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ECOT 554-01: Theor & Empir Basis of Ecopsy (Grad - Fall 2025 Doyle)

This course provides an introduction to, ecopsychological theory and surveys research that, supports the theoretical foundations of nature, based practices found in Ecotherapy, Wilderness, Therapy, and other Nature-based therapies. The, course also surveys related concepts, findings and, practices in psychology and counseling/therapy, that provide a foundation for conservation and, sustainability work, environmental education,, advocacy, and activism.
Category: Couns, Therapy and School Pych

ECOT 554-01/02: Theor & Empir Basis of Ecopsy (Grad - Spring 2025 Doyle)

This course provides an introduction to
ecopsychological theory and surveys research that
supports the theoretical foundations of nature
based practices found in Ecotherapy, Wilderness
Therapy, and other Nature-based therapies. The
course also surveys related concepts, findings and
practices in psychology and counseling/therapy
that provide a foundation for conservation and
sustainability work, environmental education,
advocacy, and activism.

Category: Couns, Therapy and School Pych

ECOT 596-01: Wilderness & Adventure Therapy (AKA Nature-based Interventions)(Grad - Summer 2025 Lewis/Joffe-Aalto)

This course provides an opportunity to explore, ecopsychology concepts and nature based practices, in the context of a multi-day outdoor experience., Topics include backcountry safety, outdoor, leadership, wilderness philosophy and, conservation, benefits of immersion in natural, settings and retreats from modern technologies;, multicultural rites of passage; and techniques for, counseling/therapy in the outdoors. The course, typically features an off-campus weeklong or, multi-weekend residential format including tent, camping along with other activities such as day, and/or overnight hiking; mindfulness and team, building exercises; and other nature based and/or, adventure based activities. Outdoor experience not, required. There is a course fee.
Category: Couns, Therapy and School Pych

ECOT 596-31: Wilderness & Adventure Therapy (Grad - Summer 2023 Russo)

This course provides an opportunity to explore
ecopsychology concepts and nature based practices
in the context of a multi-day outdoor experience.
Topics include backcountry safety, outdoor
leadership, wilderness philosophy and
conservation, benefits of immersion in natural
settings and retreats from modern technologies;
multicultural rites of passage; and techniques for
counseling/therapy in the outdoors. The course
typically features an off-campus weeklong or
multi-weekend residential format including tent
camping along with other activities such as day
and/or overnight hiking; mindfulness and team
building exercises; and other nature based and/or
adventure based activities. Outdoor experience not
required. There is a course fee.
Category: Couns, Therapy and School Pych

ECOT 596-31: Wilderness & Adventure Therapy (Grad - Summer 2024 Lewis/Joffe-Aalto)

This course provides an opportunity to explore
ecopsychology concepts and nature based practices
in the context of a multi-day outdoor experience.
Topics include backcountry safety, outdoor
leadership, wilderness philosophy and
conservation, benefits of immersion in natural
settings and retreats from modern technologies;
multicultural rites of passage; and techniques for
counseling/therapy in the outdoors. The course
typically features an off-campus weeklong or
multi-weekend residential format including tent
camping along with other activities such as day
and/or overnight hiking; mindfulness and team
building exercises; and other nature based and/or
adventure based activities. Outdoor experience not
required. There is a course fee.

Category: Graduate School Summer 2024

ECOT 597-01: Ecotherapy (Grad - Fall 2025 Hernandez-Wolfe)

This course in Ecotherapy focuses on broadening, and deepening the practice of counseling and, therapy by extending the psychotherapeutic context, to include the natural world in which we live. We, will further our survey of research that supports, the theoretical foundations of ecotherapy found in, environmental and conservation psychology,, ecopsychology, evolutionary psychology, and, biophilia. Specific practices and methods that, incorporate nature into the therapeutic process, will be explored and students will have the, opportunity to practice these techniques. We will, further explore the restorative effects of direct, contact with nature, the psychological impact of, "a sense of place", the concepts of a Nature, Language and Human Rewilding, and contemporary, influences that affect the human-nature, relationship. Ethical issues unique to the, practice of ecotherapy and incorporating, ecotherapy with special populations will be, discussed. Admission to Ecotherapies Certificate, required.
Category: Couns, Therapy and School Pych

ECOT 598-02 & MCFT 563-06: Tx Iss MCFT: Death and Loss (Grad - Spring 2026 Thomas)

This course explores the experience of death and loss and
addresses the clinical applications of family systems approach to
treatment of traumatic loss, anticipatory grief, complicated
grief, bereavement, end-of-life choices, and psycho-spiritual
crises. A portion of this course emphasizes clinical case
conceptualization and treatment planning. A focus is on the
meaning making process through creative and contemplative
interventions that help mediate the experience of loss and grief.

Category: Couns, Therapy and School Pych

ED 205-F1: Education in a Complex World (Fall 2018 Favela)

Exploration of educational reforms, pedagogical, methods, and the sociopolitical issues that shape, schools. Collaborations with local schools deepen, knowledge of educational approaches. Activities,, readings, and assignments integrate theory with, practice. Field work in Portland Public Schools, advances understanding of the complexity and art, of teaching.
Category: Fall 2018

ED 205-F1: Education in a Complex World (Fall 2019 Unzueta)

Exploration of educational reforms, pedagogical, methods, and the sociopolitical issues that shape, schools. Collaborations with local schools deepen, knowledge of educational approaches. Activities,, readings, and assignments integrate theory with, practice. Field work in Portland Public Schools, advances understanding of the complexity and art, of teaching.
Category: Education

ED 205-F1: Education in a Complex World (Fall 2021 Favela)

Exploration of educational reforms, pedagogical, methods, and the sociopolitical issues that shape, schools. Collaborations with local schools deepen, knowledge of educational approaches. Activities,, readings, and assignments integrate theory with, practice. Fieldwork in Portland Public Schools, advances understanding of the complexity and art, of teaching.
Category: Education

ED 205-F2: Education in a Complex World (Spring 2022 Favela)

Exploration of educational reforms, pedagogical, methods, and the sociopolitical issues that shape, schools. Collaborations with local schools deepen, knowledge of educational approaches. Activities,, readings, and assignments integrate theory with, practice. Fieldwork in Portland Public Schools, advances understanding of the complexity and art, of teaching.
Category: Education

ED 446-01: Reimagining Teaching/Learning (Spring 2019 Darwich)

In-depth exploration and analysis of the current, state and framing of teachers and teacher, education. Current educational theory and reform, legislation. Reflection on students' emerging, beliefs about schools and teaching. Research, projects employing practical applications of, theory and personal pedagogy. Weekly seminar, meetings; written assignments based on readings, and practicum activities.
Category: Education

ED 455-01: Science Education 21st Century (Spring 2016 Finkel)

Students will explore the role of science and, scientific knowledge in a democratic society., Through readings, discussion, reflective writing,, and experiences in the field, students will:, identify factors that influence who chooses to, study science in school and/or pursue a career in, science and who does not, explore factors that, influence who succeeds in science majors and, careers, review a range of models for science, teaching designed to meet the needs of a diverse, population, and consider the role that an, understanding of science plays in the maintenance, of a democratic society.
Category: Spring 2016

