Dec 01, 2021  
2020 - 2021 Graduate Catalog 
    
2020 - 2021 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions


Explanation of Course Descriptions

Graduate courses may be taken by persons other than regular or provisional graduate students in Arts and Sciences only with the consent of the chairperson of the department/program committee concerned.

Pairs of numbers (501,502) indicate continuous courses. A hyphen between numbers (501-502) indicates that the courses must be taken in the succession stated.

Courses involving laboratory or studio activity are so labeled. All others are classroom courses.

Semester hour credit for each course is indicated by numbers in parentheses.

 

 

Independent Study and Problems in Education

  
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    EDUC V63 - Problems in Education


    Credits: (Var.) Prerequisite(s): Permission of Instructor.

  
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    EDUC V91 - Independent Study in Education


    Credits: (Var.) Prerequisite(s): Permission of Instructor.

  
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    EDUC 691 - Independent Study in Education: Advanced


    Credits: (Var.) Prerequisite(s): Permission of Instructor.

  
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    EDUC 692 - Problems in Education: Advanced


    Credits: (Var.) Prerequisite(s): Permission of Instructor.


Dissertation

  
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    EDUC 800 - Dissertation


    Credits: (1-9) Dissertation chairperson. Graded Pass/Fail. Prerequisite(s): Permission of the instructor.


Educational Policy, Planning & Leadership

  
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    EDUC 603 - The College Student: Developmental Themes and Social Contexts


    Credits: (3) Prerequisite(s): Admission to a graduate program or permission of the instructor.

    This course examines the college student experience from the life-span developmental sociological and cultural perspectives. Students examine and compare major theories and empirical findings in the areas of college student development, the college environment, and the needs and characteristics of various subgroups within the college population. While the primary focus is on the traditional college age group (18-23), the course also addresses the characteristics and needs of older students.

  
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    EDUC 651 - Inquiry I: Data-Based Decision Making


    Credits: (3)

    The central focus of this course is to assist students gain an understanding of the use of data to guide decision making. The nature of various types of data will be explored, as will important design components of inquiry. Students will learn to use a variety of analytic tools that will assist them to address problems of practice.

  
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    EDUC 652 - Inquiry II: Action Research


    Credits: (3)

    This course prepares students to use action research as a strategy for program improvement. Students will learn and practice the generation and analysis of qualitative data. Further, students will practice methods for sharing research findings with interested stakeholders.

  
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    EDUC 653 - Inquiry III: Program Evaluation


    Credits: (3)

    This course addresses the systematic assessment of the merit and/or worth of an educational program. Emphasis is placed on identifying key evaluation questions, defining criteria, data collection and analysis, applying program evaluation standards, and using and communicating findings appropriately and effectively.

  
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    EDUC 694A - Qualitative Research Design & Methods, Part I


    Credits: (3) Prerequisite(s): EDUC 665  or consent of instructor.

    Intermediate-level research design course that focuses upon distinguishing among and combining non-positivistic paradigms, perspectives, strategies, and methods appropriately to address research foci. Students become familiar with qualitative data generation and analysis methods while designing a full-scale non-positivistic study with a research team. Requires considerable reading, writing, revising, reflection, and collaboration.

  
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    EDUC 694B - Qualitative Research Design & Methods, Part II


    Credits: (3) Prerequisite(s): EDUC 694A  or consent of instructor.

    Advanced-level research methods course that builds upon previous knowledge of non-positivistic research design, focusing first upon enhancing qualitative data generation and analysis skills, then upon developing facility with thematic emergence and interpretation, as teams of students complete full-scale non-positivistic studies. Requires considerable reading, writing, reflection, data generation/analysis, and collaboration.

  
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    EPPL 501 - Educational Leadership and Organizational Dynamics


    Credits: (3)

    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


    Credits: (3)

    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


    Credits: (3) 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


    Credits: (1) 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 520 - College Teaching Strategies


    Credits: (Variable 1-3)

    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 525 - Assessment and Evaluation to Promote College Student Learning


    Credits: (3)

    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 530 - Introduction to Student Affairs Administration in Higher Education


    Credits: (3) 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 534 - Instructional Leadership: Administering Educational Programs


    Credits: (3)

    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


    Credits: (3)

    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


    Credits: (3) 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 550 - The Principalship: Managing Instructional Resources


    Credits: (3) 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


    Credits: (3)

    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


    Credits: (3)

    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


    Credits: (1-3) 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 599A - Educational Research for Practice


    Credits: (3)

    This course provides a foundation for students to conduct their own research based on a problem of practice in higher education.   Students will learn how to be critical consumers of educational research and how to identify a problem of practice.  The course includes an introduction to qualitative methods and to introductory statistical methods.  A review of ethical considerations for research will occur.

