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Education |
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EDUC 8705:Seminar in Formative Assessment for Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. program, and EDUC 8100
This seminar focuses on critically reviewing research and applying best-practices in formative assessment. Recent research reports effective use of formative assessment enhances student learning and teaching effectiveness. Specific topics include barriers and misconceptions to the formative assessment process, effective practices in formative assessment, theoretical underpinnings of formative assessment, relationships of formative assessment to self-regulated learning and learner autonomy. Additionally, attention will be paid to multicultural formative assessment procedures and concerns relevant to external assessment programs.
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EDUC 8800:Co-generative Dialogue and Co-teaching to Resolve Problems of Practice 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program.
This course is designed to build the capacity of teachers to use co-generative and co-teaching to effectively communicate and resolve complex problems that emerge when teaching rigorous content to an increasingly diverse population of P-12 learners. The course is individualized to the candidate and contextualized to the classroom. The readins required for this course assist candidates in identifying, articulating and resolving problems that require a clear understanding of theory-to-practice and practice-to-theory issues related to the examination of student data, classroom management, and improving instruction. Each week the candidates will explore various aspects of co-teaching, including traditional approaches to co-teaching, pre-service co-teaching, co-generative dialogue and reflective practice.
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EDUC 9300:Critical Issues for Student Learning: (Topic) 3 Class Hours 0 Laboratory Hours 3 (Repeatable) Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program and permission of the advisor.
A doctoral seminar focused on analysis and problem solving of a current topic of vital concern relevant to teaching, leading and student learning in P-12 schools.
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EDUC 9350:Doctoral Directed Study 1-9 (Repeatable) Credit Hours
Prerequisite: Admission to the Ed.D. program and permission of the advisor.
Individualized and independent scholarly investigation and research of an important topic involving teaching, leading and student learning. The focus, content and expectations for this study will be formally established by the doctoral student and supervising professor.
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EDUC 9800:Doctoral Seminar 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. program and 12 hours of graduate level research courses.
In the doctoral seminar, students will accomplish the following: (1) development of a concept paper that frames the dissertation, and (2) admission to candidacy through a college-approved qualifying experience. This seminar provides opportunities for doctoral students to work individually with members of their respective committees as well as with peers. This is a three-credit seminar that may be repeated. Prior to enrollment, the doctoral student must complete twelve hours of graduate level research coursework.
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GRAD 9001:College and University Teaching 1 Class Hours 0 Laboratory Hours 1 Credit Hours
Prerequisite: Current graduate student status.
This course introduces students to effective pedagogical skills and is designed to prepare Graduate Teaching Assistants for their duties. Topics include understanding how students learn, creating active learning environments, using formative and summative assessments, grading, handling problematic student behavior, responding to student diversity, designing courses and syllabi, and creating teaching philosophies.
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Educational Leadership |
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EDL 7100:Leadership Theory and Practice 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study.
The course provides students with an introduction to leadership theory and practice, both generally and specifically in the context of school leadership. Course concepts include, but are not limited to, assessing and changing organizational culture, identifying and cultivating effective schools practices that have a positive impact on all students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds. Course concepts also include leading change in schools that will lead to the academic success of all P-12 students.
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EDL 7101:Critical Analysis of Policy, Theory and Praxis for Educational Leaders 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Program
This course provides a critical analysis of K-12 education policy at the national, state, and local levels. Topics include issues related to historical, political, cultural, and social contexts of American education. Students examine institutions and processes of public policymaking. The goal of the course is to help leaders think critically about education policy, theory, and praxis and its influences on their students as learners.
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EDL 7105:Technology Leadership and Vision in Schools 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program or permission of the instructor.
The course is designed to produce effective school leaders who can lead in the planning and implementation of educational technology initiatives within the school improvement plan, using technology to improve the academic success of all P-12 students. In this course, future educational leaders explore the essential conditions including a local vision for technology use that teachers and students need to effectively integrate the National Education Technology Standards for Students (NETS-S) into the standards-based instruction. Students complete a local assessment of these essential conditions in their own schools; identify local school technology needs; and form strategies to address those needs. Students explore group processes for effectively engaging students, teachers, staff, parents and community in creating, disseminating, and sustaining a research-based vision for instructional technology.
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EDL 7200:Leading Curriculum, Instruction and Assessment 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program or permission of the instructor.
In this course, future educational leaders develop the understanding and skills necessary to lead curriculum and instructional practices that will lead to the academic success of all P-12 students. Students utilize theory and research related to how children and adolescents learn (Bransford, 2000) and study best instructional practices for all students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds. Models of curriculum development and design, and rationales/problems related to standards-based instruction are also studied (Wiggins & McTighe, 2000, 2002). Students plan, develop, and implement effective instructional programs; align instruction vertically and horizontally with state and district curriculum standards; monitor and evaluate the implementation of curriculum standards, both individually and systemically; and effectively improve curriculum and instruction practices.
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EDL 7201:Leading Curriculum & Assessment 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Program
Candidates will develop knowledge, skills, and dispositions for leading the development of curriculum and instructional practices by bridging theory with research-based best practices. They will analyze, plan, develop, monitor, and evaluate instructional programs that align vertically and horizontally with state and district curriculum standards and that meet the needs of all students, particularly those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.
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EDL 7205:Leading Teaching and Learning in the 21st Century 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program or permission of the instructor.
