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Curriculum & Instruction |
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CRIN 602 - Curriculum-Based Technology Integration K-12
Spring of odd-numbered years. (3). Hofer.
This course is designed to familiarize students with multiple models of effective curriculum-based technology integration in classrooms and schools, leading to proficiency in designing and evaluating technology-enhanced learning for K-12 students. The process of technology integration will be explored at multiple levels of education: lesson/learning activity, curriculum unit, grade level, school, and school division. Authentic curriculum-based examples of effective technology integration will be used throughout the course to illustrate ideas, models, challenges, and implementations. Minimal course entry expectations are for students to be comfortable and competent with word processing, electronic mail, Web browsing, database searching, and the basic functions of one computer operating system.
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CRIN 603 - Research Seminar in Educational Technology
Occasionally. (3). Staff. Prerequisite(s): EDUC 663 and EDUC 664 or EDUC 694A
This seminar provides a forum for examining and sharing research perspectives in educational technology, exploring the processes involved in defining research problems in this field, and critically analyzing educational technology research and theory issues, problems, and methods. The course aims to heighten awareness of critical issues in educational technology, to examine how various research strategies have been used to study different issues, and to develop and refine a personal area of disciplined inquiry.
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CRIN 604 - Digital Tools for Learning
Occasionally. (3). Hofer.
Students will be provided with a variety of opportunities to examine, apply, and critique the instructional affordances and constraints of a variety of digital learning tools, focusing upon how they can be utilized to support teaching and learning, professional development, communication and collaboration, and educational media production.
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CRIN 605 - Educational Technology Professional Development
Occasionally. (3). Staff. Prerequisite(s): CRIN 602
This course is designed to help students understand and implement effective models of educational technology professional development for K-12 teachers, K-12 administrators and postsecondary faculty in education. To do so, students will explore, synthesize, and apply educational research and theory concerning the diffusion of innovations, adult education, and teacher learning.
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CRIN 606 - Emerging Technologies in Education
Occasionally. (3). Staff.
Students will be provided with opportunities to explore and carefully examine past innovations, present applications, and future advances in educational technology. Study of emerging educational technologies will be done through multiple theoretical lenses, including change theories, diffusion of innovations, and learning theories. Minimal course entry expectations are for students to be comfortable and competent with word processing, electronic mail, Web browsing, database searching, and the basic functions of one computer operating system.
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CRIN 607 - Teaching and Learning Online
Occasionally. (3). Staff.
This course is designed to help students actively explore multiple and varied ways to use online tools and resources to support learning in K-12 and higher education contexts. More importantly, students will read about, experience and reflect upon different ways to structure and facilitate learning that takes advantage of attributes specific to online media. This will help them to differentiate between advisable and inadvisable educational applications of online learning. Minimal course entry expectations are for students to be comfortable and competent with word processing, electronic mail, Web browsing, database searching, and the basic functions of one computer operating system.
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CRIN 766 - Advanced Studies in Curriculum Leadership
Fall of odd-numbered years. (3). Staff. Prerequisite(s): EDUC 663 , EDUC 664
This course allows doctoral students in Curriculum Leadership to work independently with faculty members in C&I. Topics may include, but are not limited to, curriculum development, subject-specific pedagogy, curriculum-based assessment, gifted education, special education, reading/literacy, and educational technology. Permission of the instructor is required, and the student is responsible for identifying, constructing, and completing the independent study under the instructor’s tutelage.
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EDUC 582 - New Science of Creativity
Occasionally. (3). Kyung-Hee Kim.
This course demonstrates that the creative process is a skill set that can be taught, fostered, and developed, and explores contemporary scientific theories regarding the nature, measurement, and development of creativity. It focuses on examining creative climate, attitude, and thinking (Creative CAT) from the perspectives of everyday and eminently creative artists, theorists, philosophers, scientists, politicians, businessmen, and leaders. It offers suggestions for enhancing Creative CAT in every endeavor.
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EDUC 622 - Counseling Theories and Techniques
Spring. (3). Staff.
This course is designed to provide an overview of the theories and techniques of counseling that can be applied in diverse helping professions with school-aged and college-aged students. Emphasis will be placed on key concepts, therapeutic process and goals with respect to each theory/technique; and the application of skills.
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Independent Study and Problems in Education |
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EDUC V63 - Problems in Education
Fall, Spring, Summer. (Var.) Staff. Prerequisite(s): Permission of Instructor.
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EDUC V91 - Independent Study in Education
Fall, Spring, Summer. (Var.) Staff. Prerequisite(s): Permission of Instructor.
