Mar 29, 2024  
2020-2021 Graduate Catalog 
    
2020-2021 Graduate Catalog [ARCHIVED CATALOG]

Courses


 

Educational Leadership

  
  • 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.

  
  • 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.

  
  • 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.

  
  • EDL 7802:Operational Management and Infrastructures for Independent & Charter Schools

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Independent & Charter Schools Leadership Certificate Program
    This course is designed to provide leader candidates with a complete survey of all aspects of operational and infrastructure components that might exist in an independent or charter school. Leader candidates will employ their current knowledge of operational management techniques as well as best practices and current trends in the infrastructure industry to evaluate current systems and develop plans to improve the operational efficiency at their respective schools.

  
  • 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.

  
  • 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.

  
  • EDL 8005:Foundations for Leadership

    3 Class Hours NA Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to Educational Leadership Tier II Ed.S. 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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 concepts 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.

  
  • 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 readings 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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. 

  
  • EDL 8840:Professional Learning

    0 Class Hours 9 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to program.
    This module focuses on developing leaders who can develop, implement, and monitor professional learning programs and activities that are meaningful and job-embedded, and that provide follow-up support.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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 capacity to change. This course includes a performance-based field experience.

  
  • 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 responsibility for completing the study and defending both process and results to the dissertation committee.

  
  • ITEC 7465:Professional Learning in Schools

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    In this course, candidates 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

Educational Research

  
  • 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.

  
  • 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.

  
  • 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.

  
  • 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, identifying 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.

  
  • 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.

  
  • 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.


Electrical Engineering

  
  • EE 6210:Digital Signal Processing

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the MSAE program
    This course reviews fundamental topics pertaining to digital signal processing (DSP) and introduces some current applications of DSP. Topics to be covered include: discrete-time signals and systems, sampling and reconstruction of continuous signals, transform analysis of linear time invariant (LTI) systems, digital filter design, discrete Fourier transform (DFT) and fast Fourier transform (FFT), spectrum analysis, and parametric signal modeling. The course will also examine current DSP applications using the relevant tools.

  
  • EE 6305:Introduction to Radar Systems

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the MSAE program
    This course covers the fundamental concepts of the operation and design of radar systems for a variety of applications. Topics covered include the radar range equation, signal-to-noise ratio, radar cross section, range and velocity ambiguity, radar clutter, detection, countermeasures, receiver design, transmitters and antenna systems. Applications include pulsed, CW, and FM radars, Doppler radars, airborne radars, and synthetic aperture radars.

  
  • EE 6410:Introduction to Biomedical Engineering

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the MSAE program
    This course is offered to all engineering and engineering technology students who are interested in exploring the technologies in biological/biomedical fields and looking for innovative technologies to design and fabricate novel medical devices and instruments.

  
  • EE 6530:Antenna Engineering

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the MSAE program
    The course covers the fundamentals of electromagnetic radiation and antennas. Topics include radiation and propagation, basic radiators, arrays, microstrip antennas, antenna parameters such as return loss, radiation pattern, radiation efficiency, gain, and directivity.

  
  • EE 6615:Emerging Vehicle Technologies

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the MSAE program
    This course looks at recent developments in vehicle technologies, with a focus on those technologies related to electric power and propulsion. Topics will include power system architecture, power sources, charging and fueling, electronic power converters, and traction motors and drives. Other topics may include waste heat recovery, autonomous operation and connected-vehicle systems.

  
  • EE 6640:Advanced Photovoltaics & Energy Storage Systems

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the MSAE program
    This course will discuss advanced photovoltaic technologies to harvest solar power including high-efficiency Si solar cells, multi-junction solar cells, organic flexible solar cells, nanostructured quantum dot solar cells, and concentrator photovoltaics. Engineering challenges to overcome the Shockley-Queisser limit and concepts for improving cell efficiency are discussed in detail. The course also puts emphasis on various energy storage technologies, power management and optimization, design, installation and operation of stand-alone, and large-scale grid-connected solar power plants. Important NEC guidelines and industry standards for solar plant design and installation will be discussed. The course concludes with a PV device/system simulation and design project.

