Course descriptions

EDUC 700: Writing as a Doctoral Scholar (3 semester hours)

This course will focus on writing with the proficiency required of doctoral candidates. The course will review writing skills, grammar, style, sentence structure, paragraph development, referencing in APA format, and writing requirements for research papers reflecting scholarly voice. Candidates will analyze the writing style utilized in peer-reviewed journal articles. This course will be taken with EDUC 701: Orientation to Doctoral Study.

 

EDUC 701: Orientation to Doctoral Study (3 semester hours)

This course will introduce candidates to the expectations of the doctoral program within the College of Education at The University of Findlay. Candidates will explore the connections between issues they face in their professional settings and what research evidence suggests as solutions. Candidates will explore the kinds of evidence that practitioners draw upon as they inform their practice. This exploration allows candidates to begin thinking about topics for their dissertation research. This course includes identifying appropriate research topics, using library services effectively, and organizing information.

 

EDUC 703: Policy Analysis: Political and Legal Principles (3 semester hours)

This course focuses on the political and legal principles of policymaking. Areas of emphasis are the context of educational policies, the political theories upon which educational policy is based, and the interrelation of law, policy, and practice. Candidates will apply critical thinking to major legal and policy issues through case studies. They will also explore reasons to change educational policy and techniques for influencing it. 


Fell at Podium.jpgEDUC 705: Strategic Planning & Continuous Improvement (3 semester hours) This course focuses on strategic planning and continuous improvement as ongoing processes that evaluate and guide organizations. Candidates will assess the organization’s current and future needs and set goals and strategies to meet all existing and potential needs. Candidates will recognize the importance of strategic planning and the need to review the goals of the strategic plan. Candidates will be responsible for exploring research-based best practices that support continuous improvement.


EDUC 707: Global Dimensions & Perspectives on Diversity (3 semester hours) 

This course will focus on local and global dimensions of diversity and their impact on leadership and organizational success. The diverse world in which we live is a composite of many cultures, values, and ways of interacting with one another. The dimensions of diversity include such things as gender, religious beliefs, race, marital status, ethnicity, parental status, age, education, physical and mental ability, income, sexual orientation, occupation, language, and geographic location. Candidates will explore local contexts of diversity to determine the issues that could impact their organization and will determine ways to address the issues proactively. In addition, candidates will explore globalization and how international comparisons are impacting America today. 


EDUC 709: Performance Management Practices for Effective Leadership (3 semester hours) 

This course focuses on leadership theories, models, and strategies that have laid the foundation for the evolution of many leadership practices that exist today. Areas of emphasis will include such things as talent management, organizational culture, team member selection, and the art of persuasion. Candidates will explore each of these leadership theories and strategies and identify appropriate practices to address an identified leadership problem or issue. 


EDUC 711: Influential Thinkers: Selected Readings & Critical Analysis (3 semester hours) 

This course, taught in seminar format, focuses upon critical analysis of influential thinkers and their impact on past and current professional practices. Candidates will construct a timeline of how these influential thinkers’ ideas developed. They will read and discuss primary resource material from the pivotal thinkers, allowing them to expand their depth of understanding not only of the ideas each put forward, but also how their ideas influence public policy today. 


EDUC 713: Innovation & Information Literacy (3 semester hours)

This course will focus on information literacy in today’s society, including developing conceptualization and communication skills, creative problem-finding and problem-solving skills, decision-making abilities, knowledge of modes of delivery, and the ability to communicate appropriate innovative solutions to complex problems. Candidates will build their proficiency in finding and implementing appropriate technologies to enhance communication. 


EDUC 715: Inviting Environments to Facilitate the Affective Domain (3 semester hours) 

This course will focus on a framework for systematic examination of communication in schools and other organizations that results in learning and human development. Candidates will examine practical strategies for creating effective, nurturing environments in schools and other organizations wherein each person can achieve his/her fullest potential. Current research and movements relating to the affective domain will also be explored. 