This course focuses primarily on the Board of Regents’ performance strands of curriculum, instruction, and assessment, and Professional Standards Committee Standards for school culture, instructional program, best practices, professional growth plans. In this course, future educational leaders apply current research and instructional design principles to design a 21st century learning experiences for all students. Educational leaders must be able to promote and support learning environments that best prepare all students for life and work in the 21st Century. The ultimate goal of this course is to prepare educational leaders to understand the needs of 21st Century learner, review teaching practices and tools best suited to meeting the needs of all 21st Century learners, and facilitate the design and delivery of 21st Century instruction. In this course, future educational leaders learn to engage teachers in cooperative work to design, monitor, and revise instruction to improve student achievement of all students including those with special needs and who are culturally and linguistically diverse; lead others in research-based learning strategies and processes; promote the use of technology to support student mastery of Georgia performance standards; and to design and implement assessments for student learning.
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EDL 7300:Research in Educational Leadership 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program or permission of the instructor.
Candidates have an understanding of qualitative and quantitative research methods and designs, focusing on interpretation and application relating to school improvement. Basic descriptive and inferential statistics are explored to prepare candidates to be research consumers. Candidates are involved in the development of a research proposal to meet the criteria that leads to the academic success of all P-12 students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.
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EDL 7301:Research and Analytics to Lead School Improvement 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Program
The purpose of this course is to increase educational leaders’ knowledge, skills, and dispositions in using current research, data, and statistics in making effective decisions at any educational level and environment using analytic processes that teaches rational approaches and thinking and benefits administrators, teachers and students in dealing with complex issues for improving schools. The course is based on the ISLLC Standards and the Georgia Leader Keys.
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EDL 7305:Data Analysis and School Improvement 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study.
In this course, educators will learn to utilize data to identify school improvement needs and make informed decisions in effectuating change. The ultimate goal of this course is to produce educational leaders who effectively collect, analyze, and use data to improve schools through successfully demonstrated change models. In this course, educators will learn to systemically collect and analyze multiple sources of data to identify improvement needs, determine an effective response, monitor and correct progress, and demonstrate success to stakeholders. Additionally, students will learn to drive and sustain change in a collegial environment, culminating in students’ understanding of, and ability to use, a wide range of applicable leadership practices. Finally, students will learn a variety of technology tools to use for data analysis. They will also learn a variety of Web 2.0 tools to facilitate school communication.
Note Offered as an online course.
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EDL 7315:Data Analysis for School Leaders 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Program
In this course candidates will explore the use of technology in data analytics to improve school performance, efficiency and student achievement. Course content will focus on standards of continuous efficiency and improvement for all students. Candidates will enhance their understanding, knowledge and practice through assignments that are embedded in school use of technology and data analysis. A key aspect of the course will be the value added component of data analysis and technology to the school environment.
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EDL 7400:Leading Professional Learning and Change 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program or permission of the instructor.
In this course, future educational leaders will learn how to use professional learning to develop their faculties and lead change in schools. Students will examine research findings on effective professional learning, demonstrate an understanding of the National Staff Development Council standards adopted by the state of Georgia, identify areas of strength and need related to the implementation of the professional development standards in their schools and develop strategies to provide and protect time for job-embedded professional learning, such as mentoring, coaching, feedback, study groups, peer observation and learning teams. The ultimate goal of this course is for students to develop a clear and compelling vision for professional learning that is standards-based, results-driven, and focused on the daily work of educators in order to improve learning of all students including those with special needs and those who come from culturally and linguistically diverse backgrounds.
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EDL 7401:Instructional Leadership for Learning & Change 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Program
In this course, educational leaders will learn to facilitate and evaluate instruction, to support and coach teachers in the implementation of a shared vision of teaching and learning, and to use job-embedded professional learning to implement instruction that is standards-based, focused on student and adult learning, and accessible to and inclusive of all students including students with culturally, linguistically, and economically diverse backgrounds and students with specific needs related to academic ability, age, and gender.
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EDL 7405:Human Resources for School Leaders 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program or permission of the instructor.
Candidates examine major areas of school personnel/human resources management. It provides a comprehensive overview of human resources administration as it relates to recruitment, selection of highly qualified applicants (including those who teach English Language Learners), orientation, motivation and work incentives, pertinent state and federal laws and school district policies, conflict resolution, evaluation, employee documentation, discipline and dismissal, and salary and fringe benefits. This course provides skills necessary for school level administrators to act professionally and ethically in carrying out their responsibilities in this area.
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EDL 7415:Human Resources, Law, and Ethics for School Leaders 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Program
This course provides skills necessary for school administrators to act professionally and ethically in the area of human resources. Educational leaders will learn how to be ethically and legally compliant in school operations for the academic success of all P-12 students, regardless of ability, language, or cultural background. Leaders will demonstrate awareness and application of the Georgia Code of Ethics for Educators in professional practice and be able to make decisions based on ethical principles.
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EDL 7500:Educational Leadership and Ethics 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program or permission of the instructor.
In this course, future educational leaders learn how to be ethically and legally compliant in school operations that lead to the academic success of all P-12 students, including those with learning disabilities and those from linguistically and culturally diverse backgrounds. The ultimate goal of the course is to produce future leaders who are cognizant of their ethical and legal obligations in managing schools, and who understand and appreciate the importance of legal and ethical compliance to daily administrative practice (Levine, 2005). Additionally, future educational leaders learn how to act with integrity by demonstrating ethical and equitable leadership behaviors; abide by Georgia and federal law and the Code of Ethics for Georgia Educators in professional practice; manage school operations consistently with requirements of Georgia and federal law; and observe student and faculty legal rights and privileges.
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EDL 7505:Ethical Leadership 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program or permission of the instructor.
This course is designed to provide leaders with an in-depth examination of the current and anticipated ethical issues and dilemmas facing leaders and the role of character education in our society. Addressing these ethical issues will lead to the academic success of all P-12 students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.
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EDL 7510:Improving Productivity and Practice with Technology 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program or permission of the instructor.