  
  • EE 6650:Distributed Energy Systems

    3 hours per week Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the MSAE program
    This course presents the fundamentals of distributed energy systems, covering the principles of renewable/green energy generation, power conversion concepts, and integration methods of renewable energy systems to the electric grid. Modeling of power systems, analysis and design, is achieved through extensive use of MATLAB-Simulink software. Power flow control and robust stability analysis is covered. Lecture three hours weekly.

  
  • EE 6750:Wireless Mobile Networking

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the MSAE program
    This course is to provide state-of-the art mobile and wireless networking architectures and protocols. Topic includes wireless local area networks, Mobility in wireless networks, ad-hoc networks, sensor networks, Wireless Mesh Networks and Vehicular ad-hoc networks (VANETs). Students will read research papers in these topics and work on projects.

  
  • EE 6760:Applied Communication Systems

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the MSAE program
    The theory and principles of communication systems are presented in this course. Further, we delve on the communication system architecture as found in modern communication systems. Topics covered include AM and FM modulations, transmission and reception, noise and random processes, pulse modulation, digital transmission techniques and basic information theory concepts. Software simulations will emphasize the applied components using software platforms like MATLAB and SIMULINK. Graduate students will complete an independent research project which involves a written and oral presentation.

  
  • EE 6770:Applications of Neural Networks

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the MSAE program
    This course introduces the student to the principles and theories associated with neural networks and Artificial Intelligence (AI). Several neural networking architectures and training techniques associated with real-world applications (e.g. traffic pattern analysis, classification schemes, adaptive engineering systems) are discussed and modeled using Object-Oriented Programming techniques and MATLAB applications. Additionally, several instructor-led examples and software-based exercises are given to provide the student with a practical understanding of the theory covered.

  
  • EE 6800:Master’s Project

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Approval of MSAE graduate program coordinator
    In this course, the student works independently under the supervision of a designated graduate faculty member. The student will generate a formal written report. This course may be repeated, but only three semester hours may be applied toward the degree.

  
  • EE 6900:Special Topics

    1-4 Class Hours 0 Laboratory Hours 1-4 Credit Hours
    Prerequisite: Admission to the MSAE program
    This course covers selected advanced topics in electrical engineering that are of interest to faculty and students.

  
  • EE 7800:Master’s Thesis

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Approval of the Program Coordinator and a Thesis Advisor
    The thesis is designed for students wanting a research focus to their degree. The student works independently under the supervision of a designated MSEE faculty member on a thesis of substance in electrical engineering. The student will generate a formal written thesis and give a final defense of the thesis. 

    This course may be repeated, but only 6 hours may be applied toward the degree.


Engineering

  
  • ENGR 6002:Research Methods

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to Graduate program in Engineering 
    This course addresses the research questions and their relevance to engineering theory and design practices. It is intended to develop the techniques and skills necessary to complete an original academic research thesis or project report. The development of critical thinking skills relevant to research is an essential element of this course.

  
  • ENGR 6120:Applied Engineering Mathematics

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate program in engineering
    This course introduces graduate engineering students to analytical and numerical analysis methods that can be used to solve engineering problems. Topics include linear algebra, systems of ordinary differential equations, complex analysis, Laplace transforms, numerical methods, partial differential equations, and probability and statistics.


English

  
  • ENGL 7701:Pedagogy for Teaching Literature

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    This course examines issues and themes in the teaching of literature in middle and high schools. Topics examined include how meaning is derived from texts; the role of critical theory; competing philosophies for which texts should be read and why; how and to what purpose we read; how readers are positioned; standards, policies, and censorship; and approaches for teaching texts, literary analysis, and argument anchored in student relevance, democratic culture, and human potential.