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EDUC 691 - Independent Study in Education: Advanced
Fall, Spring, Summer. (Var.) Staff. Prerequisite(s): Permission of Instructor.
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EDUC 692 - Problems in Education: Advanced
Fall, Spring, Summer. (Var.) Staff. Prerequisite(s): Permission of Instructor.
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Dissertation |
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EDUC 800 - Dissertation
Fall, Spring, and Summer. (Var.) Dissertation chairperson. Graded Pass/Fail. Prerequisite(s): Permission of the instructor. Note: Students must register for a minimum of 3 semester hours.
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Educational Policy, Planning & Leadership |
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EPPL 501 - Educational Leadership and Organizational Dynamics
Fall (3) DiPaola.
An introduction to general organizational theories and their application in educational settings. Attention is given to developing the leadership competencies needed for entry-level administrative positions. Influences of local, state, and federal levels of government on school administration are examined.
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EPPL 502 - Educational Leadership: Concepts and Cases
Fall. (3). Staff.
An application of administrative skills and organizational characteristics in educational settings. Attention is given to building and extending leadership concepts, and applying leadership competencies in school settings. This course is an extension of EPPL 501 .
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EPPL 503 - The Administration of Higher Education
Fall. (3). Barber. Prerequisite(s): Admission to graduate studies or consent of instructor.
This course is a basic introduction to the administration of higher education institutions in the U.S. Course material includes an overview of management functions, governance, authority, organizational arrangements, and administrative style and behavior. Students examine in detail several administrative operations, including offices of academic affairs, student services, business/financial affairs, university advancement, institutional research, registrar, admissions, athletics, building and grounds, facility planning and construction, continuing education, and communications. In addition, students study various agencies of the state and federal governments that are primarily concerned with higher education.
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EPPL 504 - Universal Design for Learning
Occasionally (1) Mark Hofer. Prerequisite(s): Teaching experience in K-12 or adult education or enrollment in a School of Education graduate degree program.
Students will explore Universal Design for Learning principles and how they are implemented at different levels of education. Students will learn how to apply these principles to assess the degree to which learner diversity is supported in learning materials, enabling them to make appropriate recommendations for making learning more accessible.
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EPPL 505 - Multimedia Designs for Learning
Occasionally (1) Hofer. Prerequisite(s): Teaching experience in K-12 or adult education or enrollment in a School of Education graduate degree program.
In this course, students will learn how multimedia design can influence learning. Specifically, students will explore relevant aspects of research on multimedia learning, Universal Design for Learning, and graphic design theory, developing skill in tailoring the design of multimedia materials to fit particular learning needs and preferences.
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EPPL 506 - Multimedia Production for Learning
Occasionally (1) Hofer. Prerequisite(s): CRIN 5XX: Multimedia Designs for Learning.
In this course, students will draw on research-based principles to design, produce, and critique multimedia learning materials. Students will select and utilize appropriate multimedia tools including presentation, design, publishing, and production software.
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EPPL 507 - Motivation, Engagement, and Educational Technologies
Occasional (1) Jason Chen.
This class provides students with opportunities to merge theory and practice to understand the relationships among motivation, engagement, and student learning with educational technologies. Students will be able to apply these principles and concepts in the identification and selection of technology-based activities for learning.
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EPPL 508 - Collaborative and Cooperative Learning Online
Occasionally (1) Staff. Prerequisite(s): Teaching experience in K-12 or adult education or enrollment in a School of Education graduate degree program.
In this course students explore multiple ways to design and support online collaborative (interdependent) and cooperative (coordinated) learning in K-12 and/or higher education contexts. Students will read about, experience and reflect upon different ways to structure and facilitate collaborative and cooperative online learning experiences.
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EPPL 509 - Blended Learning & Teaching
Occasionally (1) Staff. Prerequisite(s): EPPL 516: Self-Paced Learning Online and
EPPL 508: Collaborative and Cooperative Learning Online
or permission of the course’s instructor.
In this course students explore multiple and varied ways to design and support blended learning - that is, online and face-to-face learning used together - in K-12 and higher education contexts. Students will read about, experience and reflect upon different ways to structure and facilitate blended learning experiences.
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EPPL 511 - Budget Policy and Practice in Higher Education
Occasionally (1) Pamela Eddy.
This course enables students to understand the budget process employed by colleges and universities. After examining the fundamental budgeting operational models, the annual planning operations, policy decisions and ramifications, and construction of an institutional budget are discussed and practiced through computer simulations.).