This course prepares educational leaders to apply technology to enhance their professional practice and to increase their productivity; design and facilitate high-quality professional learning experiences that help other educators apply technology to enhance their professional practice; and to increase their productivity, and implement technology in ways that support the emergence and evolution of professional learning communities in schools. Candidates become familiar with information and technology tools common to information-age professionals. Emphasis is placed on computer operations, presentation and communication tools, manipulation, interpretation, and analysis of data that will lead to the academic success of all P-12 students, including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.
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EDL 7600:School Operations and Community Relations 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program or permission of the instructor.
This course is designed to provide candidates with knowledge of major areas of school business management in performing the duties of a school administrator. Candidates are prepared to assume a leadership role in decision making of school business affairs. An effort is made to identify roles school administrators play in managing daily school business in relation to their counterparts at the district level. Candidates examine major areas of school business management, particularly as they relate to the funding of American public education. Georgia model of educational finance is introduced and discussed. Candidates attain knowledge and skills in school business management in the following areas: educational facilities planning and management, school budgeting, school accounting and auditing, cash management, risk management, purchasing and central distribution, school food service, and student transportation. The course also equips leaders to engage the community in understanding and supporting the educational process of all students including those from culturally and linguistically diverse backgrounds and other underrepresented populations. The design of this course is intended to cover Board of Regents Strands 8 and 10, and Professional Standards Committee Standards 3, 4, and 6.
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EDL 7601:School Operations and Organizational Management 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Program
This course examines fiscal policy, control systems, and effective methods of budget planning related to resource-allocation and improving the quality of teaching and learning. The course is designed to prepare school leaders for fiscal planning, operations, financial decision-making, and problem solving. The course will address state financial structures and policies, legal and ethical issues, financial management systems, and budget building and implementation at the school and district level for Georgia Tier I Leadership Certification.
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EDL 7605:School Leadership in Multicultural Contexts 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program or permission of the instructor.
This graduate level course integrates multicultural concerns and international perspectives that focus on various aspects of culture and their connections to educational leadership and national, as well as state mandates to improve student achievement and informed global perspectives. The course presents critical elements that compose and relate to cultural values and diversity, and analyses of programs and procedures designed to address and meet the needs of diverse student populations, emphasizing research-based programs of sustained academic success. Candidates examine the models to gain competencies in successfully addressing multiple forms and expressions of diversity in schools such that social cohesion is promoted within a context of general academic rigor that will lead to the academic success of all P-12 students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.
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EDL 7610:Managing and Supporting Technology in Schools 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: : Admission to the M.Ed. program or permission of the instructor.
This course examines the role of leadership to support and manage technology in order to maximize student learning and increase the efficiency of school operations. It is designed to examine the technical aspects of building-related technologies including, but not limited to, desktop/laptop computers, wired and wireless networks, various instructional, administrative and technical software, and Internet technologies. This course explores various models of technology support and present ideas on how to support technology effectively through teams of teachers, students, parents, and school system personnel. In addition, the course addresses emerging technologies and their potential uses in education that will lead to the academic success of all P-12 students including those with learning disabilities and those who come from linguistically and culturally diverse backgrounds.
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EDL 7615:Communication and Community Relations, for School Leaders 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Program
This course is a study of the knowledge, dispositions, and skills needed by school administrators to understand and respond to diverse community systems and needs, collaborate effectively, mobilize community resources, and interpret the school to the public through a variety of media and modes.
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EDL 7700:Leadership in Urban Schools 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Program
The course presents critical elements that compose and relate to cultural values and diversity, and analyses of programs and procedures designed to address and meet the needs of diverse student populations in urban areas, emphasizing research-based programs of sustained academic success. Students will examine the models to gain competencies in successfully addressing multiple forms and expressions of diversity in schools such that social cohesion is promoted within a context of general academic rigor and achievement.
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EDL 7701:Dynamics of Leadership in Urban Schools 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: EDL 7700
The course presents critical elements that compose and relate to cultural values and diversity, and analyses of programs and procedures designed to address and meet the needs of diverse student populations in urban areas, emphasizing research-based programs of sustained academic success. Students will examine the models to gain competencies in successfully addressing multiple forms and expressions of diversity in schools such that social cohesion is promoted within a context of general academic rigor and achievement.
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EDL 7705:Current Issues in Educational Leadership 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: : Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
This course provides a reflective overview of issues relating to school leadership and educational administrative leadership policy and practice and encompasses the wide range of responsibilities engaged in by the school leader as a collaborative member of a leadership team. Special attention is given to organizational structure and administrative processes in Georgia public schools.
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EDL 7710:Instructional Leadership 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
This course focuses on the role educational leaders play in improving the teaching and learning process. It includes the application and practice of instructional supervisory/leadership philosophy, theory, and principles as they guide instructional leadership behavior and assessment of the results of instructional leadership behaviors.
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EDL 7715:Curriculum Leadership 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
This course examines the design, development, and implementation of curriculum and instructional strategies to create classroom environments which support the learning of all students.
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EDL 7716:Curriculum & Instructional Leadership 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
This course focuses on the role educational leaders play in improving the teaching and learning process by the examination of systemic curriculum and teaching reform. It includes the application and practice of instructional supervisory/leadership philosophy, theory, and principles as they guide instructional leadership behavior and assessment of the results of instructional leadership behaviors.
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EDL 7720:Personnel and Staff Development 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
This course focuses on the personnel functions and responsibilities of school leaders. Processes and procedures of effective school personnel administration is emphasized.
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EDL 7725:Organizational and Financial Resources 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
This course provides a comprehensive overview of the financing of public schools in Georgia and effective management of school fiscal resources. Proper business procedures and facility management (maintenance, operations, planning, compliance issues) are discussed in a perspective of resource management for school improvement.