ED 533-01: Legal Issues Ed (Fall 2015 Campbell/Roberts Frank)

Students examine legal issues related to the, teaching profession so that secondary teachers, are, literate about how the law affects them and their, students, including students with, exceptionalities. Utilizing a case-study, approach,, participants explore topics including, responsibilities and liabilities; teachers' and, students' rights; the scope and limits of, personal, freedom of expression, religion, and association, as well as personal appearance and privacy; due, process rights; discrimination and equal, protection; teacher contracts, evaluation, and, collective bargaining; and the general education, teacher's roles and responsibilities in special, education processes, with the goal of providing, all students with a free and appropriate public, education (FAPE) in the least restrictive, environment (LRE) as required by law.
Category: Graduate Fall 2015

ED 533-01: Legal Issues in Education (Grad - Fall 2025 Zall)

Students examine legal issues related to the, teaching profession so that secondary teachers, are literate about how the law affects them and, their, students, including students with, exceptionalities. Utilizing a case-study, approach, participants explore topics including, responsibilities and liabilities; teachers' and, students' rights; the scope and limits of, personal freedom of expression, religion, and, association, as well as personal appearance and privacy; due, process rights; discrimination and equal, protection; teacher contracts, evaluation, and, collective bargaining; and the general education, teacher's roles and responsibilities in special, education processes, with the goal of providing, all students with a free and appropriate public, education (FAPE) in the least restrictive, environment (LRE) as required by law. Admission to, Secondary Preservice Program required.
Category: Tchng, Schl Counslg and Leadrshp

ED 533-01: Legal Issues in Education (Grad - Fall 2026 Zall)

Students examine legal issues related to the, teaching profession so that secondary teachers, are literate about how the law affects them and, their, students, including students with, exceptionalities. Utilizing a case-study, approach, participants explore topics including, responsibilities and liabilities; teachers' and, students' rights; the scope and limits of, personal freedom of expression, religion, and, association, as well as personal appearance and privacy; due, process rights; discrimination and equal, protection; teacher contracts, evaluation, and, collective bargaining; and the general education, teacher's roles and responsibilities in special, education processes, with the goal of providing, all students with a free and appropriate public, education (FAPE) in the least restrictive, environment (LRE) as required by law. Admission to, Secondary Preservice Program required.
Category: Teaching, School Counseling, and Leadership Studies

ED 550-21: Soc/Hist/Ethical Persp on Ed (Grad - Summer 2026 Zall)

This course is both an introduction to graduate scholarship and a comprehensive and critical analysis of the American education system. Students will examine school as an organization and as a means of cultural transmission and transformation as well as the interdependence between the educational system and the socio-cultural milieu in which it operates. Students will critically examine personal and social values and educational practices in the context of educational history and the socio-cultural and political forces that influence them.
Category: Teaching, School Counseling, and Leadership Studies

ED 550-21: Soc/Hist/Ethical Perspectives on Education

Critical and comprehensive review of education and, schooling in American society. Considers education, in its larger socioeconomic, political,, ideological, and cultural contexts and examines, race, class, gender, and culture in the formal, educational system. Analyzes issues of goals,, funding, governance, curricula, policy, staffing,, and reforms both in historical and contemporary, forms. Participants study education both as a, microcosm of society, reflecting the larger, struggles in the country, and as a, quasi-autonomous entity.
Category: Tchng, Schl Counslg and Leadrshp

ED 550-22: Soc/Hist/Ethical Persp on Ed (Grad - Summer 2019 Unzueta)

Critical and comprehensive review of education and, schooling in American society. Considers education, in its larger socioeconomic, political,, ideological, and cultural contexts and examines, race, class, gender, and culture in the formal, educational system. Analyzes issues of goals,, funding, governance, curricula, policy, staffing,, and reforms both in historical and contemporary, forms. Participants study education both as a, microcosm of society, reflecting the larger, struggles in the country, and as a, quasi-autonomous entity.
Category: Graduate School Summer 2019

ED 550-32: Soc/Hist/Ethical Persp on Ed (Grad - Summer 2019 Unzueta)

Critical and comprehensive review of education and, schooling in American society. Considers education, in its larger socioeconomic, political,, ideological, and cultural contexts and examines, race, class, gender, and culture in the formal, educational system. Analyzes issues of goals,, funding, governance, curricula, policy, staffing,, and reforms both in historical and contemporary, forms. Participants study education both as a, microcosm of society, reflecting the larger, struggles in the country, and as a, quasi-autonomous entity.

ED 551-01: Literacy & Teacher Research (Grad - Fall 2025 Darwich)

Understanding the central importance of language, and the social construction of knowledge guides, the work of this course. Teacher candidates, examine issues of diverse perspectives as well as, an integrated, process-oriented approach to, reading and writing in the subject field. The, teacher research component stresses qualitative, methods for understanding the learning environment, and the meaning-making systems of students. At, their field experience sites, preservice teachers, conduct interviews and apply ethnographic methods, as well as observation systems to diagnose the, meaning-making strategies of a selected middle or, high school student. They use this experience to, identify resources and practices for supporting, all students in improved literacy learning., Admission to Secondary Preservice Program, required.
Category: Tchng, Schl Counslg and Leadrshp

ED 552-21: Adolescent Development (Grad - Summer 2026 Darwich)

Discussion, critique, and application of current, research on adolescent development, understood, from psychosocial, culturally responsive, and, justice-oriented perspectives. Explores theories, of cognitive, relational, sexual, moral, and, spiritual development with an emphasis on the, middle- and high-school student's construction of, identity as it is shaped by culture, ethnicity,, gender, linguistic heritage, race, sexual, orientation, and socioeconomic status. Examines, strategies for promoting resilience and engaging, students in learning experiences that are, responsive to development levels and cultural, contexts. Also investigates insights from, neuropsychology and the impact on adolescent, well-being as a result of risk-taking behaviors,, societal (mis)interpretations of youth, and the, ubiquity of digital media. Admission to Secondary, Preservice Program required.
Category: Teaching, School Counseling, and Leadership Studies

ED 553-01: Secondary Field Seminar I (Grad - Fall 2025 Yeigh)

Teacher candidates take part in a professional, seminar that supports their fall student teaching., Topics include teacher identity, professionalism,, reflective practice, renewal of and support for, teachers, observation protocols, and the creation, of democratic learning communities. Teacher, candidates gain practice in teaching through a, concurrent internship placement in a middle school, or high school. Candidates also participate in the, School Exchange, and complete the Transition to, Teaching assignment in preparation for taking over, the role as lead teacher for one class. Admission, to Secondary Preservice Program required.
Category: Tchng, Schl Counslg and Leadrshp

ED 553-01: Secondary Field Seminar I (Grad - Fall 2026 Yeigh)

Teacher candidates take part in a professional, seminar that supports their fall student teaching., Topics include teacher identity, professionalism,, reflective practice, renewal of and support for, teachers, observation protocols, and the creation, of democratic learning communities. Teacher, candidates gain practice in teaching through a, concurrent internship placement in a middle school, or high school. Candidates also participate in the, School Exchange, and complete the Transition to, Teaching assignment in preparation for taking over, the role as lead teacher for one class. Admission, to Secondary Preservice Program required.
Category: Teaching, School Counseling, and Leadership Studies

ED 554-01: Secondary Field Seminar II (Grad - Spring 2026 Yeigh)

Teacher candidates take part in a professional seminar that supports their spring student teaching as well as the observation experience. Topics include teacher identity, professionalism, reflective practice, renewal of and support for teachers, observation protocols, and the creation of democratic learning communities.