EDUC 750: Research I: Literature Review (3 semester hours) 

Co-requisite: EDUC751: Research I Dissertation This course, the first in a four course research series, will focus on the use of the scientific approach in educational research, to ensure informed decision-making that is grounded in empirical research. Candidates will narrow the field of topics for their dissertation based on a problem in their workplace or field of interest. Utilizing APA style, candidates will develop a comprehensive review of the research literature relative to multiple aspects of their dissertation topic. The concept of institutional research review boards (IRB) will be introduced. Within this course, candidates will successfully complete a training and assessment program in preparation for their upcoming IRB proposal related to their dissertation. 


EDUC 751: Research I Dissertation (1 semester hour)

Co-requisite: EDUC750: Research I: Literature Review This course is the first of three courses to focus on the candidate’s production of a doctoral dissertation. During this course, the candidate will secure a dissertation committee chair and two additional committee members. This course will allow the candidate time for regularly scheduled meetings with his/her dissertation chair. During this course the focus of the candidate/chair meetings will be on the dissertation topic and the related review of research literature. 


EDUC 760: Research II: Educational Research and Measurement (3 semester hours)

This course will focus on concepts and methods of descriptive and inferential statistics used in educational research. Candidates will develop the statistical background required for doctoral-level research. Candidates will develop an in-depth knowledge of measurement procedures appropriate to education and human services. This is the second course in the research series. 


EDUC 770: Research III: Research Design and Proposal Development (3 semester hours) 

Co-requisite: EDUC 771: Research III Dissertation This course focuses on the concepts of single and multiple group research design, as well as mixed-methods approaches, incorporating both quantitative and qualitative methods. Candidates will solidify their research questions and determine the appropriate methodology for their dissertation research. At the conclusion of the course, the candidates will submit their IRB proposals to the University of Findlay’s research review committee. This is the third course in the research series. 


EDUC 771: Research III Dissertation (1 semester hour)

Co-requisite: EDUC 770: Research III: Research Design and Proposal Development 

This course is the second of three courses to focus on the candidate’s production of a doctoral dissertation. This course will allow the candidate time for regularly scheduled meetings with his/her dissertation chair. During this course the focus of the candidate/chair meetings will be on the development of the dissertation proposal and the related research design. At the conclusion of the course, the candidates will submit their completed dissertation proposal to their dissertation committees for approval. 


EDUC 780: Research IV: Statistical Analysis Coaching (3 semester hours) 

Co-requisite: EDUC 781: Research IV Dissertation 

This course will focus on supporting candidates as they work on the data analysis phase of their dissertations. Prior to enrollment, candidates should have completed their data collection. In this course, they will analyze and interpret their data, determine effective displays of data, and write the discussion and conclusions chapters of their dissertations. At the conclusion of the course, the candidates’ dissertations should be ready to submit to their dissertation committees for final approval. This is the fourth course in the research series. 


EDUC 781: Research IV Dissertation (1 semester hour)

Co-requisite: EDUC 780: Research IV: Statistical Analysis Coaching 

This course is the last of three courses designed to focus on the candidate’s production of a doctoral dissertation. This course will allow the candidate time for regularly scheduled meetings with his/her dissertation chair. During this course the focus of the candidate/chair meetings will be analyzing and interpreting the data and drawing conclusions for their dissertations. At the conclusion of the course, the candidates will submit their dissertations to their dissertation committees for final approval at an oral defense. 


EDUC 790: Dissemination of Research (3 semester hours) 

This course will focus on assisting candidates to communicate their research findings upon approval of their dissertations. Candidates will explore appropriate platforms to disseminate the findings of their dissertations and determine how to adjust the format to the type of presentation, whether written or oral. Upon completion of the course, candidates will submit an article for publication and present their research at a public forum. (Key Assessment 7- Submission of dissertation research for publication in peer-reviewed journals) 


EDAD 610: The Superintendent (3 semester hours) ELECTIVE 

This course is designed to explore various leadership styles, quality management structures, decision-making skills and approaches to organizational development. The need for the school and community to work collaboratively on a shared vision will be addressed. Students will also explore the responsibilities and challenges of the school district superintendent at the local level. 