  
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    EPPL 599B - Master’s Project


    Credits: (3) Graded Pass Fail

    The master’s project is a capstone course that represents a culmination and synthesis of student learning over the entirety of their master’s program.  Students will conduct independent research, build programs or resources for higher education practitioners, or produce a scholarly proposal.

  
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    EPPL 601 - Educational Policy: Development and Analysis


    Credits: (3)

    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


    Credits: (3)

    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


    Credits: (3)

    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


    Credits: (3)

    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 612 - Curriculum and Instruction for Gifted Learners


    Credits: (3) 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


    Credits: (3)

    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 615 - Higher Education Operations Management


    Credits: (3)

    This course explores the practical application of organizational operations and legal principles to human resource management and supervision in higher education.  Students will examine common and current issues in human resouces, supervision, and legal compliance through the use of case studies.

     

  
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    EPPL 617 - Institutional Advancement


    Credits: (3)

    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


    Credits: (3)

    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 619 - Organizational Theory & Change


    Credits: (3)

    This course provides an overview of organizational theory and change theories.  Attention is given to organizational structure, operations, and context of institutions of higher education, both domestically and internationally, and on leadership of change initiatives.   Consideration of internal and external influences on administrative roles, using diverse perspectives, provides analytical approaches.

  
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    EPPL 620 - Understanding and Facilitating Learning in Higher Education


    Credits: (3)

    Students will learn how to apply theory and practice about the science of human learning to a variety of domains of professional practice.   Practical projects that draw on relevant literature will provide students opportunities translate research to practice, with the goal to obtain a solid understanding of the complexity of human learning.

  
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    EPPL 621 - Intergration of Learning


    Credits: (3)

    College students lead complex lives and learn from numerous sources both in and out of the traditional classroom. In this course, we study how people integrate learning and examine educational practices and conditions that promote integration of learning among college students.

  
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    EPPL 622 - Leading for Learning: Curriculum and Assessment


    Credits: (3)

    This course focuses on the distinct and interrelated roles of curriculum, instruction, and assessment in leading educational programs in K-12 schools.  Accentuating the perspective of district-level leadership, the course draws upon theory, research, and applied practice to support teaching, learning, and accountability in schools.

  
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    EPPL 623 - Leading for Learning: Teaching and Learning


    Credits: (3)

    An advanced exploration of distinctions and interrelationships among instructional supervision, professional development, and ongoing improvement of school and system-wide teaching and learning. Students examine roles of educational leaders in creating cultures of change that promote personal and professional growth for all members of the school community and foster organizational success. 

  
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    EPPL 625 - Current Issues in Higher Education


    Credits: (3) 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


    Credits: (3) 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


    Credits: (3)

    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


    Credits: (3)

    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 - Advanced Organizational Theory and Governance of Educational Systems


    Credits: (3)

    This course provides an advanced study of organizational theory and governance in PK-12 schools and higher education. Attention is given to understanding how organizational theory supports leadership and operational decision making, as well as how institutional characteristics, settings, and internal and external influences, both domestically and internationally, influence outcomes.

  
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    EPPL 638 - Internationalization of Higher Education


    Credits: (3)

    This course explores the role of internationalization of higher education in different contexts and from varied perspectives, with a focus on intercultural development for students and the associated institutional practices supporting this learning.  Attention is paid to the process of internationalization in the U.S. and outside of the American system.

  
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    EPPL 640 - Administration and Supervision of Special Education


    Credits: (3)

    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 - Leadership for School, Family and Community Partnerships


    Credits: (3) Prerequisite(s): EPPL 501  

    This course focuses on family and community engagement as a conduit to improved student learning outcomes. In addition to effective engagement and shared practices, this course will explore the necessary community relations aspects of engagement including communication theory and practice, social ecology of organizations and conflict management and resolution.

     

  
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    EPPL 643 - Human Resources Administration


    Credits: (3)

    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 - Executive Leadership in Organizations


    Credits: (3) Prerequisite(s): EPPL 603   Note: Restricted to Executive EdD students

    This course provides the opportunity for students to understand, apply and synthesize theories, functions and responsibilities of executive-level leadership within the context of dynamic educational organizations. Emphasis will be placed on leading organizational improvement; systems change and organizational reform.