A number of guiding principles from the Graduate School’s Conceptual and Ethical Framework will be explored: Learning and Living Environments, Professional Practice, Connection to Community, Professional and Technological Resources, Assessment, Research and Reflection, Leadership and Collaboration, Professional Life. We will use the Teacher Candidate Assessment (TCA) domains to guide our content:

Knowledge of Learners
Instructional Planning
Implementing Instruction
Assessment Strategies
Learning Community
Reflection and Adjustments
Professionalism & Leadership


Category: Teaching, School Counseling, and Leadership Studies

ED 560-01: Classroom Climate (Grad - Fall 2026 Yank)

Places classroom climate in a socio-political, and justice-oriented context by focusing on, understanding students' personal, social, and, academic needs, creating optimal teacher-student, and peer relationships, and co-creating norms and, procedures that support democratic learning, communities. Critiques coercive methods aimed at, achieving obedience and explores schoolwide and, classroom-specific practices that draw on student, diversity as a resource rather than impediment., Examines culturally responsive and inclusive, teaching methods that prevent discipline problems,, promote flow, sustain collaborations with parents, and other educators, and enhance agency and, transparency while maintaining accountability., Admission to Secondary Preservice Program, required.
Category: Teaching, School Counseling, and Leadership Studies

ED 573-01: Clsrm Mgt Wkshp (sci/Math/Art) (Summer 2015 Finkel)

Provides ongoing support for interns during their, spring student teaching practica. Workshop format, encourages the collaborative analyses of classroom, management challenges that are typically, encountered during this phase of the teacher, development process. Specific research-based, classroom strategies are modeled, critiqued, and, applied while modes of critical inquiry introduced, in ED 560 are reinforced. Approximately one-third, of each session will be dedicated to soliciting,, discussing, and troubleshooting interns', self-identified "issues from the field."
Category: Graduate School Summer 2015

ED 573-11: Building Classroom Community (Grad - Summer 2019 Ocon)

Provides ongoing support for teacher candidates, during their spring student teaching practica., Workshop format encourages the collaborative, analyses of challenges that are typically, encountered during this phase of the teacher, development process. Specific research-based, classroom strategies are modeled, critiqued, and, applied while modes of critical inquiry introduced, in earlier courses are reinforced. Approximately, one-third of each session will be dedicated to, soliciting, discussing, and troubleshooting, self-identified "issues from the field."
Category: Graduate School Summer 2019

ED 573-11: Building Classroom Community (Grad - Summer 2026 Yeigh)

Provides ongoing support for teacher candidates, during their spring student teaching practica., Workshop format encourages the collaborative, analyses of challenges that are typically, encountered during this phase of the teacher, development process. Specific research-based, classroom strategies are modeled, critiqued, and, applied while modes of critical inquiry introduced, in earlier courses are reinforced. Approximately, one-third of each session will be dedicated to, soliciting, discussing, and troubleshooting, self-identified "issues from the field." Admission, to the Secondary Preservice program required., Students must have successfully transitioned into, their full "takeover" student teaching in the, spring.
Category: Teaching, School Counseling, and Leadership Studies

ED 573-11: Classroom Management Workshop (Grad - Summer 2017 Ocon)

Provides ongoing support for interns during their, spring student teaching practica. Workshop format, encourages the collaborative analyses of classroom, management challenges that are typically, encountered during this phase of the teacher, development process. Specific research-based, classroom strategies are modeled, critiqued, and, applied while modes of critical inquiry introduced, in ED 560 are reinforced. Approximately one-third, of each session will be dedicated to soliciting,, discussing, and troubleshooting interns', self-identified "issues from the field."
Category: Graduate School Summer 2017

EDAD 503-21: Data-Driven Inquiry and Improv (Grad - Summer 2024 Nieslanik)

Overview of foundations and techniques for
collecting and using data for inquiry-based school
improvement. Introduces several levels of data use
and application, moving from state accountability
requirements to equalizing access to high
standards for all students. The course is designed
to prepare the Principal practitioner to conduct
high quality improvement cycles aimed at classroom
and school environments. Participants will use
improvement science practices to collect, analyze,
communicate, and use various forms of data in
school visioning, collaborative improvement
planning, and decision making. Thorough coverage
of these topics is designed to equip school
leaders with the knowledge and skills necessary to
select, evaluate, and apply findings from extant
research related to personnel, classroom, school,
or district levels problems of practice.
Category: Teaching, School Counseling, and Leadership Studies

EDAD 503-21: Data-Driven Inquiry and Improv (Grad - Summer 2025 Nieslanik)

Overview of foundations and techniques for, collecting and using data for inquiry-based school, improvement. Introduces several levels of data use, and application, moving from state accountability, requirements to equalizing access to high, standards for all students. The course is designed, to prepare the Principal practitioner to conduct, high quality improvement cycles aimed at classroom, and school environments. Participants will use, improvement science practices to collect, analyze,, communicate, and use various forms of data in, school visioning, collaborative improvement, planning, and decision making. Thorough coverage, of these topics is designed to equip school, leaders with the knowledge and skills necessary to, select, evaluate, and apply findings from extant, research related to personnel, classroom, school,, or district levels problems of practice.
Category: Tchng, Schl Counslg and Leadrshp

EDAD 503-21: Research Practitioner Inq (Grad - Summer 2022 Nieslanik)

Overview of foundations and techniques for, collecting and using data for inquiry-based school, improvement. Introduces several levels of data use, and application, moving from state accountability, requirements to equalizing access to high, standards for all students. The course is designed, to prepare the Principal practitioner to conduct, high quality improvement cycles aimed at classroom, and school environments. Participants will use, improvement science practices to collect, analyze,, communicate, and use various forms of data in, school visioning, collaborative improvement, planning, and decision making. Thorough coverage, of these topics is designed to equip school, leaders with the knowledge and skills necessary to, select, evaluate, and apply findings from extant, research related to personnel, classroom, school,, or district levels problems of practice.
Category: Graduate School Summer 2022

EDAD 519-02: Pract for Administrators (Grad - Spring 2020 Faculty)

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.
Category: Educational Leadership

EDAD 531-01: Colloquium for School Equity (Spring 2016 Montgomery)

The lenses of equity and social justice are, applied to contemporary school issues that impact, student learning and school success., Administrators examine their own cultural heritage, and perspectives to understand how personal, experiences influence administrative behaviors and, leadership. The course is designed for, administrators in their beginning years of, administrative experience.
Category: Graduate School Spring 2016

EDAD 533-01: Leadership for Learning (Grad - Summer 2019 Faculty)