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EDL 7730:Educational Policy and Legal Perspectives 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
This course provides an overview of specific legal provisions affecting the operations and leadership of public schools in Georgia, with consideration of federal and state laws, and local regulations affecting the rights, privileges, and duties of educational leaders, teachers, learners, and citizens. Current legal issues are examined and students are introduced to legal reasoning and analysis.
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EDL 7735:Ethics of Educational Leadership 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
This course is designed to provide leaders with an in-depth examination of the current and anticipated ethical issues and dilemmas facing leaders and the role of character education in our society.
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EDL 7740:Multicultural and International Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
This class focuses on various aspects of culture and its link to educational leadership. Included are concepts related to cultural values and diversity, as well as analysis of programs and procedures for meeting the needs of diverse student populations.
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EDL 7750:Educational Research 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program.
This course is designed to develop an understanding of qualitative and quantitative research methods and designs, focusing on interpretation and application relating to school improvement.
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EDL 7755:Technology Leadership in Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership certification program.
This course is designed to develop educational technology leaders who are knowledgeable and skilled in technology leadership practices that improve student learning and school operations in PreK-12 schools. It addresses skills and competencies necessary for the support and assessment of national technology standards for teachers and administrators; technology planning (national technology plan, state technology plan, district/school technology plan); assessment and evaluation of technology initiatives; the change process as it applies to technology leadership; securing grants and establishing business partnerships and meeting the requirements of NCLB. This course will thoroughly examine issues and trends relevant to the field of educational technology.
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EDL 7760:21st Century Teaching & Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership certification program.
This course examines the role of educational leaders to identify, use, evaluate, and promote appropriate technology to enhance and support curriculum, instruction and assessment that lead to high levels of student achievement. It is designed to immerse school leaders in a technology-rich environment and prepare them to facilitate an instructional program that integrates 21st century skills and promotes relevant, authentic, and meaningful tasks for students. Candidates will apply current research and instructional design principles to the design, management, and evaluation of a 21st century learning environment. This course also prepares candidates to facilitate high quality professional learning at their school.
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EDL 7765:Productivity & Professional Practice for Leaders 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership certification program.
This course prepares educational leaders to apply technology to enhance their professional practice and to increase their productivity. Candidates will become competent users of information and technology tools common to information-age professionals. Emphasis is placed on computer operations, presentation and communication tools, manipulation, interpretation, and analysis of data as well as the management of Internet resources. Concept mapping, web editing, and project planning are also included.
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EDL 7770:Educational Technology Support, Management & Operations 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or graduate Educational Leadership certification program.
This course examines the role of leadership to support and manage technology in order to maximize student learning and increase the efficiency of school operations. It is designed to examine the technical aspects of building-related technologies including, but not limited to, desktop/laptop computers, wired and wireless networks, various instructional, administrative and technical software, and Internet technologies. This course will explore different models of technology support and present ideas on how to support technology effectively through teams of teachers, students, parents, and school system personnel. In addition, the course will address emerging technologies and their potential uses in education.
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EDL 7780:Practicum 1 Credit Hours
Prerequisite: Permission of advisor.
This course provides an opportunity for students to engage in field-based experiential learning activities related to educational leadership under the guidance of a practicing administrator.
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EDL 7781:Practicum II 1 Credit Hours
Prerequisite: Admission to the Add-on Certification program in Educational Leadership.
Provides candidates an opportunity to engage in field-based experiential learning activities related to educational leadership under the guidance of a practicing administrator. The practicum takes place in a real setting and is accompanied by a seminar.
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EDL 7797:Portfolio I 1 Credit Hours
Prerequisite: : Admission to the M.Ed. program in Educational Leadership or Add-on program of Educational Leadership.
Portfolio development is the capstone experience for the Master of Education in Educational Leadership and the Educational Leadership Add-on Programs. Participants work independently under the supervision of the program advisor. The foci of the course are on understanding the nature of portfolio, the Interstate School Leaders Licensure Consortium (ISLLC) standards, and the procedures to be followed in the development and completion of a professional portfolio.
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EDL 7798:Portfolio II 2 Credit Hours
Prerequisite: Completion of EDL 6797.
Portfolio development is the capstone experience for the Master of Education Program in Educational Leadership. Participants work independently under the supervision of the program advisor. The portfolio is outlined along the standards as required by the Interstate School Leaders Licensure Consortium (ISLLC). The purpose of the portfolio is to implement a systematic approach to problem solving and decision-making by requiring participants to reflect upon leadership knowledge, skills, theories and experiences acquired during their participation in the program.
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EDL 7799:Portfolio Development for Technology Concentration and Add-On Certification 1 Credit Hours
Prerequisite: Admission to the Add-On Certification Program in Educational Leadership.
Portfolio development is the capstone experience for the Add-On Certification Program in Educational Leadership. Participants work independently under the supervision of the program advisor. The foci of the course are on understanding the nature of portfolio, the Educational Leadership Constituent Council (ELCC) standards, and the procedures to be followed in the development and completion of a professional portfolio.
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EDL 7800:Financial Management and Leadership in Independent and Charter Schools 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Program
This course explores the school leader’s role and responsibilities related to financial management and leadership in independent and charter schools. The course will provide the candidate with basic principles of school management that include leadership, strategic planning, financial accounting, budgeting, nonprofit organizations, and financial analysis. Attention to the ethical and legal aspects of financial management will also be discussed. This course includes a performance-based experience.
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EDL 7801:Institutional Advancement in Independent and Charter Schools 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Program
The course provides a study of independent and charter school business management, and finance. It is designed to provide the school leader with basic principles of advancement, governance, communications, marketing, branding, school funding, and admissions all necessary components for school sustainability. A focus on current trends, issues, ethical, and legal aspects relating to advancement and governance for independent and charter schools are also a focus of this course.