     

  
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    EPPL 650 - Developmental Perspectives in Gifted Education


    Credits: (3)

    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 651 - Designing and Developing Curriculum


    Credits: (3)

    Students examine and critically evaluate the philosophical, socio-historical, and pedagogical foundations of K-12 curriculum to understand assumptions and axioms of educational programs. Students investigate applied theories and models of curriculum design and development, synthesizing perspectives from educational, policy, planning, and leadership in order to effectively engage in curriculum leadership.

  
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    EPPL 652 - Engaging Students in Learning


    Credits: (3)

    Students will explore and critique theories of motivation, engagement, student voice, and Universal Design for Learning. They will also investigate how they are implemented in K-12 classroom practice. Students will then apply the principles to the revision or design of curriculum materials, making them maximally engaging and inclusive for students.

  
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    EPPL 653 - Designing for Learning


    Credits: (3)

    This course helps students to explore, analyze, apply, and critique multiple frameworks for and approaches to learning design that are used in K-12 educational contexts. Students will compare, contrast and evaluate differing ways to conceptualize and effect learner-focused, curriculum-based design processes and products according to relevant educational research and theory.

  
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    EPPL 654 - Assessing Learning


    Credits: (3)

    In this course, students will apply systems theory to an advanced-level examination of the foundations and assumptions undergirding research, policy, planning, and leadership for K-12 assessment and evaluation of learning. In addition, students will develop skills in designing, developing, and critiquing assessments at all levels of the K-12 education system.

  
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    EPPL 655 - Learning in Context


    Credits: (3)

    Using bioecological systems theory to help students to identify, explore and comprehend overlapping, interdependent micro-, meso-, exo-, macro-, and chrono-level influences upon learning, this course will address the nature of K-12 teaching within multileveled, simultaneous, diverse, and competing social, cultural, historical, political, economic and psychological contexts.

  
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    EPPL 656 - Leveraging Technology for Learning


    Credits: (3)

    This course will familiarize students with multiple models of effective K-12 curriculum-based technology integration. The processes and outcomes of technology integration will be explored through analysis of research and review of authentic curriculum-based examples. Students will create their own technology integration learning designs in a curriculum area of their choosing.

  
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    EPPL 657 - Evaluating Curriculum and Learning Design


    Credits: (3)

    Students examine and critically evaluate the theoretical foundations of and approaches to the evaluation of K-12 curricula. With a focus on school-based curricular and co-curricular programs, students identify effective practices while synthesizing perspectives and skills from educational, policy, planning, and leadership in order to effectively engage in curriculum evaluation.

  
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    EPPL 660 - Educational Law


    Credits: (3)

    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 - Higher Education Law


    Credits: Var (1-3)

    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


    Credits: (3)

    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


    Credits: (3) 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 671 - Comparative and International Educational Policy Studies


    Credits: (3) Note: ExEd in International School Leadership students only

    This course provides the opportunity for students to explore the purpose, theories and empirical logics of international and cross-national educational policy issues. Students will examine the forces of globalization, policy influences on aspects of equality and equity, and the role of education in diverse environments. Students will explore the interconnectedness of individuals and societies as well as the complex role of school leadership on the world stage.

  
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    EPPL 672 - Leadership in International Education


    Credits: (3) Note: For ExEd in International School Leadership students only

     This course provides the opportunity to examine the nature and scope of global leadership in contemporary educational settings, with a focus on international schools. Students will explore the theoretical and practical applications of leadership, specifically core traits, behaviors and dispositions that make for effective leadership in global contexts. The course will focus on the human aspects of leadership, specifically cross-cultural and intercultural leadership knowledge, skills, and attributes. Students will explore how successful leaders shape effective organizations when faced with a variety of social, ethical and diversity issues.

  
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    EPPL 673 - Intercultural Competence and International Education


    Credits: (3)

    This course examines intercultural competence within the international education context with a focus on the understanding and synthesis of intercultural competence models, application of intercultural competence best practices within the international education context, and reflection and growth in the development of intercultural competence as an international educator.

  
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    EPPL 676 - The Financing of Higher Education


    Credits: (3)

    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 678 - Branding in Higher Education


    Credits: (3)

    Increased competition for students and dwindling budgets require colleges and universities to assess their institutional identity and, in turn, develop a distinctive brand position within a competitive marketplace. This course will examine the necessary steps institutions of higher learning must take to inform, embrace, and execute a compelling brand identity.