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EPPL 512 - Educational Technology Professional Development
Occasionally (1) Staff. Prerequisite(s): Teaching experience in K-12 or adult education or enrollment in a School of Education graduate degree program.
This course helps students identify and implement the full range of models for educational technology professional development for K-12 and postsecondary faculty in education. Students also explore and apply current research, theory, and practice concerning the efficacy of different designs and techniques that address instructors’ technology integration knowledge and practice.
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EPPL 513 - Educational Technology & Diversity
Occasionally (1). Staff. Prerequisite(s): Teaching experience in K-12 or adult education or enrollment in a School of Education graduate degree program.
This course familiarizes students with emerging literature addressing human diversity and technology use. Students explore and apply current research, theory, and practice that examine how racial/cultural/ethnic, economic, historical, political, gendered, ability and other biases can be both perpetuated and confronted constructively in K-12 and higher education contexts using educational technologies.
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EPPL 514 - Diffusion of Innovations
Occasionally (1). Staff.
This course helps students understand how news of innovations travels within and across social networks, and how communication patterns help to determine innovations’ success or failure. Students explore and apply key concepts from Diffusion of Innovations (Rogers) research as they relate to innovation diffusion efforts in K-12 and/or higher education.
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EPPL 515 - Media Literacies
Occasionally (1). Mark Hofer.
In this course, students explore the evolution of notions of media literacies in education in contemporary culture. Specifically, they trace the evolution of conceptions of and guidelines for media literacy development. Students then compare and contrast these different ways of viewing digital literacies, and explore relevant educational policy implications.
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EPPL 516 - Self-Paced Learning Online
Occasionally (1). Staff. Prerequisite(s): Teaching experience in K-12 or adult education or enrollment in a School of Education graduate degree program.
In this course students explore multiple and varied ways to design and support self-paced learning online in K-12 and higher education contexts. Students will read about, experience and reflect upon different ways to structure and facilitate blended learning experiences.
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EPPL 517 - College Teaching and Course Design
Occasionally (1). Pamela Eddy.
Students will review college classroom teaching methods and practices. The course topics include teaching and learning theory, classroom organization, curriculum and course syllabi construction, and exploration of teaching philosophy.
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EPPL 518 - Instructional Planning for Technology-Enhanced Learning (Higher Education)
Occasionally (1). Gene Roche.
This course helps students to design effective approaches to integrating educational technologies into instruction to support teaching and learning in postsecondary settings. It will familiarize students with multiple instructional planning models that address content-based technology integration in higher education contexts, leading to proficiency in planning technology-enhanced learning.
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EPPL 519 - Educational Technologies and Course Content (Higher Education)
Occasionally (1). Gene Roche. Prerequisite(s): Teaching experience in an adult/higher education context or enrollment in a School of Education higher education-focused graduate degree program.
This course is designed to familiarize students with multiple models of effective content-based technology integration in higher education. The process of technology integration will be explored at multiple postsecondary levels. Authentic content-based examples of effective technology integration will be used throughout the course to illustrate integration models, challenges, and implementations.
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EPPL 520 - College Teaching Strategies
Occasionally (1). Pamela Eddy.
A variety of teaching strategies will be reviewed in this course, including, but not limited to: active learning techniques, small and large group discussion formats, collaborative learning, flipped classrooms, and problem based learning approaches.
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EPPL 521 - Designing Inclusive Learning
Occasionally (1). Pamela Eddy.
This course provides an overview of the requirements for creating an inclusive classroom environment. Diverse student learning needs and the creation of learning opportunities to improve students’ global competency are critical for today’s graduates.
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EPPL 522 - Assessing Educational Technology Use
Occasionally. (1). Staff. Prerequisite(s): Teaching experience in K-12 or adult education or enrollment in a School of Education graduate degree program.
This course familiarizes students with current models used to assess educational technology use in K-12 and higher education. Students will explore, compare, contrast, critique and apply current research, theory, and practice that address the quality of educational technology use, attending specifically to the unstated assumptions that undergird each model.
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EPPL 525 - Assessment and Evaluation to Promote College Student Learning
Spring. (3). Barber.
This course is designed to explore the foundations of assessment and evaluation of undergraduate learning outcomes. It develops a historical and theoretical foundation for conceptualizing college student learning outcomes with a specific focus on how assessment and evaluation can be employed to promote student learning in higher education.
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EPPL 527 - History of Presidents & Trustees
Occasionally (1). Staff.
