 672. For 671, candidates must be either enrolled in or having completed EDL 654 and EDL 605. EDL 671 is a pre-requisite to EDL 672. Candidates pay a one-time fee of $250 charged upon registration of EDL 671. Each internship course is 1.5 credits, 3 credits total. Prerequisite: Take EDL-671
Offered: Spring Semester All Years
EDL 696 ADMINISTRATIVE INTERNSHIP I, II, III 1.0 Credit(s)
The 092 Internship prepares future administrators to relate theory and practice to building level school administration. Candidates are immersed in the school context and engage with the community as an active reflective teacher/leader while under the direct supervision of their administrative mentor. The program is coordinated and supervised by a Sacred Heart University coach and candidates meet in groups to discuss their experiences. This requirement is an essential experiential component of the 092 program. It is aligned to the National Educational Leadership Preparation (NELP) Standards and requires a minimum 250 continuous hours and takes place over three successive semesters. Coaching sessions take place virtually on weeknights for both cohort and traditional students 3 times in the Fall & Spring and 2 times during the Summer session. The Internship may only be started in the Fall or Spring term. Pre-requisite: EDL 654 and EDL 635/or EDL 605 or EDL 650. Pass/Fail. 1 credit per term. (1 time $250 fee). Prerequisite: Take EDL-654 EDL-635 or EDL-605 or EDL-650
Offered: Fall, Spring & Summer Sems All Years
EDL 702 SOCIAL JUSTICE FOR EDUCATION LEADERS 3.0 Credit(s)
This course is designed to prepare students to think critically about how key elements of social justice - fairness, equity, excellence for all - intersect with public education. Students analyze the effectiveness of efforts to improve access to high quality schooling and learning outcomes for all students. Using a social justice lens, students examine case studies and initiatives at the school, district and state/federal policy level. They identify strategies that can be applied to advance fairness and equity of opportunity for all students, focusing on opportunity gaps between historically privileged and underserved populations
Offered: Fall Semester All Years
EDL 704 LEVERAGING TEACHER LEADERSHIP 3.0 Credit(s)
This course explores the role teacher leadership can play as a catalyst for school improvement and positive organizational change in education settings. Successful approaches to teacher leadership are explored from two perspectives: the role of teacher leaders as change agents seeking to influence their schools and the role of administrators in fostering effective and sustainable teacher leadership models.
Offered: Fall Semester All Years
EDL 706 LEADING FROFESSIONAL LEARNING 3.0 Credit(s)
This course explores effective professional learning as a lever for continuous improvement in educational settings. Students will learn about leading professional learning and models for building the capacity of educators through collaborative approaches to meet the needs of adult learners.
Offered: Spring Semester All Years
EDL 708 FOSTERING FAMILY & COMMUNITY ENGAGEMENT 3.0 Credit(s)
This course provides students with strategies for engaging with families and the larger community beyond a school or district. Successful leaders establish strong relationships and develop partnerships with families and community interest holders.
Offered: Spring Semester All Years
EDL 710 SPECIAL ED FOR EDUCATIONAL LEADERS 3.0 Credit(s)
This course prepares students to lead and support special education efforts in schools and districts. Students learn about federal legislation for the education of individuals with disabilities and examine the relationship between legislation and special education procedures. Students also examine leadership practices for the continuous improvement of systems that serve all learners.
Offered: Summer Semester All Years
EDL 930 LEADING SCHOOL SYSTEMS 3.0 Credit(s)
This course is the first in the sequence leading to eligibility for the 093 Superintendent of Schools certification. It includes an overview of the major responsibilities of the position of superintendent of schools. Candidates develop a Mission, Vision and Theory of Action for district leadership. They use data and educational research to prepare a long-range District Improvement Plan, including implementation, assessment, accountability and coherence with school and departmental improvement plans. A theme throughout this course and those that follow is an emphasis on the legal, moral and ethical considerations of each issue.