What is professional learning? Given the complex, array of expectations for schools to improve and, for teachers and principals to learn to do new, work, a necessary skill is continuous inquiry with, school leaders in the role of "lead learner,", figuring out new and often unknown practices. This, course cultivates learning-focused leadership by, examining multiple forms of inquiry for, leadership, school reform, instructional practice,, and evaluation. Students will understand research, on professional learning and evaluate the efficacy, of the current models for professional development, for accomplishing a variety of professional, learning needs. Topics include research on adult, development, learning theory, instructional, theory, and comprehensive programs for at-risk, students. This research provides a basis for, developing systematic professional development, programs that are sensitive to changing school, cultures and that cultivate staff and student, diversity and continuous learning.
Category: Graduate School Summer 2019

EDAD 533-03: Leadership for Learning (Grad - Summer 2020 Barrett)

What is professional learning? Given the complex, array of expectations for schools to improve and, for teachers and principals to learn to do new, work, a necessary skill is continuous inquiry with, school leaders in the role of "lead learner,", figuring out new and often unknown practices. This, course cultivates learning-focused leadership by, examining multiple forms of inquiry for, leadership, school reform, instructional practice,, and evaluation. Students will understand research, on professional learning and evaluate the efficacy, of the current models for professional development, for accomplishing a variety of professional, learning needs. Topics include research on adult, development, learning theory, instructional, theory, and comprehensive programs for at-risk, students. This research provides a basis for, developing systematic professional development, programs that are sensitive to changing school, cultures and that cultivate staff and student, diversity and continuous learning.
Category: Educational Leadership

EDAD 533-03: Leadership for Learning (Grad - Summer 2021 Barrett)

What is professional learning? Given the complex, array of expectations for schools to improve and, for teachers and principals to learn to do new, work, a necessary skill is continuous inquiry with, school leaders in the role of "lead learner,", figuring out new and often unknown practices. This, course cultivates learning-focused leadership by, examining multiple forms of inquiry for, leadership, school reform, instructional practice,, and evaluation. Students will understand research, on professional learning and evaluate the efficacy, of the current models for professional development, for accomplishing a variety of professional, learning needs. Topics include research on adult, development, learning theory, instructional, theory, and comprehensive programs for at-risk, students. This research provides a basis for, developing systematic professional development, programs that are sensitive to changing school, cultures and that cultivate staff and student, diversity and continuous learning.
Category: Educational Leadership

EDAD 535-03: Equit Mgmt of Resources (Grad - Summer 2020 Benjamin-Samuels)

School and district leaders are charged with, doing more than simply managing students and, learning. The management of school boards,, personnel, the school environment, physical, plant, and ancillary services play a critical, role in student learning and staff effectiveness., The distribution of limited resources requires, leaders to wear a lens of equity. This course, focuses on the management and oversight of the, critical resources that contribute to the success, of schools. Areas of focus for the course include, the equitable decisions required for management, and operations of: school boards, personnel,, offices, auxiliary services, special services,, finances, student behavior, time and other, resources. Case studies and real examples from, participating students will contribute to course, topics.
Category: Educational Leadership

EDAD 549-01: Mentorship and Seminar (Grad - Fall 2023 Montgomery)

The Professional Mentorship and Seminar course is, one academic year in length (two consecutive, terms). Students must have a minimum of 3 years as, a practicing administrator in order to enroll in, the class. Students will apply the essential, content knowledge, leadership, collaboration, and, research skills necessary for district level, leadership. As part of this experience, students, will complete a capstone project in which they, apply concepts and skills learned in previous, coursework. This capstone will involve action, research, an equity audit, or in-depth research, and the creation of an action plan regarding a, professional problem of practice. Upon successful, completion of the capstone project, the 220 hour, practicum, and the compilation of a portfolio, demonstrating competency in each of the, administrative standards a credit/no credit grade, will be submitted to the campus advisor who will, audit the student's transcript and determine their, eligibility for Professional Administrator License, program completion.
Category: Tchng, Schl Counslg and Leadrshp

EDAD 549-01: Mentorship and Seminar (Grad - Fall 2024 Montgomery)

The Professional Mentorship and Seminar course is
one academic year in length (two consecutive
terms). Students must have a minimum of 3 years as
a practicing administrator in order to enroll in
the class. Students will apply the essential
content knowledge, leadership, collaboration, and
research skills necessary for district level
leadership. As part of this experience, students
will complete a capstone project in which they
apply concepts and skills learned in previous
coursework. This capstone will involve action
research, an equity audit, or in-depth research
and the creation of an action plan regarding a
professional problem of practice. Upon successful
completion of the capstone project, the 220 hour
practicum, and the compilation of a portfolio
demonstrating competency in each of the
administrative standards a credit/no credit grade
will be submitted to the campus advisor who will
audit the student's transcript and determine their
eligibility for Professional Administrator License
program completion.
Category: Teaching, School Counseling, and Leadership Studies

EDAD 551-11: Inclusion and Access II (Grad - Summer 2025 Kates/Green)

Leaders are responsible for fostering an inclusive
school and district culture where each and every
child is a valued and fundamental member and
participant in classrooms and the community. This
course will address how disability is socially
constructed, and how assumptions about a student's
perceived ability can be reinforced by
exclusionary school and district practices. This
course will provide opportunities for
administrators to use current, relevant research
to increase their understanding of leadership
practices that foster an inclusive school culture
for students with Special Education and TAG
designations, as well as developing and supporting
students in need of 504 plans. Additionally,
students in this class will develop the knowledge
and skills to enact high leverage practices in the
areas of effective collaboration and
communication, assessment and accountability,
social, emotional, and behavior supports,
instruction, program/service support, and
supervision and legal requirements.

Category: Tchng, Schl Counslg and Leadrshp

EDAD 559-01: Collab Ldrshp & Team-Bldg (Grad - Fall 2019 Barrett)

The term "collaborative leadership" describes an, emerging body of theory and management practice, that is focused on the leadership skills needed to, deliver results across organizational boundaries., This course focuses on the intensification of, leadership as a means to increase engagement with, the organization. Collaborative leadership styles, and techniques will be analyzed, compared, and, tested in different contexts to determine their, efficacy and applicability to educational, settings. Diagnosing school cultures, developing, alliances, creating networks to promote healthy, schools, and managing the enduring dilemmas of, time and accountability will be explored and, evaluated. The art of collaboration will be, modeled and practiced.
Category: Graduate School Fall 2019

EDAD 559-21: Collab Ldrshp & Team-Bldg (Grad - Summer 2022 Barrett)

The term "collaborative leadership" describes an, emerging body of theory and management practice, that is focused on the leadership skills needed to, deliver results across organizational boundaries., This course focuses on the intensification of, leadership as a means to increase engagement with, the organization. Collaborative leadership styles, and techniques will be analyzed, compared, and, tested in different contexts to determine their, efficacy and applicability to educational, settings. Diagnosing school cultures, developing, alliances, creating networks to promote healthy, schools, and developing culturally responsive, leadership mindsets and skill sets will be, explored. Students will engage in critical, reflection about their own positionality, and how, this influences and constrains their ability to, collaborate authentically. The art of, collaboration will be modeled and practiced.
Category: Graduate School Summer 2022

