Curriculum

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.

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.

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.

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.

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.

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.

Through readings, research, discussions and participant exercises, students examine the historical and current barriers that prevent underrepresented and marginalized populations from accessing and fully participating in higher education. The course includes an examination of two and four year, public and private education in the role of access and equity as well as the data on student access and outcomes

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.

This course examines leadership and governance in Higher Education. Through readings and research; students will develop an understanding of leadership and governance theories as they relate to higher education. Students will examine the structure of educational systems and how they work, as well as the impact of demographic, political, legal and social influences on governance in higher education.

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.

This course prepares scholar-practitioners for leadership roles in higher education by providing an in-depth exploration of strategic financial management, revenue sources, expenditures, budgeting, and the social and political roles of finance in American higher education. Students will examine sources of revenue and the challenges of balancing competing demands for resources. Through readings, research, discussions, and case studies students will develop an understanding of budgeting in higher education, analyze financial data, and making informed decisions about resource allocation. Finally, the course examines the social and political roles of finance in American higher education, including historical and contemporary contexts

This course is designed to explore and critically examine key theories, principles and practices related to teaching and learning within the context of higher education. Students will engage with a range of topics, including course design, curriculum development, and assessment strategies. Students will utilize research, scholarly readings, and application to delve into research and best practices in higher education teaching and learning. Emphasis will be placed on understanding diverse learning styles, fostering inclusive and equitable learning environments, and addressing the unique challenges faced by college educators. Participants will gain a deep understanding of effective teaching methodologies, the scholarship of teaching and learning, and the leadership strategies essential for fostering a culture of continuous improvement in higher education.

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.

The course explores the various types of public policies that affect higher education institutions, including federal, state, and local policies. Students will gain a critical understanding of how public policies shape the structure, governance, and funding of higher education institutions, as well as the experiences of students, faculty, and staff. Through readings and class activities students will develop an understanding of the historical impact of public policy in the US higher education system, as well as the current context. Through research and class discussion, students will develop their ability to critically analyze public policy and the impact on higher education.

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.

This course examines the legal and ethical frameworks that govern higher education, including constitutional law, statutory law, and common law. Special attention will be given to issues such as academic freedom, academic integrity, intellectual property, affirmative action, and discrimination. Students scrutinize ethical challenges facing higher education leaders, including the competing values of academic freedom, social justice, and institutional responsibility. Through case studies and real-world scenarios, students explore how to balance these values and navigate complex ethical dilemmas. Through a combination of readings, discussions, and research, students develop a deep understanding of the legal and ethical issues facing higher education today

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.

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.

This course will be taken in conjunction with Dissertation Seminars 3 and 4 in the last year of the program. No fee. Pass/fail.