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EDL 7900:Special Topics 1-9 (Varies) Credit Hours
Prerequisite: Admission to the M.Ed. program in Educational Leadership or Add-on program of Educational Leadership.
This individually designed course will examine advanced topics in educational leadership and/or educational technology emphasizing the students’ area of specialty.
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EDL 8000:Foundations of Distributed Leadership for Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D program.
The cornerstone of the doctorate, Teacher Leadership for Learning, is an interdisciplinary core that establishes a common set of performance outcomes aligned with Distributed School Leadership Practice (DSLP). This course introduces DSLP, a new perspective on leadership that captures the collective, and complex, relationship dynamics of formal and informal school leaders. DSLP is more than shared leadership: DSLP is about the synergy and situations that develop as school leaders reform schools into places that are intentionally inclusive and inviting to all students.
Note Offered as both an online and face-to-face course.
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EDL 8005:Foundations for Leadership 3 Class Hours NA Laboratory Hours 3 Credit Hours
Prerequisite: Admission to Educational Leadershp Tier II EdS program
This foundational course provides theoretical, foundational, and practical emphases for school leadership. The course presents leadership theory and should be taken as one of the first in the Ed.S. program. It seeks to capture the synergy and situations that school leaders encounter as they seek to reform schools. Candidates will apply practical knowledge that helps to build and sustain learning places that are intentionally inclusive and inviting to all educational stakeholders.
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EDL 8100:Critical Issues in School Transformation 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program or permission of the instructor.
The overarching goal of the course is to develop school leaders who understand the variables that affect student achievement and how to use data and the professional literature to support the transformation of schools through thoughtful analysis of the total environment and careful planning for the future. Within the context of school transformation, this doctoral seminar addresses the practical application of all aspects of distributed leadership and requires fieldwork and other forms of practical, problem-based learning. Successful candidates will develop a school change portfolio that minimally includes: (a) Rationale for school transformation based upon the professional literature; (b) Historical analysis and assessment of school performance on critical variables related to student achievement; (c) Benchmarking of local and community resources; (d) Professional development plan; and (e) Evaluation strategy.
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EDL 8200:Applied Leadership Evaluation 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to Educational Leadership Tier II EdS program
In this course candidates will be introduced to various forms of leadership evaluation and assessments relative to school leadership and subsequently student, school or institutional improvement. Candidates will be able to analyze data and assessments from a variety of state, local, and national perspectives for increased leader and student outcomes. Candidates will gather artifacts related to standards in educational leadership and evaluate in oral and written form how artifacts demonstrate a mastery of standards.
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EDL 8300:Intercultural Communication and Global Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to Program.
The increasing diversity of our schools, the commitment to standards, and NCLB requirements make competence in intercultural communication a basic requirement for all educators. Of equal importance for educators is the development of knowledge and skills in global learning. This module addresses the practical application concepts in distributed leadership, particularly as they relate to building relationships with colleagues, students, and families from other cultures. The primary goal of this course is to assure that all students have equitable opportunities to achieve academic excellence in the state-approved curriculum. This course will be offered in a performance-based format.
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EDL 8500:Research, Trends, & Issues in Teacher Leadership 3 Class Hours 0 Laboratory Hours 3 Credit Hours
This course explores teacher leadership roles and functions within contemporary educational systems; situates understandings about teacher leadership within a broader knowledge base regarding leadership in education; introduces an inquiry-orientation to teacher leadership in schools and districts; and focuses on trends and issues within these contexts.
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EDL 8710:Vision and Governance 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. in Leadership for Learning program.
The purpose of the course is to facilitate the acquisition of knowledge, skills, and disposition related to the importance of developing and implementing a vision for school improvement within school and system governance structures. The course examines school organizations and cultures; forms of school governance; the change process; and the concept of collaboration among administrators, teachers, parents and community leaders as a means of bringing about more effective schools. In addition, it further examines the impact of state authority on local schools and school districts through changing roles, relationships, trends and the political context of decision making at the state level. Special focus is on developing a vision, mission and philosophy that impacts school improvement and student performance. This course is non-performance based.
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EDL 8720:Managing the Physical Environment 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. in Leadership for Learning program.
This course is focused on an exploration of the business aspects of managing schools with a focus on critical issues of management including: decision making, strategic planning, facility management, personnel allocation, and analysis and allocation of resources through development of a school budget. Included are the basic economic concpets and methods of analysis of educational finance, education and inequality, education and economic growth, and the effect on student performance. This course is non-performance based.
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EDL 8730:Curriculum, Assessment and Instruction 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. in Leadership for Learning program.
This course is designed to provide candidates with the knowledge, skills, and dispositions necessary to make critical curriculum and assessment decisions that focus on instructional best practices. Through course readins and projects, candidates will develop an in-depth understanding of theory theoretical frameworks that support the knowledge and skills necessary for making data-driven decisions with respect to the development of meaningful curriculum, research-based instructional practices, and sound assessment techniques that will increase student learning and achievement. In addition, candidate will be guided to explore ways to address the needs of diverse students, social and cultural forces, and collaboration among all stakeholders to foster a positive school culture and maximize the academic success of all students. This course is non-performance based.
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EDL 8740:Professional Learning 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. in Leadership for Learning program.
Because 21st century educators must constantly adapt to changing school populations, it is essential that professional growth and development for school leaders evolve from proven best practices and course content that has been enhanced with research based materials. In this course, candidates will satisfy dynamic and meaningful objectives through demonstration of their ability to design and implement professional development programs for faculty and staff. Professional development and professional growth plans will focus on leading, teaching and learning, and solving authentic problems with insightful and results-driven agendas. Assignments with demonstrated connectivity to existent avenues for professional growth are a key component of the course. Deeper understanding of underlying structures that serve as barriers to improving student and teacher success will be identified and targeted for project based inquiry. This course is non-performance based.