EDAD 574-01: Admin Foundations Educ of ELL (Grad - Summer 2017 Capener)

Designed to prepare administrators for meeting the, cultural, linguistic, and academic needs of, English language learners. The course will include, an explanation of cultural competency through the, lens of race, culture, and language, and review, literature on effective ways to work with diverse, families and communities. An overview of language, acquisition theory with a focus on program, components will be provided. Program design,, models, and approaches will also be explored.
Category: Graduate School Summer 2017

EDAD 574-11: Inclusion and Access I (Grad - Summer 2023 Dornayi)

The ever-increasing number of students who are
English/dual language learners requires schools
and districts to become skilled at designing and
implementing inclusive, asset-oriented systems and
practices that support English language
development, equitable access, and equal
opportunity for all students. This course is
designed to prepare administrators with the skills
and mindsets required to support the cultural,
linguistic, and academic needs of English/dual
language learners. The course will include an
overview of an administrator's legal obligations
for English/dual language students, an explanation
of cultural competency through the lens of race,
culture, and language, and review of best
practices and policies for providing culturally
responsive instruction and support to students and
families who are dual language learners. An
overview of language acquisition theory with a
focus on program components will be provided.
Program design, models, and approaches will also
be explored.
Category: Educational Leadership

EDAD 574-11: Inclusion and Access I (Grad - Summer 2024 Dornayi)

The ever-increasing number of students who are
English/dual language learners requires schools
and districts to become skilled at designing and
implementing inclusive, asset-oriented systems and
practices that support English language
development, equitable access, and equal
opportunity for all students. This course is
designed to prepare administrators with the skills
and mindsets required to support the cultural,
linguistic, and academic needs of English/dual
language learners. The course will include an
overview of an administrator's legal obligations
for English/dual language students, an explanation
of cultural competency through the lens of race,
culture, and language, and review of best
practices and policies for providing culturally
responsive instruction and support to students and
families who are dual language learners. An
overview of language acquisition theory with a
focus on program components will be provided.
Program design, models, and approaches will also
be explored.
Category: Teaching, School Counseling, and Leadership Studies

EDAD 577/677: Advanced Colloquium (Fall 2016 Montgomery)

Practicing administrators develop content, knowledge about the issues and challenges they, encounter in their work in schools, learning to, apply current research and leadership skills to, successfully resolve leadership dilemmas. A, variety of facilitation protocols will be, introduced and modeled to promote class, interaction and demonstrate possible applications, in school settings. Students will develop peer, support networks and professional connections to, assist them in making difficult decisions and, sustaining high quality school leadership.
Category: Graduate School Fall 2016

EDAD 598-01: Re-Center Circles: Restorative Justice for Social Change (Grad - Spring 2019 Feldman/Morgan)

In-depth study of a special topic offered by the, Graduate School of Education and Counseling for the first time or on a, temporary basis.
Category: Graduate School Spring 2019

EDAD 603-BV01: Data-Driven Inquiry and Improv (Grad - Summer 2024 Nieslanik)

Overview of foundations and techniques for
collecting and using data for inquiry-based school
improvement. Introduces several levels of data use
and application, moving from state accountability
requirements to equalizing access to high
standards for all students. The course is designed
to prepare the Principal practitioner to conduct
high quality improvement cycles aimed at classroom
and school environments. Participants will use
improvement science practices to collect, analyze,
communicate, and use various forms of data in
school visioning, collaborative improvement
planning, and decision making. Thorough coverage
of these topics is designed to equip school
leaders with the knowledge and skills necessary to
select, evaluate, and apply findings from extant
research related to personnel, classroom, school,
or district levels problems of practice.
Category: Teaching, School Counseling, and Leadership Studies

EDAD 603-BV21: Data-Driven Inquiry and Improv (Grad - Summer 2023 Nieslanik)

Overview of foundations and techniques for
collecting and using data for inquiry-based school
improvement. Introduces several levels of data use
and application, moving from state accountability
requirements to equalizing access to high
standards for all students. The course is designed
to prepare the Principal practitioner to conduct
high quality improvement cycles aimed at classroom
and school environments. Participants will use
improvement science practices to collect, analyze,
communicate, and use various forms of data in
school visioning, collaborative improvement
planning, and decision making. Thorough coverage
of these topics is designed to equip school
leaders with the knowledge and skills necessary to
select, evaluate, and apply findings from extant
research related to personnel, classroom, school,
or district levels problems of practice.
Category: Educational Leadership

EDAD 618-BV01: Pre-Pract Administrators (Grad - Spring 2021 Barrett)

Preparation for a supervised, onsite,, pre-designed administrative experience, along, with campus seminars involving activities,, discussions, and presentations. Students explore, the content knowledge, leadership, collaboration,, and research skills necessary for successful, school administration in early, childhood/elementary and middle-level/high school, settings under the direction of experienced site, and campus supervisors.
Category: Educational Leadership

EDAD 618-BV01: Pre-Pract Leadership (Grad - Spring 2023 Barrett)

Preparation for a supervised, onsite,, pre-designed administrative experience, along, with campus seminars involving activities,, discussions, and presentations. Students explore, the content knowledge, leadership, collaboration,, and research skills necessary for successful, school administration in early, childhood/elementary and middle-level/high school, settings under the direction of experienced site, and campus supervisors.
Category: Educational Leadership

EDAD 618-BV01: Pre-Pract Leadership (Grad - Spring 2024 Barrett)

Preparation for a supervised, onsite,
pre-designed administrative experience, along
with campus seminars involving activities,
discussions, and presentations. Students explore
the content knowledge, leadership, collaboration,
and research skills necessary for successful
school administration in early
childhood/elementary and middle-level/high school
settings under the direction of experienced site
and campus supervisors.
Category: Teaching, School Counseling, and Leadership Studies

EDAD 618-BV01/02: Pre-Pract Administrators (Grad - Fall 2019 Barrett)

Preparation for a supervised, onsite,, pre-designed administrative experience, along, with campus seminars involving activities,, discussions, and presentations. Students explore, the content knowledge, leadership, collaboration,, and research skills necessary for successful, school administration in early, childhood/elementary and middle-level/high school, settings under the direction of experienced site, and campus supervisors.
Category: Graduate School Fall 2019

EDAD 618-BV02: Pre-Pract Leadership (Grad - Spring 2023 Barrett)

Preparation for a supervised, onsite,, pre-designed administrative experience, along, with campus seminars involving activities,, discussions, and presentations. Students explore, the content knowledge, leadership, collaboration,, and research skills necessary for successful, school administration in early, childhood/elementary and middle-level/high school, settings under the direction of experienced site, and campus supervisors.
Category: Educational Leadership

EDAD 619-BV01: Pract for Administrators (Grad - Fall 2020 Barrett)

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.
Category: Educational Leadership

EDAD 619-BV01: Pract for Administrators (Grad - Spring 2020 Barrett)

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.
Category: Educational Leadership

EDAD 619-BV01: Pract for Administrators (Grad - Spring 2021 Barrett)

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.
Category: Educational Leadership

EDAD 619-BV01: Pract for Leadership (Grad - Fall 2023 Barrett)