  
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    EPPL 680 - Teaching and Learning in Digital Spaces


    Credits: (3)

    This course helps students to explore multiple ways to use online tools and resources to support learning in K-12 and postsecondary educational contexts. Students will investigate, experience and consider many methods of structuring, facilitating, and evaluating learning with networked media, leading to designing effective and inclusive online and hybrid learning.

  
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    EPPL 681 - Designing and Supporting Professional Learning


    Credits: (3)

    This course helps students investigate a range of models for professional development for K-12 and postsecondary faculty in education. Students will explore, synthesize, and apply educational research and theory concerning the diffusion of innovations, adult education, and teacher learning, culminating in the design of a professional learning experience for educators.

  
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    EPPL 686 - Readings and Research in Curriculum


    Credits: (3)

    Students deeply read, critically examine, evaluate, and synthesize seminal historical and influential contemporary texts on curriculum.  Through a seminar format, critical reading, and scholarly writing, students identify, question, refine, articulate, and defend their assumptions, beliefs, principles, and positions relative to K-12 curriculum theory, design, development, implementation, evaluation, policy, and leadership.

  
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    EPPL 690 - Researching Social Processes in K-12 Schools


    Credits: (3) Prerequisite(s): EDUC 663 , EDUC 665  

    In this research seminar, students will explore the relationships among a variety of school-level constructs in order to understand the central importance of social processes to the functioning of K-12 schools and districts. Students will frame hypotheses, conduct a research study, and report their results guided by the specifications of a scholarly journal.

  
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    EPPL 712 - Administration and Policy Issues in Gifted Education


    Credits: (3) 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


    Credits: (3)

    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 720 - Seminar in School Neuropsychology


    Credits: (3)

    In this course students will learn contemporary neuropsychological theory and assessment techniques. Emphasis will be placed on the application of this knowledge to assessment practices in the schools. The relationships between neuropsychology and disabilities will be highlighted, and students will learn about evidence-based interventions related to neuropsychological functioning.

  
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    EPPL 721 - Leading for Change: Evidence-based Intervention & Interpretation


    Credits: (3)

    In this course students will focus on review of biological, social, and psychological etiology of social-emotional disorders, and planning and implementation of individual and systems interventions for disruptive behaviors in classroom settings. The course will also focus on facilitating collaborative relationships to develop and enhance consultation to support multi-component behavioral interventions. The course will review the impact of child and adolescent disruptive behaviors for school divisions, families and society.

  
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    EPPL 722 - Advanced Psychoeducational Assessment & Evaluation


    Credits: (3)

    In this course students will apply evidence-based theory and practice to the development of advanced skills in psychoeducational assessment of children and adolescents. Emphasis will be placed on current theory and approaches to interpretation and integration of assessment data for diagnostic and intervention purposes.

  
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    EPPL 733 - Seminar on Legal Issues in Education


    Credits: (3) Prerequisite(s): EPPL 660  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


    Credits: (3) 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 741 - Critical Issues in Curriculum, Instruction, & Assessment


    Credits: (3)

    This course for advanced doctoral students draws upon a range of paradigms, theories, disciplines, sources, and methods to identify and critically examine current and perennial issues in K-12 schools related to curriculum, instruction, and assessment. In a seminar format, students apply and further develop scholarly research, presentation, and writing skills.

  
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    EPPL 742 - Seminar on Teacher and Leader Effectiveness


    Credits: (3)

    This seminar addresses effective teaching and leading within the context of quality K-12 schooling. Intersections among theory, research, and practice relative to issues of educational change, school improvement, and the roles and impact of effective teachers and leaders within schools will be discussed, debated, and developed using a decision-making framework.

  
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    EPPL 753 - Leadership for Social Justice, Equity & Excellence


    Credits: (3)

    This course is designed to examine educational policies, practices, and programs necessary to eliminate barriers to learning and achievement based on gender, race/ethnicity, national origin, disability, socio-economic status, language, faith and sexual orientation. Emphasis is placed on leadership responses to issues related to various dimensions of diversity reflected in contemporary school settings.

  
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    EPPL 760 - Independent Study in Educational Policy, Planning and Leadership


    Credits: (Var 1-6) 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


    Credits: (3) 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


    Credits: (3) 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 775 - Doctoral Internship in University Teaching


    Credits: (3) Graded Pass/Fail

    The doctoral internship provides supervised experiences in teaching, supervision, and service to the profession and public. Each student develops the internship program according to areas identified by the student and advisor that are necessary to preparation as a university instructor and supervisor and that are relevant to the specific career goals of each student.