This seminar explores the perspectives of the presidents and trustees at U.S. colleges and universities. Spanning across several decades, this seminar focuses on leaders at a variety of types of institutions and examines pivotal moments in their tenure.
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EPPL 528 - History of Minority Serving Institutions
Occasionally (1). Staff.
This seminar explores the Minority-serving Institutions (MSIs) within the American higher education system. This includes Historically Black Colleges & Universities (HBCUs), Hispanic Serving Institutions (HSIs), and Tribal Colleges and Universities. This seminar takes a historical look at these diverse institutions’ role in expanding access to higher education.
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EPPL 529 - Fed Up: College Students and Activism
Occasionally (1). Staff.
This seminar explores the long-standing history of student participation in activism. From the students boycotting to overturning college administrations of the 1930s to the Occupy Movement of recent years, students activism on college campuses had initiated many of the most influential changes in society.
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EPPL 530 - Introduction to Student Affairs Administration in Higher Education
Spring of even-numbered years. (3). Staff. Prerequisite(s): Admission to graduate studies or consent of the instructor.
A course designed to provide appropriate experiences for the student who wishes to seek employment in the areas of admissions, student affairs, housing, and food service in institutions of higher education. The course consists of a study of (1) the nature, development, and current status of student personnel services in higher education, (2) major problem areas in the field, and (3) policies and procedures for effective management.
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EPPL 531 - The Community and The College
Occasionally (1). Staff.
This seminar explores pivotal moments in the ongoing development of the relationship between colleges and universities and their local communities that are external to campus. From campus expansion issues with emanate domain to student participation in off-campus protests, institutions of higher education have continuously had to revisit their relationship with their adjourning community.
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EPPL 532 - Assessment of College Student Learning
Occasionally. (1). Pamela Eddy.
Students will acquire techniques to assess student learning. Both formative and summative approaches to assessment will be reviewed. Connections between teaching and learning outcomes provide the basis for the development of learning rubrics. Strategies for using technology in assessment will occur.
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EPPL 533 - Scholarship of Teaching and Learning
Occasionally. (1). Pamela Eddy.
The scholarship of teaching and learning requires reflective evaluation of classroom pedagogy and student outcomes to improve practice and share with other faculty. This course will provide students with an opportunity to link their classroom practice and evaluation that creates scholarship for others.
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EPPL 534 - Instructional Leadership: Administering Educational Programs
Spring. (3). Gareis and Grant.
A course for school principals and supervisors that focuses on leading and managing the school instructional program. Topics studied revolve around decision making regarding the school curriculum and instructional program.
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EPPL 535 - Instructional Leadership: Assessment and Evaluation
Fall. (3). Gareis and Grant.
A course designed to provide individuals with the knowledge and skills required for assessing and evaluating educational programs. Emphasis is placed on the principles of classroom-level assessment practices and program-level evaluation methods.
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EPPL 536 - Instructional Leadership: Supervision and Professional Development
Spring. (3). DiPaola. Prerequisite(s): EPPL 501 or permission of instructor.
This course explores the relationship among instructional supervision, professional development, and ongoing improvement of teaching and learning. Students examine the role of the educational leader in creating a culture of change that promotes the personal and professional growth for all members of the school community as well as fosters organizational success.
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EPPL 537 - Professional Development for College Teaching
Occasionally. (1-3). Pamela Eddy.
This course is designed to apply teaching and learning content knowledge using facilitated instruction. Students will discuss and analyze a range of teaching strategies, learning contexts, and uses of technology to support teaching and learning. Evaluation of the influence of strategies on student learning will be covered.
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EPPL 550 - The Principalship: Managing Instructional Resources
Spring. (3). Constantino. Prerequisite(s): EPPL 501
A course focused on administrative knowledge and skills related to the effective management of school sites. Attention is given to the role of the principal in planning, organizing, and monitoring the effective use of finance, facilities, and technology. Cases and concepts are applied to school improvement practices.
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EPPL 561 - Leadership and Cultural Competence
Spring. (3). Staff.
This course is designed to present leadership, administrative and cultural knowledge, skills, and strategies in relations to improving the operation of educational institutions. A major focus of the course is to investigate and experience the concept of cultural competence as applied to leadership in educational organizational settings.
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EPPL 585 - Internship in Higher Education
Fall and Spring. (3). Staff. Graded Pass/Fail.
An internship is required of all master’s students in the higher education emphasis. Individual arrangements are made by the student, internship supervisor and faculty.