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EDL 8750:Managing Human Resources 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. in Leadership for Learning program.
This course addresses personnel and human resource issues from a problem solving perspective. Candidates research personnel issues as they may occur within the context of local school and district operations. Activities which provide experience in human resource arenas that emerge from societal, cultural and legal issues comprise a significant portion of the course requirements. This course provides a solid and beneficial body of knowledge for principals in training while acknowledging that contemporary society continues to profoundly influence the manner in which the practice of human resources is exercised in school districts. Further, the course seeks to develop leaders who understand the significance of sound and efficient decision making as it impacts the performance of school and system employees, the fiscal resources of the school district, and most importantly, the increased academic achievement of all students within the district. This course is non-performance based.
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EDL 8805:Culturally Responsive Leadership 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Educational Leadership Tier II EdS Program
This course prepares educators with knowledge and skills in culturally responsive leadership essential for creating learning environments where all students can achieve high academic standards. This course is aligned to the changes in demographics and technology that have dramatically impacted Georgia schools and is a performance-based residency course. Candidates will develop skills to help educators develop appropriate pedagogy that enhances the academic success of linguistically and culturally diverse students.
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EDL 8810:Vision and Governance 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to program.
This class is the first module in the residency sequence. The purpose of the module is to facilitate the acquisition of knowledge, skills, and disposition related to th importance of developing and implementing a vision for school improvement within school and system governance structures.
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EDL 8820:Managing the Physical Environment 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to program.
During this module the candidate will, along with the university faculty supervisor, school/district mentor, and leadership coach, create a program of observation, research, and involvement designed to gain an understanding into the role of managing resources for instructional improvement and a safe school environment for learning.
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EDL 8830:Curriculum, Assessment, and Instruction 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to program.
This module is designed to provide candidates with the knowledge, skills, and dispositions necessary to make critical curriculum and assessment decisions that focus on instructional best practices.
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EDL 8835:Curriculum and Instruction 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Educational Specialist Program
This course is designed to provide leader candidates with the knowledge, skills, and dispositions necessary to meet the needs of all learners, particularly those from culturally and linguistically diverse populations. Candidates will analyze P-12 curriculum, identify learning gaps, and formulate action steps for effective teaching and learning. This is a performance-based residency course.
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EDL 8840:Professional Learning 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to program.
This module focuses on develoing leaders who can develop, implement, and monitor professional learning programs and activities that are meaningful and job-embedded, and that provide follow-up support.
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EDL 8850:Managing Human Resources 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to program.
This module is designed to develop leaders who understand the significance of sound and efficient decision-making as it impacts the performance of school and system employees, the fiscal resources of the school district, and most importantly, the increased academic achievement of all students within the district.
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EDL 8860:Transition Between Building and System Levels 0 Class Hours 9 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to program.
This residency module focuses on developing knowledge, skills, and dispositions required for completing an area at the building or system level that was not met during the completion of a performance-based program or during other coursework. The candidate will enroll in 1-3 hours of credit depending on the analysis of needs as determined by the collaboration between the university and school/district.
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EDL 9300:Critical Issues for Student Learning: (Topic) 3 Class Hours 0 Laboratory Hours 3 (Repeatable) Credit Hours
Prerequisite: Admission to the Ed.S. or Ed.D. program and permission of the advisor.
A doctoral seminar focused on analysis and problem solving of a current topic of vital concern relevant to teaching, leading and student learning in educational leadership.
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EDL 9310:Educational Facilities 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral program in Leadership for Learning.
This course examines the concepts, procedures and importance of facilities planning in the educational process. Candidates will learn all the practical skills of facility inventory, need assessment and evaluation. The course is intended to cover major aspects of school facilities planning at elementary, secondary and post-secondary levels.
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EDL 9320:Media, Community, and Public Relations 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral program in Leadership for Learning.
This course provides knowledge, skills, and dispositions essential for school leaders to fully engage with school, district, community, and beyond in the promotion of ongoing communication between and among all stakeholders, including those whose primary language is other than English. Candidates will develop and enhance communication skills that promote the vision and mission of schooling for the purpose of increasing student achievement, strengthening faculty and staff relations, and advancing stakeholder support. Additionally, the pressing matters of interactions with the mass media and crisis management are included. There is a focus on the ways and means by which school leaders address the multiple prevailing values across a community to solicit school and community partnerships with the aim of understanding the proactive measures which will ensure positive perceptions of the school and its educational products.
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EDL 9330:Comparative Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral program in Leadership for Learning
This course provides an overview of frameworks, major concepts, and current trends in comparative education. It examines how different countries address issues common to all education systems and enables candidates to read, discuss, analyze, and interpret relevant studies and scholarship in this area. Special attention is devoted to similarities and differences in educational policy and practice related primarily to elementary and secondary levels of education in different countries.
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EDL 9340:Ethics for Educational Leaders 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral program in Leadership for Learning.
This course is designed to provide educational leaders with a research-based paradigm for ethical decision making. Various codes of ethics and case studies will be analyzed and applied to general and specific situations. Doctoral candidates will engage in dialogue, research and reflection to develop a personal code of ethics which will be applied in a school-based activity. Research and anecdotal information from journals and texts will be utilized to inform ethical decision making on local issues.
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EDL 9350:Doctoral Directed Study 1-9 (Repeatable) Credit Hours
Prerequisite: Admission to the Ed.D. program and permission of the advisor.
Individualized and independent scholarly investigation and research of an important topic involving teaching, leading and student learning in educational leadership. The focus, content and expectations for this study will be formally established by the doctoral student and supervising professor.