  
  • ENGL 7709:Workshop for Teachers of Writing

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    An experiential examination of principles and issues in the teaching of writing, K-20. Along with reflective exploration of current theories of composition and extensive writing, this course includes the following topics: literacy acquisition and language development, especially through writing; building writing communities; the teacher as writer; the place of publication in the writing process; and assessment of writing.

  
  • ENGL 7710:Writing on Teaching

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education, and teaching experience and graduate coursework in educational research or writing.
    A collaborative workshop for educators preparing to write about teaching. Students in the course will develop individual writing projects for submission to venues publishing such genres as teacher research, curriculum development stories, experienced-based writing about classrooms, and scholarship of teaching.

  
  • ENGL 7711:Multicultural Literature in English

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    An examination of multicultural literature written in English. Genres studied include fiction, nonfiction, poetry, drama, and nontraditional literary texts (e.g., film, oral performance). Students will explore primary and secondary sources to use for teaching literature from a global perspective, including studying how emerging traditions of literary criticism and theory can shape interpretations and teaching.

  
  • ENGL 7721:Texts and Contexts in English Language Arts

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    This course is a study of the range of texts (conventional, multimodal, nonfiction, film, etc.) possible in the English Language Arts classroom, with attention to and analysis of genre conventions, embedded literacy practices, and student reception and production.

  
  • ENGL 7731:Language Studies in English

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    A study of language as a key component of English/Language Arts. Topics include understanding English’s historical and ongoing development, learning English as a second language, using discourse appropriately in a variety of contexts, dialect variations, relationships between oral and written language use, and issues involved in teaching language (e.g., teaching grammar in context).

  
  • ENGL 7735:Introduction to Composition Studies

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    This course examines issues and themes in composition studies, particularly those influencing writing instruction in middle and high schools. Students will examine the state of writing instruction in a standards-based and high-stakes school climate; study and practice writing as a process; write for a variety of purposes, audiences, and genres; create constructive approaches for planning, instruction, and assessment; and practice grammar instruction in the context of writing. The course includes a 25-hr practicum experience.

  
  • ENGL 7741:Technology and Media in English and Language Arts

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    Focus on the current effects and potential of technology and multimedia in writing, reading and literature instruction. Students explore ways technology is changing reading and writing processes in school, the workplace and in daily life and develop effective ways of integrating technology into instructional programs.

  
  • ENGL 7750:English Studies in the Schools

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to graduate study in education.
    Review of the field of English Studies today, including relationships among concepts that guide the field, especially in schools. Students will explore strategies for integrating various elements of English Studies (including writing, reading/literature, language, and literacy studies) in scholarship and in teaching. Topics will include standards and assessment in English/Language Arts, especially those associated with National Board Certification and the National Council of Teachers of English standards for instruction.

  
  • ENGL 7900:Special Topics

    3 Class Hours 0 Laboratory Hours 3 (Repeatable, Regular Grades) Credit Hours
    Prerequisite: Admission to graduate study in education and permission of advisor, instructor, department chair, and director, graduate study in education.
    Exploration of a specifically designed topic in an advanced-level seminar with extensive reading, writing and presenting assignments.

  
  • ENGL 7950:Directed Study

    3 Class Hours 0 Laboratory Hours 3 (Repeatable, Regular Grades) Credit Hours
    Prerequisite: Admission to graduate study in education and permission of advisor, instructor, department chair, and director, graduate study in education.
    Detailed, advanced-level examination of a topic selected and shaped collaboratively by the instructor and the student submitting a proposal for the special course. This course is not an individually scheduled offering of a regular course, but a unique study designed by the student to address individual needs and interests.


English Education

  
  • ENED 6414:Teaching Secondary English I

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: EDUC 6250 , EDUC 6255 , ENGL 7731 , and ENGL 7735  
    Corequisite: ENED 6650  
    This course is an examination and application of curriculum, learning theories, teaching strategies, instructional materials, and assessment procedures for teaching secondary school English/Language Arts in the multicultural and diverse classroom of today. Special focus includes the implications of literacy practices; the importance of discussion-based classrooms; the constructivist teaching of grammar; and the grounding of course content in candidates’ field experiences.