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EPPL 586 - Internship in Administration & Supervision (PK-12) I
Fall; Spring; Summer. (3). Constantino. Graded Pass/Fail. Prerequisite(s): 21 hours in Educational Policy, Planning and Leadership coursework or permission of instructor.
This internship offers intensive, field-based experiences for aspiring educational leaders. Interns encounter authentic challenges in various educational settings and develop leadership abilities, administrative competencies, and personal confidence to work with and through all members of the schools community to bring about improved teaching and learning. The internship must be completed over 2 consecutive semesters. Internship sites, in cooperating school divisions, will be identified by a team consisting of the student, university intern supervisor, and a practicing administrator or supervisor. An internship plan is then developed which involves the student in an integrated internship experience which includes regular leadership seminars, portfolio refinement and presentation, transitional planning for professional growth, and career advisement and outplacement support.
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EPPL 587 - Internship in Administration and Supervision (PK-12) II
Fall/Spring/Summer (3). Staff. Graded pass/fail
This internship offers intensive, field-based experiences for aspiring educational leaders. Interns encounter authentic challenges in various educational settings and develop leadership abilities, administrative competencies, and personal confidence to work with and through all members of the schools community to bring about improved teaching and learning. The internship must be completed over 2 consecutive semesters. Internship sites, in cooperating school divisions, will be identified by a team consisting of the student, university intern supervisor, and a practicing administrator or supervisor. An internship plan is then developed which involves the student in an integrated internship experience which includes regular leadership seminars, portfolio refinement and presentation, transitional planning for professional growth, and career advisement and outplacement support.
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EPPL 590 - College Teaching Certificate Capstone
Occasionally. (1-3). Pamela Eddy.
This course is designed to provide a culminating experience of synthesis and application for those pursuing a College Teaching Certificate. Projects will involve direct application of content knowledge in the field and will require a written summary and summary evaluation of capstone outcomes.
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EPPL 599 - Master’s Project
Spring. (3). Barber, Eddy.
A seminar in which graduate students prepare a research paper in a field related to their area of emphasis. The seminar constitutes the final three semester hours in the master’s program.
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EPPL 601 - Educational Policy: Development and Analysis
Fall. (3). Eddy.
This course provides the opportunity for students to have a clear understanding of how policy works in education, how to analyze and formulate educational policies, and who the key interest groups and players are in the making of policy.
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EPPL 602 - Educational Planning
Spring. (3). Grant.
This course is designed to present knowledge, skills, strategies, and applications of planning for educational organizations. Major foci of the course include methodologies for educational planning to include determining present status, determining future direction, charting a course of action, and assessing progress toward and achievement of desired outcomes.
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EPPL 603 - Leadership in Education
Spring. (3). DiPaola.
This course provides the opportunity to examine theoretical and practical applications of leadership in order to develop the knowledge, skills and attributes required of an effective leader in contemporary educational settings.
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EPPL 604 - Cross Disciplinary Perspectives in Educational Theory, Research and Practice
Fall. (3). Barber.
This course explores the structure of knowledge, focusing in particular on the social sciences and humanities, and engages students in the process of conceptualizing educational research problems that are based in social science and humanities theory and models. Considering basic conventions and principles from anthropology, sociology, social psychology, political science, and the humanities, students explore and apply various theoretical perspectives to potential research topics in education.
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EPPL 605 - Digital Tools for Learning
Spring of Odd years. (1). Mark Hofer
Students will be provided with a variety of opportunities to examine, apply, and critique the instructional affordances and constraints of a variety of digital learning tools, focusing upon how they can be utilized for teaching and learning, professional development, communication, collaboration, and educational media production in K-12 and/or university contexts.
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EPPL 606 - Emerging Technologies in Education
Occasionally. (1). Staff. Prerequisite(s): Teaching experience in K-12 or higher education or enrollment in a School of Education graduate degree program.
Students will explore, analyze, and critique current trends and predicted advances in educational technology. The proliferation and educational use of emerging technologies will be studied through various theoretical lenses, including change theories, innovation diffusion, and learning theories. The specific focus for study will change each time the course is offered.
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EPPL 607 - Educational Technologies and Curriculum (K-12)
Spring of Odd years. (1). Mark Hofer. Prerequisite(s): Teaching experience in K-12 contexts or enrollment in a School of Education K-12-focused graduate degree program.
This course is designed to familiarize students with multiple models of effective curriculum-based technology integration in schools. The process of technology integration will be explored at multiple levels of education. Authentic curriculum-based examples of effective technology integration will be used throughout the course to illustrate models, challenges, and implementations.