Offered: Fall Semester All Years
EDL 931 UTILIZATION HUMAN & FINANCIAL RESOURCES 3.0 Credit(s)
This course, the second in the Superintendent Certification program, enables candidates to learn the basic concepts of human resource management and financial management of a school district to support the improvement of achievement for all students. Candidates learn and apply the best practices in recruitment, selection, orientation, professional learning and evaluation of educational personnel as well as a collaborative and comprehensive approach to budget development that results in an equitable distribution of resources to improve student learning.
Offered: Fall Semester All Years
EDL 932 LEADING CORE OPERATION OF SCHOOL SYSTEM 3.0 Credit(s)
In this third course in the Superintendent Certification Program, candidates learn how to plan, manage and improve all major aspects of school district operations. These include emergency management, school facilities, construction projects, technology, transportation, complaint resolution, the Freedom of Information Act, Special Education processes, and others. Through the study of best practices and data collection, candidates learn to assess and improve the effectiveness of the core functions of a school district.
Offered: Spring Semester All Years
EDL 933 Policy Governance, Community Involvement 3.0 Credit(s)
This course teaches candidates about Superintendent/School Board relationships, developing effective communication and partnership with the community at large, and how to develop and implement policies that will further the Mission of the school district. Candidates also learn about the impact of critical state and federal education policies on local school districts.
Offered: Spring Semester All Years
EDL 935 SUPERINTENDENT INTERNSHIP I 1.5 Credit(s)
This course serves as the first half of the internship required for 093 Superintendent of Schools certification. Students complete an Action Plan with their mentor superintendent of schools in a nearby school system. Students engage in the activities from the Action Plan and are required to complete journal entries about their experiences, linking internship activities with coursework, readings and discussions. Students submit a proposal for their Capstone project by the end of the semester. Prerequisite: Take EDL-930, EDL-931
Offered: Fall Semester All Years
EDL 936 SUPERINTENDENT INTERNSHIP II 1.5 Credit(s)
This course serves as the second half of the internship required for 093 Superintendent of Schools certification. Students complete all activities enumerated in their Action Plan (developed in EDL 935). Students complete journal entries about their experiences, linking internship activities with coursework, readings and discussions. Students complete their Capstone project as submitted in EDL 935.
Offered: Spring Semester All Years
HESA 200 HIGHER EDUCATION IN THE US 3.0 Credit(s)
This course presents an overview of the historical development of higher education and student affairs in the US. The course examines the complex nature of American Higher Education, as well as influences, from its beginning through contemporary organization and values. Additionally, this course examines the origins and historical development of Student Affairs as a profession, including current values and competencies.
Offered: Fall & Spring Semesters All Years
HESA 201 STUDENT LEADERSHIP 3.0 Credit(s)
This course explores student leadership in Higher Education, including leadership theory, group dynamics, and assessment. Students will explore leadership theory and analyze the interaction of theory with practice.
Offered: Fall & Spring Semesters All Years
HESA 210 STUDENT DEVELOPMENT THEORY 3.0 Credit(s)
This course examines psychosocial, cognitive and integrative developmental theories. Students will conceptualize how college students grow and develop during college and become familiar with the major families of theories for understanding college student development. Students will learn how to address concerns of students. Students will analyze developmental theory and apply in practical settings in higher education. Students will design educational interventions
Offered: Fall & Late Spring Semesters All Years
HESA 235 INTERNSHIP IN HIGER EDUCATION 3.0 Credit(s)
This course allows students to gain supervised, practical work experience in higher education. The internship experience is paired with a learning environment so that students can grow and develop through that experience
Offered: All Semesters All Years
HESA 400 HIGHER ED IN THE US 3.0 Credit(s)
This course presents an overview of the historical development of higher education and student affairs in the US. The course examines the complex nature of American Higher Education, as well as influences, from its beginning through contemporary organization and values. Additionally, this course examines the origins and historical development of Student Affairs as a profession, including current values and competencies.