  
  • ENED 6416:Teaching Secondary English II

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: ENED 6414  and ENED 6650  
    Corequisite: ENED 6660  
    Extending upon knowledge and skills developed in ENED 6414, candidates examine and apply curriculum, learning theories, teaching strategies, instructional materials, and assessment procedures for teaching secondary school English/Language Arts in the multicultural and diverse classroom of today. Special focus includes the implications of literacy practices, the importance of discussion-based classrooms, the constructivist teaching of grammar, and the grounding of course content in candidates’ field experiences.
     

  
  • ENED 6650:Yearlong Clinical Experience in ELA I

    0 Class Hours 20 Laboratory Hours 4 Credit Hours
    Prerequisite: EDUC 6250 EDUC 6255 , ENGL 7731 , ENGL 7735 ; pre-service certificate; and admission to Yearlong Clinical Experience
    Corequisite: ENED 6414  and EDUC 6610  
    This course is the first semester of an intensive and extensive co-teaching yearlong clinical experience in English education. Under the guidance of a collaborating teacher and university supervisor and working in a diverse environment that includes students with exceptionalities and English learners, candidates practice professional competencies that impact student achievement. This experience includes regularly scheduled professional seminars. Proof of liability insurance is required.

  
  • ENED 6660:Yearlong Clinical Experience in ELA II

    0 Class Hours 25 Laboratory Hours 5 Credit Hours
    Prerequisite: ENED 6650 , eligibility to take GACE English tests, and Educator Ethics Assessment 370 (required by the Georgia Professional Standards Commission)
    Corequisite: ENED 6416  
    This course is the second semester of an intensive and extensive co-teaching yearlong clinical experience in English education. Under the guidance of a collaborating teacher and university supervisor and working in a diverse environment that includes students with exceptionalities and English learners, candidates practice professional competencies that impact student achievement. This experience includes regularly scheduled professional seminars. Proof of liability insurance is required.

  
  • ENED 8310:Applied Theory and Research in Writing

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Ed.D. in Adolescent Education English program and permission of the English Education Ed.D. Advisor.
    Teacher leaders will read, analyze, and apply seminal and current research in the field of writing and composing to English/Language Arts teaching in P-12 or higher education settings. Teacher leaders will examine trends in the research; emerging themes, trends, and research designs; seminal studies in the fields of writing and teaching writing; connections among grammar study, teaching conventions, standards, and writing instruction as reflected in the research; and research-based applications of technology to writing and teaching writing. Attention will also be paid to research on grading and assessing writing, writing program assessment, teaching writing to speakers of English as a second language, curricular development in the field of writing, and to writing across the content areas for the purpose of enhanced student learning in school settings.

  
  • ENED 8701:Applied Research and Theory in Literature

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Ed.D. in Adolescent Education English program and permission of the English Education Ed.D. Advisor.
    Teacher leaders will read, analyze, and apply seminal and current research in the field of English/Language Arts Education, and design an applied research study related to English/Language Arts Education in P-12 and/or higher education settings. The project may be one that the teacher leader carries out in a workplace setting or may serve as a pilot study for the dissertation.

  
  • ENED 8741:Digital Media and Pedagogies in English/Language Arts Education

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Ed.D. in Adolescent Education English/Language program and permission of the English Education Ed.D. Advisor.
    Teacher leaders will read, analyze, and apply seminal and current research in the field of digital media and pedagogies as appropriate to English/Language Arts teaching in P-12 and/or higher education settings. Teacher leaders will examine trends in the research; emerging themes, trends, and research designs; seminal studies in the fields; connections among composing, reading, and digital media as reflected in the research; and research-based applications of technology to all aspects of English/Language Arts Education. Attention will also be paid to use of digital media and pedagogies for the purpose of enhanced student learning in school settings.