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EPPL 608 - Instructional Planning for Technology-Enhanced Learning (K-12)
Spring of Odd years. (1). Mark Hofer. Prerequisite(s): Teaching experience in K-12 or adult education or enrollment in a School of Education graduate degree program.
This course helps students to design effective approaches to integrating educational technologies into instruction to support teaching and learning. It will familiarize students with multiple instructional planning models that address curriculum-based technology integration in classrooms and schools, leading to proficiency in planning technology-enhanced learning for K-12 students.
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EPPL 610 - Advanced Instructional Strategies
Fall of odd-numbered years. (3). Gareis.
A course in which basic teaching procedures are studied in-depth. Students examine and construct teaching models, learn a system for analyzing teaching and study various teaching methods.
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EPPL 611 - Theories of Curriculum Development & Evaluation
Fall of even-numbered years. (3). Gareis.
A course which involves in-depth study of the foundations, theories, and procedures of curriculum development and evaluation.
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EPPL 612 - Curriculum and Instruction for Gifted Learners
Fall. (3). Tieso. Prerequisite(s): CRIN G80 or equivalent.
This course involves the study of differentiated curriculum and instruction for gifted learners. The course will focus on key content, process, product, concept and implementation issues in working with the gifted in various domains of inquiry.
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EPPL 613 - The Academic Life
Spring. (3). Staff.
Collegiate curriculum and faculty are intimately intertwined. This course explores how the logic of faculty socialization and career development relates to the evolution of teaching and learning environments in colleges and universities. Career issues and the institutional roles of the faculty and curricular forms, functions, processes, content and contexts are examined.
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EPPL 614 - Program and Professional Development in Special Education
Spring of odd years. (3). deFur.
This course provides an overview of issues, curriculum, evidence-based practrices, and systematic approaches to program development for K-12 students with disabilities. This course includes an emphasis on the role of educational leader as professional developer as well as facilitaor of increased access to the general education curriculum and acdemic success for students with disabilities.
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EPPL 617 - Institutional Advancement
Summer of Odd years. (3). Staff.
Institutional Advancement is a large part of the higher education enterprise. It encompasses all aspects of fund raising, alumni relations, and public relations. Participants will learn to think and plan critically using data based decision making as they view campus issues, problems and relationships through the lens of institutional advancement.
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EPPL 618 - Large Scale National Data Sets: IPEDS
Summer. (3). Staff.
This course provides an overview of an array of quantitative information about higher education, including a sampling of some of the data resources available and their relative strengths and weaknesses. In addition, students are introduced to different methods of analyzing and presenting quantitative research to critically analyze data.
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EPPL 625 - Current Issues in Higher Education
Occasionally. (3). Eddy. Prerequisite(s): Admission to graduate studies or consent of instructor
A study of contemporary higher education in the United States as a specialized field of inquiry and as a professional area in which to work. Attention is centered on current issues emphasizing organization and administration, curriculum, college students, faculty, non-teaching professionals, and finance.
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EPPL 628 - The History of Higher Education
Fall. (3). Staff. Prerequisite(s): Admission to graduate studies or consent of instructor.
This graduate course presents critical analysis and interpretation of historical developments in higher education from the medieval to modern periods. Emphasis is on key institutions, episodes, and social trends which illustrate the continuities, complexities, and changes in colleges and universities. Students are introduced to the use of historical documents and the logic of historical analysis.
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EPPL 632 - The Community College
Spring Even Years. (3). Staff.
The focus of this course is on the development and structure of the community college: its history, purpose, characteristics, social function, organization and administration, curriculum, faculty, and students. The open access mission of community colleges results in more diverse populations of students being served, which provides a model internationally for countries creating two-year institutions.
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EPPL 633 - Planning and Management in School Finance and Facilities
Occasionally. (3). Staples.
A study of the historical development, design, and management of school facilities and systems of financing education. Topics include forecasting need, potential sources of revenue, state and local systems of finance, financial management, budget development, and construction management. Selected state models for funding education and facilities will be examined.(This course replaces EPPL 631 and EPPL 675.)
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EPPL 635 - Organization and Governance of Higher Education
Spring. (3). Staff.
This course reviews the organization and governance of institutions of higher education. Attention is given to understanding higher education organizational development, structure, characteristics, settings, and internal and external influences, both domestically and internationally. In addition, administrative roles, decision making problem solving, and political realities are examined from diverse perspectives.
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EPPL 638 - Comparative Higher Education
Spring of even-numbered years. (3). Finnegan.