EDAD 611: Buildings, Grounds & Facilities Management (3 semester hours) ELECTIVE 

School building problems, public relations, finance, school enrollment forecasts, planning and supervising building construction and renovation and the choice of equipment and materials are presented. Efficient use of school facilities is also discussed. 


EDAD 612: School & Community Relations (3 semester hours) ELECTIVE 

This course is designed to provide the basics in developing and maintaining cooperative relationships between educational institutions and the community. Students will examine and analyze these institutions and the impact of mass media on public support. 


EDAD 613: Collective Bargaining/District Finances (3 semester hours) ELECTIVE 

This course centers on issues which arise before, during and after collective bargaining. Topics include organizational efforts, election procedures, collective bargaining law, the negation process, contract provisions and the impact of collective bargaining upon the school organization and forecasting a school district's revenue and expenditures in preparation for the collective bargaining session. The course is also designed to give students an overview of staff selection, employee/employer relations and employment practices, standards for school personnel administration, the legal structure and the role of school administrators, board of education members and other professionals who carry out those managerial functions. 


EDAD 614: Internship/Superintendent (3 semester hours) ELECTIVE 

This course is designed to provide the student the opportunity to perform various, relevant and practical superintendent functions in a supervised school setting while gaining experience. 


EDSP 630: The Leader: Facilitator of Innovation & Strategy (3 semester hours) ELECTIVE 

This course focuses on leadership theories, models, and strategies that have laid the foundation for the evolution of many leadership practices that exist today. Areas of emphasis will be leadership and strategic management, innovation and creative process, creative problem solving and decision-making, strategic planning and organizing, continuous improvement and team building and group dynamics. Learners will be responsible for exploring each of these topical areas and applying critical thinking in selected assignments for content review, discussion and evaluation regarding their impact on leadership and/or professional success.


EDSP 631: Collaborative Grant Writing (3 semester hours) ELECTIVE 

This course will provide opportunities for educators and other human service professionals to work on a collaborative team seeking external funding for a project. The focus of this course will be discussion of funding sources that require collaboration among agencies and the unique requirements of this type of proposal. The course will culminate with proposals written by student teams. 


EDSP 632: Evidence-Informed Decision Making (3 semester hours) ELECTIVE 

This course is designed to foster evidence-informed decision making for the teacher leader. Students will work collaboratively to develop high quality assessments, analyze student data, implement differentiated instruction and respond to intervention. Students will identify resources that can be utilized to support assess-plan-teach-reassess cycle. Students will also explore district assessment plans and the impact a teacher leader can have on the development and implementation of such plans. Thirty hours of fieldwork is required to complete the major assignment in this course. 


EDSP 633: Mentoring and Coaching Teachers (3 semester hours) ELECTIVE 

This course will prepare teacher leaders to assume leadership roles at the school, district, state or national levels and in professional organizations. Candidates will learn ways to use knowledge of professional standards, including the Standards for Ohio Educators, to support teachers' professional growth. They will explore the skills and competencies needed to teach, mentor, and coach adult learners. They will develop, implement, evaluate, and engage in professional development activities for teachers that promote reflective practices like learning communities. They will examine professional, ethical behavior and determine ways to model it and support it in others. The research foundation for the course will be drawn from Invitational Theory and Practice, Social-Emotional Learning, and the adult education literature. Participants will be required to develop a series of professional development modules that incorporate strategies and techniques for teaching adult learners. This course has a field experience requirement of 90 hours of work with a principal, curriculum specialist, or staff developer on building- or district- level professional development.


EDSP 634: Program Development: Curriculum Design and Delivery (3 semester hours) ELECTIVE Prerequisite: a master’s degree from an accredited program This course will focus on the development of programs, curriculum, and delivery methods. Candidates will participate in a comprehensive overview of curriculum design, delivery, and evaluation. 


EDSP 635: Professional Networking & Organizations: Career Building (3 semester hours) ELECTIVE Prerequisite: a master’s degree from an accredited program This course focuses on building professional networks, organizations and personal careers. Candidates will examine ways to develop organizations considering how technology is changing our paradigms of professional development and networking. The course will explore career opportunities for those who earn doctoral degrees.