  
  • ENED 8998:Internship in English/Language Arts Education

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Approval of the English Education Ed.D. Coordinator.
    A supervised experience applying learning from graduate study in a professional context. Content for the course, including the syllabus and plans for assignments, will be developed by the student in collaboration with the supervising faculty member and the internship supervisor. A detailed proposal for the course must be submitted to the English Education coordinator of the Ed.D. English/Language Arts cohort and approved before a deadline established by the department’s program committee.

  
  • ENED 9300:Critical Issues for Student Learning

    3 Class Hours 0 Laboratory Hours 3 (Repeatable) Credit Hours
    Prerequisite: Admission to the Ed.S./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 with a particular emphasis on the contexts of middle and secondary students, classrooms and schools.

  
  • ENED 9350:Doctoral Directed Study in English/Language Arts Education

    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 elementary schools. The focus, content and expectations for this study will be formally established by the doctoral student and supervising professor.

  
  • ENED 9375:English/Language Arts Program Assessment

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Ed.D. English Education program.
    Teacher leaders will analyze the practical aspects of assessment concerns for English administrators at program, departmental, and district levels involving students, teachers, programs, and curriculum. Teacher leaders will investigate specific programs goals, implementation, curriculum, and assessment; how assessment methods influence implementation/instruction of program elements (and vice versa); and the strengths and weaknesses of common models of assessment. Teacher leaders will explore the different purposes of program assessment, including measures of student learning and professional evaluation of teachers; justification of budgetary decisions; and demonstration of learning in light of state and national mandates. Specific topics will include curriculum decision-making and design, reading and writing assessments, teacher needs and assessment, resource and budgeting issues, and public/community outreach and awareness.

  
  • ENED 9400:Designing and Conducting Research in English/Language Arts Education

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: ENED 8310 , 6 hours graduate research courses and permission of the Ed.D. English Education advisor.
    Teacher leaders (graduate students enrolled in the course) will read, analyze, and apply seminal and current research in the field of English/Language Arts Education, and design an applied research study related to English/Language Arts Education in P-12 and/or higher education settings. The project may be one that the teacher leader carries out in a workplace setting or may serve as a pilot study for the dissertation.

  
  • ENED 9900:Dissertation

    1-9 (Repeatable) Credit Hours
    Prerequisite: Admission to the Ed.D. program and 12 hours of graduate level research courses.
    Course work supports and guides doctoral candidates in the implementation of their research and the development and defense of the dissertation. This format and structure will provide individual time with the Doctoral Committee and collegial and academic support from their peers.

    Note Course may be repeated as necessary.

Finance

  
  • FIN 8020:Business Finance

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission to the Coles MBA or MAcc program.
    The study of financial management as it affects the value of the firm in a competitive business environment. The course focuses on capital investment strategies, cost of capital, rate of return, capital replacement, valuation, and risk taking. The emphasis is on how finance theory translates into practice.

  
  • FIN 8320:Advanced Corporate Finance

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: FIN 8020  or equivalent.
    An advanced treatment covering both theory and practice of the major financial issues facing non-financial corporations.

  
  • FIN 8330:Investment Analysis

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: FIN 8020  or equivalent.
    An introduction to the investment characteristics of individual stocks, bonds, and other financial assets. Techniques for analyzing their expected returns and risk, and strategies and techniques for combining them efficiently into portfolios are also studied.

  
  • FIN 8340:Fixed Income Securities

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: FIN 8020  or equivalent.
    This course provides students with knowledge of fixed-income markets. The course covers the pricing and risk management of fixed-income securities, and an introduction to fixed-income derivatives. It also covers interest rate management, product fundamentals, and portfolio strategies. This course is a valuable preparation for students interested in taking the Chartered Financial Analysts (CFA) examination.