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.
Category: Tchng, Schl Counslg and Leadrshp

EDAD 619-BV01: Pract for Leadership (Grad - Fall 2024 Barrett)

Supervised, onsite, pre-designed administrative
experience along with campus seminars involving
activities, discussions, and presentations.
Students explore the essential content knowledge,
leadership, collaboration, and research skills
necessary for successful school administration in
early childhood/elementary and middle-level/high
school under the supervision of experienced site
and campus supervisors.
Category: Teaching, School Counseling, and Leadership Studies

EDAD 619-BV01: Pract for Leadership (Grad - Spring 2022 Barrett)

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.
Category: Educational Leadership

EDAD 619-BV01: Pract for Leadership (Grad - Spring 2024 Barrett)

Supervised, onsite, pre-designed administrative
experience along with campus seminars involving
activities, discussions, and presentations.
Students explore the essential content knowledge,
leadership, collaboration, and research skills
necessary for successful school administration in
early childhood/elementary and middle-level/high
school under the supervision of experienced site
and campus supervisors.
Category: Teaching, School Counseling, and Leadership Studies

EDAD 619-BV01: Pract for Leadership (Grad - Spring 2025 Barrett)

Supervised, onsite, pre-designed administrative
experience along with campus seminars involving
activities, discussions, and presentations.
Students explore the essential content knowledge,
leadership, collaboration, and research skills
necessary for successful school administration in
early childhood/elementary and middle-level/high
school under the supervision of experienced site
and campus supervisors.
Category: Teaching, School Counseling, and Leadership Studies

EDAD 619-BV01: Pract for Leadership (Grad - Summer 2024 Barrett)

Supervised, onsite, pre-designed administrative
experience along with campus seminars involving
activities, discussions, and presentations.
Students explore the essential content knowledge,
leadership, collaboration, and research skills
necessary for successful school administration in
early childhood/elementary and middle-level/high
school under the supervision of experienced site
and campus supervisors.
Category: Teaching, School Counseling, and Leadership Studies

EDAD 619-BV02: Pract for Leadership (Grad - Fall 2023 Barrett)

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.
Category: Tchng, Schl Counslg and Leadrshp

EDAD 619-BV11: Pract for Leadership (Grad - Summer 2023 Barrett)

Supervised, onsite, pre-designed administrative
experience along with campus seminars involving
activities, discussions, and presentations.
Students explore the essential content knowledge,
leadership, collaboration, and research skills
necessary for successful school administration in
early childhood/elementary and middle-level/high
school under the supervision of experienced site
and campus supervisors.
Category: Educational Leadership

EDAD 619-BV11: Practicum for Administrators (Grad - Summer 2021 Barrett)

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.
Category: Educational Leadership

EDAD 619-BV12: Pract for Leadership (Grad - Summer 2023 Barrett)

Supervised, onsite, pre-designed administrative
experience along with campus seminars involving
activities, discussions, and presentations.
Students explore the essential content knowledge,
leadership, collaboration, and research skills
necessary for successful school administration in
early childhood/elementary and middle-level/high
school under the supervision of experienced site
and campus supervisors.
Category: Educational Leadership

EDAD 631-CB01: Colloquium for School Equity (Spring 2016 Montgomery)

The lenses of equity and social justice are, applied to contemporary school issues that impact, student learning and school success., Administrators examine their own cultural heritage, and perspectives to understand how personal, experiences influence administrative behaviors and, leadership. The course is designed for, administrators in their beginning years of, administrative experience.
Category: Graduate School Spring 2016

EDAD 636: Leading Schools Through Instructional Technologies


This is an online course for administrators/school leaders who need credits toward their Continuing Administrator License (CAL) or other licensing requirements. It is a broad overview of the ever-changing technology landscape with a focus on using 21st Century Skills and Web 2.0 tools. Participants will receive hands-on experience using educational and management technologies directly tied to administrator tech standards. Participants will learn how to make informed decisions about technology while increasing their personal skills.

Category: Graduate School Spring 2019

EDAD 641-01: Courage to Lead: Vision (Grad - Spring 2017 Montgomery)

This hybrid course includes two seminars and, online discussions with an opportunity for, participants to explore and develop a personal, leadership vision, a basis for exploring the, difficult dilemmas experienced in their work. Each, student is responsible for developing a personal, platform based on their reflection on seminar, readings and the investigation of a particular, issue or dilemma in their administrative work, life. The participant prepares a 3-5 page paper, illustrating a work dilemma and shares it during, the second seminar. The two seminars and online, reflections focus on practicing the generation of, open and honest questions.
Category: Graduate School Spring 2017

EDAD 641-01: Courage to Lead: Vision (Grad - Spring 2021 Montgomery)

This hybrid course includes two seminars and, online discussions with an opportunity for, participants to explore and develop a personal, leadership vision, a basis for exploring the, difficult dilemmas experienced in their work. Each, student is responsible for developing a personal, platform based on their reflection on seminar, readings and the investigation of a particular, issue or dilemma in their administrative work, life. The participant prepares a 3-5 page paper, illustrating a work dilemma and shares it during, the second seminar. The two seminars and online, reflections focus on practicing the generation of, open and honest questions.
Category: Educational Leadership

EDAD 641-01: Courage to Lead: Vision (Spring 2016 Montgomery)

This hybrid course includes two seminars and, online discussions with an opportunity for, participants to explore and develop a personal, leadership vision, a basis for exploring the, difficult dilemmas experienced in their work. Each, student is responsible for developing a personal, platform based on their reflection on seminar, readings and the investigation of a particular, issue or dilemma in their administrative work, life. The participant prepares a 3-5 page paper, illustrating a work dilemma and shares it during, the second seminar. The two seminars and online, reflections focus on practicing the generation of, open and honest questions.
Category: Graduate School Spring 2016

EDAD 642-01: Courage to Lead: Democracy (Grad - Spring 2021 Montgomery)

This hybrid course meets in two seminars with, online discussions to explore the powerful, practice of self-reflection and personal change, related to supporting democracy in schools. It, offers a context for participants to explore the, difficult dilemmas related to working with diverse, students and adults. Each member of the seminar, group is responsible for the investigation of a, particular issue or dilemma in that person's, administrative work life. The participant prepares, a case study and an overview document for the, seminar group. Participants learn how to ask, honest, open questions to assist in understanding, and resolving the dilemma.
Category: Educational Leadership

EDAD 642-01: Democracy Courage to Lead (Grad - Fall 2023 Montgomery/Siosal)

There has never been a more critical time for, leaders to examine their capacity to build and, support our democracy. This hybrid online course, meets in one initial seminar/retreat followed by, online content and discussions to explore the, powerful practices of self-reflection and the, personal and organizational change needed to, create and sustain a healthy democracy. The, course offers a context for participants to, explore the difficult dilemmas related to, effectively supporting diverse students, staff and, community members within an inequitable education, context. Leaders will explore ways of seeing,, being and responding to life within their, organizations in order to make these critical, changes. Learning to deeply listen and to ask, open, honest questions will assist in holding the, tensions inherent in leadership today. Students, are responsible for the investigation of a, particular issue or dilemma in their, administrative work life related to powerful, habits that support a healthy democracy.
Category: Tchng, Schl Counslg and Leadrshp