Offered: Modules Odd Semesters All Years
HESA 410 STUDENT DEVELOPMENT THEORY 3.0 Credit(s)
This course presents an overview of the historical development of higher education and student affairs in the US. The course examines the complex nature of American Higher Education, as well as influences, from its beginning through contemporary organization and values. Additionally, this course examines the origins and historical development of Student Affairs as a profession, including current values and competencies.
Offered: Modules Even Semesters All Years
HESA 500 HIGHER EDUCATION IN THE US 3.0 Credit(s)
This course presents an overview of the historical development of higher education and student affairs in the US. The course examines the complex nature of American Higher Education, as well as influences, from its beginning through contemporary organization and values. Additionally, this course examines the origins and historical development of Student Affairs as a profession, including current values and competencies.
Offered: Modules All Semesters All Years
HESA 505 TODAY'S COLLEGE STUDENT 3.0 Credit(s)
This course examines the diverse demographics of students of American colleges and universities; including majority and marginalized student groups. Through the study of theoretical perspectives and empirical data, students analyze leadership and learning theory as well as the impact of educational environments on varying student groups.
Offered: Modules All Semesters All Years
HESA 510 STUDENT DEVELOPMENT THEORY 3.0 Credit(s)
This course examines psychosocial, cognitive, and integrative developmental theories. Students will conceptualize how college students grow and develop during college and become familiar with the major families of theories for understanding college student development. Students will learn how to address concerns of students. Students will analyze developmental theory and apply in practical settings in higher education. Students will design educational interventions.
Offered: Modules All Semesters All Years
HESA 515 SOCIAL JUSTICE IN HIGHER EDUCATION 3.0 Credit(s)
This course is an exploration of multiculturalism and social justice issues, theories, and practices in 21st century higher education. Students will examine the role of Higher Education in American Society, using a social justice framework informed by critical theory. The course addresses access, success and equity issues related to racial/ethnic minority groups and socioeconomic status.
Offered: Modules All Semesters All Years
HESA 520 Finance, Governance, Administration He 3.0 Credit(s)
This course provides an introduction to the structure, organization and finances in Higher Education. Students will examine organizational theories and models, as well as financial, economic, and budgetary issues in higher education. Students will utilize their knowledge of the history of higher education to review the political, social and legal issues that impact higher education organization and finance.
Offered: Modules All Semesters All Years
HESA 525 GLOBAL PERSPECTIVES HIGHER ED LEADER 3.0 Credit(s)
This course prepares higher education professionals to work with culturally diverse students, staff, and faculty populations. Students will examine the historical and cultural foundations of international higher education. Study abroad experience preferred; a significant research project can replace study abroad experience
Offered: Modules All Semesters All Years
HESA 530 ASSESSMENT IN STUDENT AFFAIRS 3.0 Credit(s)
This course is designed to provide an introduction to assessment in student affairs and higher education. Students will explore a variety of assessment methods and techniques and apply their learning through case studies and/or real-world assessment. Students will learn the purpose of, and interact with, University's Institutional Review Board.
Offered: Modules All Semesters All Years
HESA 535 PRACTICUM 3.0 Credit(s)
This course provides students with an opportunity to gain experience in Higher Education through a 150 -hour internship. Students will apply knowledge of Higher Education to real world situations. Prerequisite: MUST HAVE COMPLETED HESA-500, HESA-510 & HESA-515
Offered: All Semesters All Years
HESA 540 INTERNSHIP 3.0 Credit(s)
This course is the capstone experience for Higher Education and Student Affair students. Course participants will complete an internship in higher education setting, where they will complete 150 internship hours. In this culminating experience students will analyze and apply knowledge gained throughout their program. Prerequisite: MUST HAVE COMPLETED HESA-500, HESA-510 & HESA-515
Offered: All Semesters All Years