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EDL 9360:Beyond Policy: Reforming Schools Through Learner-Centered Education and Leadership 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral program in Leadership for Learning
Exploration and investigation of emerging research on learning, leading, and change which when considered in combination provide a framework for understanding and leading schools as continuously evolving, living systems. Using a learner-centered leadership paradigm, students critically analyze the industrial, corporate, and business models of education which historically focus on standards, narrowing of curriculum, and high stakes tests as sole measures of achievement and develop a vision for and/or create learner-centered educational systems.
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EDL 9370:Critical Issues for Student Learning: Exploring the Literature 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.S. and/or Ed.D. program in Leadership for Learning
This course is a doctoral seminar focused on analysis and problem solving of a current topic of vital concern relevant to teaching, leading, and student learning in P-12 schools. Candidates explore the literature to identify, analyze, and synthesize contemporary and classic literature on critical school issues. The ultimate goal is to identify gaps in the literature, explore possible topics for independent future research, and develop long term skills in literature review.
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EDL 9380:Economics of Education 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral program in Education.
Adequacy and equity in the provision of school services and support are crucial concerns of the public school administrator. The course addresses the financial management of education through the lens of basic economic theory and how the American economy provides funding for public education. The focus is on how funds are administered and the trends toward more efficient utilization of resources, including an introductory view from a global perspective. The approach is a business management appreciation of the complexity and magnitude of education as an important resource in the public sector.
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EDL 9800:Doctoral Seminar in Leadership 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Completion of doctoral coursework, including all required EDRS courses, with approval of the department chair.
This course will assist the candidate in 1) identifying components of and shaping the conceptual framework of the dissertation and 2) reviewing foundational literature in Educational Leadership. Under the guidance of the instructor and in consultation with the dissertation chair (if chosen), the candidate will emerge from the course with a draft of the conceptual and theoretical framework for the dissertation study that includes purpose and rationale, review of the literature, and preliminary research questions.
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EDL 9881:Special Education and Advanced School Law 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral program in Leadership for Learning
This course is a second-tier law and policy course, deepening students’ understandings and application of school policy, governance, and regulation. The course particularly focuses on federal and state laws and regulations of students with exceptionalities (including, but not limited to, English-language learners, students in transition, and students with exceptionalities). Through this lens, students will explore policy development and implementation in education.
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EDL 9882:Educational Planning for Transformation 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral program in Leadership for Learning.
This course is designed to inform doctoral candidates how policies and practices are developed and implemented through the writing policy briefs in areas of interest. Understanding the value and use of qualitative and quantitative research in the formulation of policies and practices is an integral part of the course. Candidates will focus on the process of policy development and the impact of outside forces on the operation of schools and school districts with the goal of becoming informed practitioners. This course will be of interest to school leaders, policy makers, and those employed in governmental agencies and institutions where decisions are policy driven.
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EDL 9883:Performance for Educational Executives: Politics, Power, and Policy 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral program in Leadership for Learning.
This course introduces the conceptualization of schooling as politics and is designed to help students understand the political contexts and the institutional environment in which educators operate. Through a general awareness of conceptual frameworks (such as system framework, diffusion framework, values, demands and interest groups, micro and macropolitics), used to examine the politics of education, students will obtain, assess, and assemble data and interpret those data to discover connections and contradictions about the concepts from the readings and literature relating to our current educational climate. This course includes a performance-based field experience.
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EDL 9884:Emerging Trends in Instructional Leadership, Curriculum, and Evaluation 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Doctoral program in Leadership for Learning
This course explores different strategies for bringing about change leading to curriculum, institutional improvement, evaluation, and reform. The focus is on guiding doctoral candidates toward understanding trends with an emphasis on curriculum, instructional methods, and effective assessments. Candidates will engage in research that identifies political, ethical, and societal changes that impact curriculum, instruction, and assessment. Special attention is given to the educational leader’s role in building a strong, collaborative culture and increasing system’s capactiy to change. This course includes a performance-based field experience.
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EDL 9900:Doctoral Dissertation 1-9 Credit Hours
Prerequisite: Successful completion of comprehensive exams, part I and II
This is the capstone experience for the Doctorate in Leadership for Learning. This is an intensely field-based performance activity in that the candidate demonstrates the ability to apply research skills to solving a P-12 problem of significant importance and that impacts student learning. With the guidance of a dissertation advisor and a committee, the candidate assumes the responsiblity for completing the study and defending both process and results to the dissertation committee.
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ITEC 7465:Professional Learning in Schools 3 Class Hours 0 Laboratory Hours 3 Credit Hours
In this course, cadidates will examine research on adult learning theories and effective professional learning. Candidates will evaluate the professional learning system and processes in their schools based on the National Staff Development Council (NSDC) standards adopted by the state of Georgia. Candidates will examine many forms of professional learning such as mentoring, coaching, feedback, study groups, peer observation and learning teams. Candidates will promote professional learning communities and demonstrate the ability to effectively design, deliver, and evaluate professional learning in their schools.
Note Crosslisted with TLED 7465
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Educational Research |
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EDRS 8000:Applied Quantitative & Qualitative Research 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate program (M.Ed., Ed.S., Ed.D.) in education or permission of the advisor
Candidates will develop a functional understanding of quantitative and qualitative research as applied to educational arena. Emphasis is placed on candidates acquisition of analytical and interpretive skills.
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EDRS 8100:Qualitative Research I 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in Education.
This course will serve as an introduction to qualitative research and methodologies. Methodological origins, theoretical frameworks, literature reviews, and basic methods of data collection and data analysis will be explored in conjunction with an analysis of relevant literature, educational research reports, and ethics in research. Students will apply basic skills of data collection and analysis. Students will differentiate between the types of qualitative research.