This course explores diverse post-secondary systems, structures, and organizational issue across the globe and outside of the traditional American system. After gaining an understanding of various distinct models of national tertiary systems, attention will turn to the general topics of history, curriculum, faculty, access, governance, and finance. Students will pursue a research topic of choice and share their scholarship in a colloquium format.
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EPPL 639 - Educational Technology Planning
Occasionally. (3). Roche.
This seminar provides a forum for students to explore the impact of information technology on contemporary educational systems and to develop the skills necessary to serve as leaders in incorporating educational technology into the teaching and learning process. A major focus of the course is determining how the human and technical resources of an institution can be focused on creating a coherent and effective technological architecture. Minimal course entry expectations are for students to be comfortable and competent with word processing, electronic mail, Web browsing, database searching, and the basic functions of one computer operating system.
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EPPL 640 - Administration and Supervision of Special Education
Spring. (3). Constantino.
A study of the role of the administrator of special education programs. Emphasis is placed on planning implementation, and assessment of programs in rural, urban, and suburban settings.
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EPPL 642 - Interpersonal and Public Relations in Education
Summer. (3). Constantino.
A course focused on the principles, knowledge, and skills related to effective interpersonal and public relations in educational organizations. Special emphasis is given to the study of communication theory and practice, the social ecology of organizations, conflict and crisis management, community relations, strategic marketing in educational organizations, and legal and ethical considerations.
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EPPL 643 - Human Resources Administration
Fall. (3). Stronge.
A study of personnel services for educational and public agency administrators. Selected personnel functions including planning, recruitment, selection, induction, compensation and evaluation are discussed.
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EPPL 645 - The Superintendency Team
Fall. (3). Staff. Prerequisite(s): Master’s degree in educational leadership, admission to EPPL doctoral program or permission of instructor.
This course is concerned with applying and synthesizing functions and responsibilities of executive-level central office personnel and the school superintendent within the context of dynamic educational organizations.
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EPPL 650 - Developmental Perspectives in Gifted Education
Fall. (3). Staff.
This course focuses on the issues associated with the development of gifted individuals over the lifespan from a cognitive, psychosocial, and physiological perspective. Emphasis will be placed on exploring positive deviance in early childhood, middle childhood, adolescence, and adulthood. The role of institutions, individuals, and intrapersonal influences on the developmental process of talented learners will be explored and implications for program development and administration stressed.
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EPPL 660 - Educational Law
Summer. (3). Staples.
An examination of principles of school law by use, in part, of the case study approach. Legal foundations of public and non-public schools are studied with consideration given to the Virginia School code. Basic legal principles and guidelines for assisting teachers, administrators, and professional support personnel are developed.
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EPPL 661 - Law and Higher Education
Spring. (3). Staff.
A course for advanced graduate students that examines constitutional, statutory, and case law relevant to higher education and the implications of this body of law for policies and practices affecting students, faculty, administrators, and staff. Students will learn basic legal concepts and become familiar with relevant legal terminology.
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EPPL 662 - Sociology of Higher Education
Summer. (3). Staff.
The course will analyze issues central to the study of higher education through frameworks that consider social and cultural processes at work in higher education, structural and contextual factors that impact practice and participation, and implications for educational policy rising out of sociological approaches to higher education.
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EPPL 670 - Programs and Models in Gifted Education
Spring. (3). Tieso. Prerequisite(s): CRIN G80
This course focuses on the fundamental principles of program design and development for gifted learners. Role functions and reference groups are emphasized as well as general educational administration and supervision theories. Program evaluation models are also stressed.
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EPPL 676 - The Financing of Higher Education
Fall. (3). Staff.
Students will obtain an overview of the financing of higher education, both nationally and internationally. Students will review the main issues in finance, develop the ability to examine and analyze financial statements, assess the budget as an instrument of control, and relate the budget to the educational program. Cross-listed with (PUBP 644 )
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EPPL 712 - Administration and Policy Issues in Gifted Education
Spring of even-numbered years. (3). Staff. Prerequisite(s): EPPL 670
This course focuses on the in-depth study of issues and competencies related to administration and policy in gifted education at local, state, regional and national levels. Research and development concerns and practical applications of the state-of-the-art knowledge-base in the education of the gifted are emphasized.
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EPPL 713 - Higher Education and Public Policy
Spring of odd-numbered years. (3). Staff.