EDAD 642-01: Democracy Courage to Lead (Grad - Fall 2025 Montgomery)

There has never been a more critical time for, leaders to examine their capacity to build and, support our democracy. This hybrid online course, meets in one initial seminar/retreat followed by, online content and discussions to explore the, powerful practices of self-reflection and the, personal and organizational change needed to, create and sustain a healthy democracy. The, course offers a context for participants to, explore the difficult dilemmas related to, effectively supporting diverse students, staff and, community members within an inequitable education, context. Leaders will explore ways of seeing,, being and responding to life within their, organizations in order to make these critical, changes. Learning to deeply listen and to ask, open, honest questions will assist in holding the, tensions inherent in leadership today. Students, are responsible for the investigation of a, particular issue or dilemma in their, administrative work life related to powerful, habits that support a healthy democracy.
Category: Tchng, Schl Counslg and Leadrshp

EDAD 642-01: Democracy Courage to Lead (Grad - Spring 2022 Montgomery)

There has never been a more critical time for, leaders to examine their capacity to build and, support our democracy. This hybrid online course, meets in one initial seminar/retreat followed by, online content and discussions to explore the, powerful practices of self-reflection and the, personal and organizational change needed to, create and sustain a healthy democracy. The, course offers a context for participants to, explore the difficult dilemmas related to, effectively supporting diverse students, staff and, community members within an inequitable education, context. Leaders will explore ways of seeing,, being and responding to life within their, organizations in order to make these critical, changes. Learning to deeply listen and to ask, open, honest questions will assist in holding the, tensions inherent in leadership today. Students, are responsible for the investigation of a, particular issue or dilemma in their, administrative work life related to powerful, habits that support a healthy democracy.
Category: Educational Leadership

EDAD 642-01: Courage to Lead for Democracy (Fall 2016 Montgomery)

This hybrid course meets in two seminars with, online discussions to explore the powerful, practice of self-reflection and personal change, related to supporting democracy in schools. It, offers a context for participants to explore the, difficult dilemmas related to working with diverse, students and adults. Each member of the seminar, group is responsible for the investigation of a, particular issue or dilemma in that person's, administrative work life. The participant prepares, a case study and an overview document for the, seminar group. Participants learn how to ask, honest, open questions to assist in understanding, and resolving the dilemma.
Category: Graduate School Fall 2016

EDAD 651-BV01: Inclusion and Access II (Grad - Summer 2024 Feinstein)

Leaders are responsible for fostering an inclusive
school and district culture where each and every
child is a valued and fundamental member and
participant in classrooms and the community. This
course will address how disability is socially
constructed, and how assumptions about a student's
perceived ability can be reinforced by
exclusionary school and district practices. This
course will provide opportunities for
administrators to use current, relevant research
to increase their understanding of leadership
practices that foster an inclusive school culture
for students with Special Education and TAG
designations, as well as developing and supporting
students in need of 504 plans. Additionally,
students in this class will develop the knowledge
and skills to enact high leverage practices in the
areas of effective collaboration and
communication, assessment and accountability,
social, emotional, and behavior supports,
instruction, program/service support, and
supervision and legal requirements.
Category: Teaching, School Counseling, and Leadership Studies

EDAD 655-C31: Building Positive Climate (Grad - Summer 2023 Hoff)

In the past, school-wide zero-tolerance policies
have focused mainly on reacting to specific
student misbehavior by implementing
punishment-based strategies. Research during the
past 20 years has shown that school-wide behavior
systems that are positively focused on desired
behaviors can result in a substantive lifestyle
impact for all members of a school community.
Additionally, these school wide initiatives must
be supported by district-wide systems of
multi-tiered interventions and equitable policies
that focus on reducing exclusionary discipline,
increasing attendance, and sustaining positive,
inclusive, and hate-free school and district
cultures. This course will examine the
systems-based approach for implementing culturally
proficient, multi-tiered, school-wide behavior
supports, and the critical role that school
leaders have in building positive learning
environments for each student.
Category: Educational Leadership

EDAD 659-C02: Collab Ldrshp & Team-Bldg (Grad - Summer 2021 Barrett)

The term "collaborative leadership" describes an, emerging body of theory and management practice, that is focused on the leadership skills needed to, deliver results across organizational boundaries., This course focuses on the intensification of, leadership as a means to increase engagement with, the organization. Collaborative leadership styles, and techniques will be analyzed, compared, and, tested in different contexts to determine their, efficacy and applicability to educational, settings. Diagnosing school cultures, developing, alliances, creating networks to promote healthy, schools, and managing the enduring dilemmas of, time and accountability will be explored and, evaluated. The art of collaboration will be, modeled and practiced.
Category: Educational Leadership

EDAD 674-C02: Admin Foundations Educ of ELL (Summer 2014 Warner)

Designed to prepare administrators for meeting the, cultural, linguistic, and academic needs of, English language learners. The course will include, an explanation of cultural competency through the, lens of race, culture, and language, and review, literature on effective ways to work with diverse, families and communities. An overview of language, acquisition theory with a focus on program, components will be provided. Program design,, models, and approaches will also be explored.
Category: Summer 2014

EDLL 701-01: History of Leadership in Ed (Grad - Spring 2018 Ostar)

Critical race theory (CRT) has been one of the most important analytical developments in legal discourse over the past thirty year years, forcing us to reexamine our understanding of race in American society, and of the supposed gains of the Civil Rights movement. The mythology around seminal moments in US history, including supposed landmark cases such as Brown v. Board, has centered on a story-based narrative that largely entrenches the status quo in terms of access to opportunity - economic, educational, environmental, etc. More recently, academics have begun to apply CRT to the field of education, with significant advances in our understanding of colorblindness as racism, and implications for topics such as multicultural curriculum and educational leadership. This course will better position students to be leaders in their field, capable of critically examining and addressing emerging issues of race and access to opportunity in education.
Category: Graduate School Spring 2018

EDLL 702-03: Org Theory & Leadership (Grad - Summer 2019 Feldman)

This course introduces students to core concepts, of organizational theory relevant to a large range, of organizations e.g., PK-12 schools, colleges and, universities, community groups, manufacturing, businesses, hospitals) as well as organizational, issues confronting leaders (e.g., design,, improvement, accountability). Students will become, adept at thinking critically and analytically, about the organizational contexts in which they, work. The course will also help students new to, doctoral-level research learn how to interact with, scholarly literature and apply it usefully to, their work.
Category: Graduate School Summer 2019

EDLL 708-02: Ethics/Ldrshp for Soc Justce (Grad - Summer 2021 Galloway)

Leaders face opportunities and challenges when, implementing policies and practices regarding, equity and social justice. Explore ethical issues, dealing with leadership, governance, and policy, development pertaining to P-20 institutions., Develop an understanding of social justice, leadership theory and practice designed to disrupt, structural inequities and produce fairness in, organizational conditions and outcomes for, minoritized communities.
Category: Educational Leadership

EDLL 708-02: Ethics/Ldrshp for Socl Justce (Grad - Summer 2019 Galloway)

