Courses
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 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 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 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
FN 915 ESG AND CLIMATE FINANCE 3.0 Credit(s)
The new course is due to market trends. ESG and climate finance have become critically important due to regulatory pressures and investor demand. The global recognition of climate change as a significant threat necessitates urgent action to mitigate its impacts. The SEC requires public firms to disclose climate-related information in their annual reports, which has increased focus on how businesses and investors can contribute to sustainable environmental practices. The DBA program will offer this course to equip students with interdisciplinary knowledge to tackle complex challenges in sustainable investing and risk management, as well as the necessary skills to conduct scholarly research in these areas.
Offered: Late Spring Semester All Years
FN 920 PRACTICUM IN CORPORATE FINANCIAL ANALYSIS 6.0 Credit(s)
Prerequisite: Take DBF-900
Offered: Fall, Spring & Summer Sems All Years
FN 921 Practicum in Financial Markets and INSTITUTIONS 6.0 Credit(s)
It is a guided research study taken by a student with the faculty mentor in financial markets and institutions. Students will examine exhaustively the recent studies advancing knowledge in financial markets and institutions, write their synopses and assist the faculty in collecting data as well as designing and testing analytical models for research projects Prerequisite: Take DBF-900
Offered: Fall, Spring & Summer Sems All Years
CM 799 CONTINUOUS REGISTRATION 1.0 Credit(s)
Offered: As Needed Contact Department
RCR 705 QUALITATIVE RESEARCH METHODS 3.0 Credit(s)
This course provides the skills necessary to design, conduct, and interpret qualitative research in educational settings. Students explore approaches to qualitative research, consider the questions qualitative research can answer, critically examine pivotal qualitative studies, and apply essential conceptual, digital, and methodological tools. It culminates in a pilot qualitative inquiry into a problem of social, emotional, and/or academic learning of the student's choosing.
Offered: As Needed All Years
RCR 701 WRITING FOR ACADEMIC PURPOSES 3.0 Credit(s)
This course is designed to introduce students to the foundational elements of academic writing within the discipline of education. The work is sequenced from basic practice to the professional application of elements of clear, concise, coherent writing. Using the process of pre-writing, writing, and revising strategies, students examine purpose, audience, organization, style, flow, and the proper use of grammatical conventions. Students apply these skills to a cogent argument about an idea focused on a problem of practice within the field, writing about data, assessing and using sources, and identifying and evaluating a solution.
Offered: As Needed All Years
RCR 700 READING/RESPONDING TO ED RESEARCH 3.0 Credit(s)
This course is designed to prepare students to become critical consumers of research in Education. Students identify an authentic problem of practice and develop a set of meta-skills to effectively identify, locate, read and evaluate peer-reviewed research articles. Through application of taught strategies, students navigate the key sections of research articles (introduction/statement of the problem, literature review, methods, results and analyses, and conclusion). Students use research skills, along with their writing skills form RCR 701, to summarize current literature on a SEAL-related topic.
Offered: As Needed All Years
RCR 702 QUANTITATIVE RESEARCH METHODS 3.0 Credit(s)
This course builds students' knowledge to comprehend, critique, and develop quantitative research. Students gain a fundamental, working knowledge of various quantitative methods and statistical analyses. While completing the course, students conduct their own quantitative research project on a topic of their choice.
Offered: As Needed All Years
RCR 703 GRANT WRITING 3.0 Credit(s)
This course is designed to prepare students to research potential grant sources/funders and to develop, write, and critique competitive grant proposals consistent with a Request for Proposal. Through a process of examining the details of the components of a grant proposal, students develop the meta-skills of grantsmanship and then synthesize these with the reading and writing skills developed in RCR 700 and 701 to complete a submission-ready grant proposal.
Offered: As Needed All Years
RCR 704 MIXED METHODS 3.0 Credit(s)
This course covers the assumptions and mental models that inform different approaches to research, and the ways in which qualitative and quantitative goals, questions, methods, analysis strategies, and presentation styles can be productively integrated in a mixed methods research approach. Students engage in critical analysis of empirical educational research to better understand the differences between quantitative, qualitative, and mixed methods methodologies as well as the philosophical and theoretical foundations for conducting mixed methods research. Students develop their own research proposal and dissertation prospectus in an area of interest utilizing an integration of qualitative and quantitative approaches, methods, and data for a single study.
Offered: As Needed All Years
NU 822 PROJECT PROPOSAL DEVELOPMENT 1.0 Credit(s)
The second of four project seminars. Under the guidance of faculty, lead, and mentor, the student uses knowledge and skill in the implementation and evaluation of the project. Thestudent completes the project evidence review, recommendations and proposal development. Prerequisite: Take NU-821
Offered: Spring Semester All Years