A seminar for advanced graduate students in which the general topic of the relationship between the government and higher education is developed. Major attention is given to developments since World War II. Cross-listed with (PUBP 645 )
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EPPL 714 - Adult and Continuing Education Practice and Policy
Occasionally. (3). Roche.
A course designed to assist students in the development of perspective and insight in adult and continuing education policy and practice. Specific topics include a survey of programs for personal and professional growth, mass media delivery systems, experiential learning, distance education, and public policy. As a seminar for advanced students, it will place particular emphasis on developing research questions and methods for understanding the evolution, implementation, and assessment of educational policy. This course should be preceded by EPPL 601 - Educational Policy: Development and Analysis or equivalent.
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EPPL 733 - Seminar on Legal Issues in Education
Spring of even-numbered years. (3). Stronge. Prerequisite(s): EPPL 660 , EPPL 735 , or a comparable course.
An advanced seminar on school law designed to explore legal issues of interest to graduate students.
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EPPL 734 - Seminar in Human Resource Leadership in Education
Summer. (3). Stronge. Prerequisite(s): EPPL 643 or consent of instructor.
A seminar in the study of human resource leadership with a particular focus on school improvement. The intersection among, theory, research, and practice relative to the issues of educational change, quality-based recruitment and selection, innovative compensation packages, performance evaluation, and legal policy will be featured. The framework for review, discussion, debate, and development of these issues is decision-making relative to teacher quality.
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EPPL 735 - Legislation, Litigation and Special Education
Fall of even years. (3). Rodriguez.
A study of the impact of legislation and litigation on the field of special education.
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EPPL 736 - Seminar on Issues and Research in Special Education
(1 to 3). Staff.
In this seminar, students identify, critique, and synthesize available research on a variety of topics relevant to the field, their individual research interests, and their professional induction. This seminar supports doctoral students in mentorship rotations in teaching, research and grant writing, professional development, and policy/advocacy.
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EPPL 750 - Current Trends and Issues in Gifted Education Administration
Fall of even-numbered years. (3). Staff.
This course will focus on the most current trends and issues in the field of gifted education for leadership personnel to address. Major emphasis will be placed on: (1) new conceptions of giftedness; (2) research and development emphases for special populations of gifted learners; (3) exemplary identification, program development and evaluation practices in school practice; and (4) planning and administration of gifted education.
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EPPL 751 - Colloquium in Educational Policy, Planning and Leadership
Occasionally. (Var.) Staff.
This course description is developed each time the course is offered to describe the areas to be investigated.
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EPPL 752 - School and Agency Partnership for Service Delivery
Fall of odd years. (3). McLaughlin and deFur.
This advanced course examines collaborative models for school-based and interagency teamwork in the design, delivery, and evaluation of services for students with disabilities. The course focuses on skills for buidling and sustaining partnerships and for writing grants to secure fundng.
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EPPL 760 - Independent Study in Educational Policy, Planning and Leadership
Fall; Spring; Summer. (Var.) Staff. Prerequisite(s): Permission of the instructor.
This course provides the opportunity for an advanced graduate student to pursue a topic of personal interest or need with the guidance and supervision of a member of the faculty.
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EPPL 765 - Applied Field Research Project
Spring. (3). Stronge. Graded Pass/Fail. Prerequisite(s): EDUC 663 , EDUC 664 , EDUC 665 , successful completion of comprehensives.
This course is designed to provide advanced graduate students with opportunities to apply their research knowledge to a research study in their area of interest in either educational administration, special education, gifted education or higher education. Emphasis is on conducting research in collaborating with faculty or graduate students.
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EPPL 770 - Advanced Internship in Administration
Fall. (3). Staff. Graded Pass/Fail. Prerequisite(s): Doctoral status or consent of instructor.
A full-time supervised clinical experience in the administration of educational programs. The internship focuses on the development of an understanding of administration in various educational settings depending on the selected concentration area and provides the opportunity for field-based problem solving and the demonstration of emerging leadership skills.
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EPPL 790 - Educational Policy, Planning and Leadership Research Seminar
Fall and Spring. (3). Staff. Graded Pass/Fail. Prerequisite(s): EDUC 663 , EDUC 664 , EDUC 665 , successful completion of comprehensives or permission of the instructor. Note: Students may be exempted from the EPPL 790 requirement and instead substitute 3 hours of EDUC 800 with prior permission of the advisor and dissertation chair.
This seminar enables students to explore the current literature associated with their research interests and resources for doing research, and to confront problems in conducting original investigations in higher education, general education administration, gifted education administration, and special education administration. Attention is given to the investigation of a research problem of each student’s interest.
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