Leaders face opportunities and challenges when, implementing policies and practices regarding, equity and social justice. Explore ethical issues, dealing with leadership, governance, and policy, development pertaining to P-20 institutions., Develop an understanding of social justice, leadership theory and practice designed to disrupt, structural inequities and produce fairness in, organizational conditions and outcomes for, minoritized communities.
Category: Graduate School Summer 2019

EDLL 708-02: Ethics/Ldrshp for Socl Justce (Grad - Summer 2020 Galloway)

Leaders face opportunities and challenges when, implementing policies and practices regarding, equity and social justice. Explore ethical issues, dealing with leadership, governance, and policy, development pertaining to P-20 institutions., Develop an understanding of social justice, leadership theory and practice designed to disrupt, structural inequities and produce fairness in, organizational conditions and outcomes for, minoritized communities.
Category: Educational Leadership

EDLL 708-21: Ethics/Ldrshp for Socl Justce (Grad - Summer 2022 Galloway)

Leaders face opportunities and challenges when, implementing policies and practices regarding, equity and social justice. Explore ethical issues, dealing with leadership, governance, and policy, development pertaining to P-20 institutions., Develop an understanding of social justice, leadership theory and practice designed to disrupt, structural inequities and produce fairness in, organizational conditions and outcomes for, minoritized communities.
Category: Graduate School Summer 2022

EDLL 709-01: Adult Dev and Learning (Fall 2015 Galloway)

Understanding how people and organizations, develop and learn is centrally important for, organizational leaders, whether learning is about, existing or new knowledge. In this course, students will explore a variety of theories, related to adult learning including, transformational learning, critical and feminist, theories, distributed cognition, and social, practice theory. Students will apply these, theories to their own experiences as learners,, and to learning in the organizational settings in, which they work.
Category: Graduate Fall 2015

EDLL 709-01: Adult Dev and Learning (Fall 2016 Galloway)

Understanding how people and organizations, develop and learn is centrally important for, organizational leaders, whether learning is about, existing or new knowledge. In this course, students will explore a variety of theories, related to adult learning including, transformational learning, critical and feminist, theories, distributed cognition, and social, practice theory. Students will apply these, theories to their own experiences as learners,, and to learning in the organizational settings in, which they work.
Category: Graduate School Fall 2016

EDLL 709-01: Adult Dev and Learning (Grad - Fall 2017 Galloway)

Understanding how people and organizations, develop and learn is centrally important for, organizational leaders, whether learning is about, existing or new knowledge. In this course, students will explore a variety of theories, related to adult learning including, transformational learning, critical and feminist, theories, distributed cognition, and social, practice theory. Students will apply these, theories to their own experiences as learners,, and to learning in the organizational settings in, which they work.
Category: Graduate School Fall 2017

EDLL 709-02: Adult Dev and Learning (Grad - Summer 2017 Galloway)

Understanding how people and organizations, develop and learn is centrally important for, organizational leaders, whether learning is about, existing or new knowledge. In this course, students will explore a variety of theories, related to adult learning including, transformational learning, critical and feminist, theories, distributed cognition, and social, practice theory. Students will apply these, theories to their own experiences as learners,, and to learning in the organizational settings in, which they work.
Category: Graduate School Summer 2017

EDLL 716-01: Critical Theory and Pedagogy (Grad - Spring 2017 Sloan)

Education research sits at the intersection of, debates about the philosophy of education, (ontology), the role of education in, (re)producing a pluralistic and free democracy, (critical theories of education) what counts as a, "just" society (critical social theory), what, counts as knowledge production/construction, (critical epistemology and critical research, design), and ultimately what it means to educate, a public for public schools (critical pedagogy)., Therefore, education research focused on any one, of these areas has implications in all of these, areas. For education research focused on problems, of (in)justice, with an interest in solving these, problems, critical theory offers intellectual, traditions and analytic tools. Using these, intellectual tools, students will recognize,, understand, discuss and apply the historical and, current tenants of critical theory to form your, own emerging conceptual framework for explaining, and describing problems of practice in school, leadership and policy, organizing, pedagogy, and, education research.
Category: Graduate School Spring 2017

EDLL 716-01: Critical Theory and Pedagogy (Grad - Spring 2018 Hyman)

Education research sits at the intersection of, debates about the philosophy of education, (ontology), the role of education in, (re)producing a pluralistic and free democracy, (critical theories of education) what counts as a, "just" society (critical social theory), what, counts as knowledge production/construction, (critical epistemology and critical research, design), and ultimately what it means to educate, a public for public schools (critical pedagogy)., Therefore, education research focused on any one, of these areas has implications in all of these, areas. For education research focused on problems, of (in)justice, with an interest in solving these, problems, critical theory offers intellectual, traditions and analytic tools. Using these, intellectual tools, students will recognize,, understand, discuss and apply the historical and, current tenants of critical theory to form your, own emerging conceptual framework for explaining, and describing problems of practice in school, leadership and policy, organizing, pedagogy, and, education research.
Category: Graduate School Spring 2018

EDLL 716-01: Critical Theory and Pedagogy (Grad - Spring 2019 Faculty)

Education research sits at the intersection of, debates about the philosophy of education, (ontology), the role of education in, (re)producing a pluralistic and free democracy, (critical theories of education) what counts as a, "just" society (critical social theory), what, counts as knowledge production/construction, (critical epistemology and critical research, design), and ultimately what it means to educate, a public for public schools (critical pedagogy)., Therefore, education research focused on any one, of these areas has implications in all of these, areas. For education research focused on problems, of (in)justice, with an interest in solving these, problems, critical theory offers intellectual, traditions and analytic tools. Using these, intellectual tools, students will recognize,, understand, discuss and apply the historical and, current tenants of critical theory to form your, own emerging conceptual framework for explaining, and describing problems of practice in school, leadership and policy, organizing, pedagogy, and, education research.
Category: Graduate School Spring 2019

EDLL 726-02: Prof Writing Seminar (Summer 2014 Galloway)

Introduction to scholarly writing and the, development of self-as-scholar in education and, the social sciences. Students gain an, understanding of the elements and processes of, scholarly writing. The course also provides, training in APA style and library and reference, resources.
Category: Summer 2014

EDLL 726-02: Prof Writing Seminar (Summer 2015 Galloway)

Introduction to scholarly writing and the, development of self-as-scholar in education and, the social sciences. Students gain an, understanding of the elements and processes of, scholarly writing. The course also provides, training in APA style and library and reference, resources.
Category: Graduate School Summer 2015

EDLL 726-21: Prof Writing Seminar (Grad - Summer 2023 Barrett)

Introduction to scholarly writing and the
development of self-as-scholar in education and
the social sciences. Students gain an
understanding of the elements and processes of
scholarly writing. The course also provides
training in APA style and library and reference
resources.
Category: Educational Leadership

EDLL 726-21: Prof Writing Seminar (Grad - Summer 2024 Barrett)

Introduction to scholarly writing and the
development of self-as-scholar in education and
the social sciences. Students gain an
understanding of the elements and processes of
scholarly writing. The course also provides
training in APA style and library and reference
resources.
Category: Teaching, School Counseling, and Leadership Studies
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