  
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    EPPL 781 - Executive Ed.D. Program Research Seminar I


    Credits: (1) Graded Pass/Fail

    This course is designed to provide advanced graduate students in the Executive Ed D Program with opportunities to progress in the application of research knowledge in an area of interest in educational administration. Participants will explore and engage in elements of action research and program evaluation, including theoretical concepts, research design, and methodological tools. Emphasis is given to the process of conducting research in collaboration with their committee chair, groups and/or individuals within their school of context and a collaborative group of graduate students within the cohort.

  
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    EPPL 782 - Executive Ed.D. Program Research Seminar II


    Credits: (2) Graded Pass/Fail

    This course is designed to provide advanced graduate students in the Executive Ed D Program with opportunities to progress in their research proposal in an area of interest in educational administration.  Emphasis is given to the development of the dissertation research proposal in collaboration with their committee chair, groups and/or individuals within their school of context and a collaborative group of graduate students within the cohort.

  
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    EPPL 790 - Educational Policy, Planning and Leadership Research Seminar


    Credits: (3) Graded Pass/Fail. Prerequisite(s): EDUC 663 EDUC 665 , EDUC 694A , EDUC 694B   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 provides advanced doctoral students an opportunity to prepare to conduct their dissertation research by creating sections of a draft proposal that reflects an understanding of problem identification, research design, literature review, and technical writing associated with conducting original research in areas related to Educational Policy, Planning, and Leadership.

  
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    EPPL 801 - Dissertation Study


    Credits: (1-6) Graded Pass/Fail. Prerequisite(s): Executive Ed.D. students only; permission of instructor.

    Variable credits; 1 credit min.  


Education

  
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    EDUC F09 - Human Growth and Development: A Life-Span Perspective


    Credits: (3) Prerequisite(s): Admission to a graduate program or permission of the instructor.

    An investigation of the nature of developmental themes and tasks across human life span from infancy through the late adult years. The life-span developmental approach used incorporates knowledge from multiple disciplines to describe and explain developmental processes in their many contexts: physical, familial, psychological, historical, and socio-cultural. A major focus is the application of theory and research to the promotion of healthy development through education and human services.

  
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    EDUC F11 - Social, Philosophical, Cultural, and Historical Foundations of Education


    Credits: (3)

    Inquiry into the historical, philosophical, cultural and educational and social context of schools in our diverse society. Broad, interdisciplinary perspectives on educational and social issues to guide reflective, professional practice.

  
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    EDUC F65 - Research Methods in Education


    Credits: (3) Prerequisite(s): Admission to a graduate program or permission of the instructor.

    A study of the methods and techniques generally employed in research. Emphasis is placed on understanding the research literature which forms the basis of professional education. The course includes the study of some selected statistical methods used as tools in research, data analysis, and the field of educational tests and measurement.

  
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    EDUC 501 - Community Well-Being and Peace Education


    Credits: (1-6)

    This study abroad course examines the Rwandan genocide.  Specifically, we will identify what contributed to the genocide occurring as well as the subsequent peace, community well-being, and ultimately social and individual healing and restoration that has emerged in the 25 years since the genocide.  Yes

  
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    EDUC 799 - Continuous Enrollment


    Credits: (1-6) Graded Pass/Fail.

    This course allows for maintenance of continuous enrollment for students not taking academic credits or dissertation credits, who have not completed their program of study.


History

  
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    HIST 501 - Independent Study in History


    Fall Credits: (3) Staff.

    An independent study course. Course may be repeated for credit as long as there is no duplication of material.

  
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    HIST 502 - Independent Study in History


    Spring Credits: (variable 3-4) Staff.

    An independent study course that may be repeated for credit as long as there is no duplication of material.

  
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    HIST 566 - Directed Studies


    Fall and Spring Credits: variable 3-4 credits Graded Pass/Fail

    No credit earned in this course may be applied to the number of credits required to satisfy graduate degree requirements. This course may be repeated.

  
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    HIST 590 - Topics in History


    Fall and Spring Credits: (3) Staff.

    Topics change each year. Please consult the website www.wm.edu/history and the department office for the current listing of topics offered. This course may be repeated for credit if there is no duplication of topic.

  
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    HIST 695 - Directed Thesis Master’s Research


    Fall and Spring Credits: (variable 3-9) Staff. Graded Pass/Fail. Note: Students who are not submitting a master’s thesis may not use this course to satisfy degree requirements.

    Students design and conduct research in support of their master’s thesis under the direction of a faculty advisor.  This course may be repeated, but no more than 9 semester credit hours may be used to satisfy degree requirements for a student submitting a master’s thesis.

 

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