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EDRS 8200:Quantitative Research I 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to graduate study in Education.
Candidates will demonstrate a functional understanding of the nature and design of quantitative research as applied to the educational arena including but not limited to the following topics; the nature and application of descriptive and basic inferential statistics including the concepts of variance, normal distribution, population, sample, power, effect size, hypothesis testing, parametric and nonparametric tests, interaction effects, validity, reliability; the strengths, weaknesses of quantitative research designs; the principles of data collection and analysis using computer software such as SPSS. Candidates will acquire and become proficient in analytical and interpretive skills; and will be prepared to conduct applied quantitative research that will bear positively on schools.
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EDRS 9000:Research Seminar: Conceptual Frameworks & Research Design 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: EDRS 8100 , and EDRS 8200
This seminar will assist the doctoral candidate in conceptualizing, indentifying the components of, and articulating the emerging conceptual framework of their dissertation. Under the guidance of the course professor and in consultation with their dissertation chair, the candidate will emerge from the course with a draft his/her conceptual framework which includes the purpose and rationale for his/her research as well as a draft of the theoretical underpinnings of the research described through a review of literature followed by preliminary research questions or hypotheses for his/her dissertation.
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EDRS 9100:Advanced Qualitative Research Methods 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. Program and EDRS 8100 or its equivalent.
This course is an advanced study of qualitative research methodologies including ethnography, case study, and phenomenology. Students will examine a variety of data sources (e.g. interviews, observations) and methods of analysis (e.g. memo writing, coding). Students will conduct research as they formulate their research questions, collect and analyze data, and write a research report.
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EDRS 9200:Advanced Quantitative Research Methods 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Prerequisite: Admission to the Ed.D. Program and EDRS 8200 or its equivalent
This course is an in-depth study of and application of selected quantitative research designs. Course also involves advanced study of descriptive statistics, inferential statistics, and non-parametric tests traditionally utilized in social and behavioral research. Emphasis will be placed on understanding the process of social and educational research in applied settings. Candidates will deepen their expertise in designing and conducting research and analyzing quantitative data. Candidates will conduct these analyses using quantitative statistical software, interpret their findings, and communicate their results ethically, clearly and effectively.
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Electrical and Computing Engineering Technology |
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ECET 6001:Circuit and System Modeling with SPICE 3 Class Hours 3 Laboratory Hours 4 Credit Hours
Prerequisite: Semiconductor Device Theory and Applications; equivalent to ECET 2210, ECET 2310
A detailed study of circuit modeling using SPICE. The student will learn to model circuits and systems at the device level up to the behavioral level. This includes BJT and MOS transistors, op-amps, communications systems, control systems, etc. The student will also learn how SPICE numerical algorithms function and how to maximize the speed and accuracy of simulations.
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ECET 6002:Programmable Devices 3 Class Hours 3 Laboratory Hours 4 Credit Hours
Prerequisite: Digital Theory and Applications, C and any AMS language equivalent to ECET 2210, ECET 4710
A study of the programming and applications of programmable devices for rapid time-to-market product development. Devices range from PLDs through MicroControllers through Programmable Analog devices. Practical experience will result from completing projects that develop systems using several of the devices.
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ECET 6003:Advanced Test Engineering 3 Class Hours 3 Laboratory Hours 4 Credit Hours
Prerequisite: Fundamental Test Engineering equivalent to ECET 3600
An in-depth study of test engineering with emphasis on computer-aided instrumentation utilizing the IEEE-488 bus and protocols. LabVIEW for windows will be used to develop automated test systems and virtual instruments. Component, board, backplane, in-circuit, functional and systems testing will be researched and analyzed in relationship to cost, testability and fault analysis. Surface-mounted device and ASIC testing are also studied. Boundary-scan, VXI/VME, commercially available software and other test strategies will be explored.
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ECET 6004:System Engineering 3 Class Hours 3 Laboratory Hours 4 Credit Hours
This course provides a knowledge base of those elements comprising good design practices beyond circuit design and analysis. Topics include: concurrent engineering, quality, reliability, maintainability, productivity, life-cycle cost, projectizing, manufacturing and logistic support.
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ECET 6100:Discrete-Time Signals and Systems 3 Class Hours 0 Laboratory Hours 3 Credit Hours
Underlying principles of discrete-time signals and digital signal processing. Topics include mathematical representation of discrete-time signals and systems, sampling theorem and aliasing, introduction to difference equations, IIR and FIR filters, Z-Transform, DFT, FFT and Spectral analysis. (Non-MSET majors only)
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ECET 6101:Digital Signal Processing 3 Class Hours 3 Laboratory Hours 4 Credit Hours
This course is presented in three units. Unit one reviews underlying principles of discrete-time signals and systems, difference equations, and the design of finite impulse response and infinite impulse response filters. Topics of second unit include frequency response, Z-Transform, DTFT, DFT, and FFT with practical applications. The subject of third unit is implementation of digital filters and speech processing examples using popular DSP microprocessors such as TMS320, DSP56000, and ADSP21xxx families.
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ECET 6102:Mechatronics 3 Class Hours 3 Laboratory Hours 4 Credit Hours
This course is about integrating electronics, mechanical engineering and computer science. It is essential for engineers or engineering technologists who have a need to work across disciplinary boundaries. The main topics covered in the course will be mechatronic system design which involves: 1) Modeling, analysis and control of dynamic physical systems; 2) Control sensors and actuators with special emphasis on brushless, stepper, linear and servo-motors; 3) Electronics for mechatronics with special emphasis on special purpose digital and analog integrated devices; and 4) Analog, digital and hybrid mechatronic systems such as hard-disk drives and robots.
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