  
  • FIN 8350:Financial Markets

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: FIN 8020  or equivalent.
    An analysis of the role of financial intermediaries and financial markets in facilitating the efficient financing of economic activity.

  
  • FIN 8360:Financial Management of Financial Institutions

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: FIN 8020  or equivalent.
    This course considers the financial decision-making framework related to issues of capital acquisition and allocation faced by major types of financial institutions.

  
  • FIN 8370:Multinational Financial Management

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    An introduction to the concepts, institutions, and financial structure facing multinational firms and the consequent implications for financial decision making in a multi-currency environment.

  
  • FIN 8380:Real Property: Analysis and Investment

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: FIN 8020  or equivalent.
    An analysis of the risk-return configuration, tax implications, and investment characteristics and uses of real property.

  
  • FIN 8390:Futures and Options

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: FIN 8020  or equivalent.
    This course is an introduction to and exploration of futures and options markets. The development and operation of these markets, the description of relevant financial instruments and their pricing and applications are investigated.

  
  • FIN 8900:Special Topics in Finance

    3 Class Hours 0 Laboratory Hours 3 (Repeatable) Credit Hours
    Prerequisite: FIN 8020  or equivalent, permission of the instructor, and approval of the MBA program director.
    Selected contemporary topics in finance of interest to faculty and students.

  
  • FIN 9601:Theory of the Firm and Capital Markets

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission into the Coles DBA program.
    This doctoral course focuses on (1) the basics of the theory of the firm, (2) the functioning, structure, and foundations of the theory of capital markets, (3) the theory of investor’s choice, price formation, efficient markets, and asset pricing models such as Capital Asset Pricing Model (CAPM), and (4) the implementation and limitations of empirical models of CAPM for students whose research concentration is in accounting or finance.

  
  • FIN 9608:Concentration Doctoral Directed Study

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission into the Coles DBA program, completion of FIN 9601  and permission of the advisor.
    Individualized and independent scholarly investigation and research of an important topic in business. The focus, content, and expectations for this study will be formally established by the doctoral student and supervising professor to provide the student in-depth knowledge of a research area within the student’s discipline. The culmination of the study will be a research project or literature review resulting in a publishable quality paper.

    Note This course is repeatable for up to 9 total credit hours.
  
  • FIN 9650:Special Topics in Finance

    1-3 (Repeatable) Credit Hours
    Prerequisite: Admission to the Coles DBA program and permission of the program director.
    Selected contemporary topics in finance of mutual interest to doctoral faculty and doctoral students.

  
  • FIN 9901:Research Methods & Dissertation Design I

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission into the Coles DBA program and completion of FIN 9601  
    This course serves as an introduction to writing the dissertation. In this course we focus on a variety of issues including how to pick your topic, developing a research design (including how data is to be collected and what methods are to be employed in analyzing the data), developing a research plan, the structure and design of the Coles DBA dissertation (including how practitioner papers differ from academic papers), writing an introduction, writing a literature review, writing up the methods and findings sections, and writing up a conclusion and implications section. Each topic is introduced through selected papers and students come prepared to present and discuss their own dissertation ideas. The course is conducted in coordination with the course professor and student’s research advisor.

  
  • FIN 9902:Research Methods & Dissertation Design II

    3 Class Hours 0 Laboratory Hours 3 Credit Hours
    Prerequisite: Admission into the Coles DBA program and completion of FIN 9901  
    In this course students defend their dissertation proposal. In addition, a variety of topics are offered to help them complete their dissertations. Students in consultation with their major professor choose appropriate topics. They include experimental, survey, qualitative and secondary data collection methods, methods of data analysis including regression based statistics (including hierarchical regression), ANOVA and structural equation modeling. They also include writing topics such as writing an introduction, writing a literature review, how to write up the methods and findings sections, writing up a conclusion and implications section, and writing a practitioner paper. In prior consultation with their major professor, students choose among the offered topics as well as schedule a time to defend their proposal.

 

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