Educational Leadership and Policy Studies
Departmental Mission, Vision and Goals statements
Mission:
The mission of the Department of Educational Leadership and Policy Studies is to advance the quality and effectiveness of educational institutions and individuals engaged in education. The department is guided by the missions of Iowa State University and the College of Human Sciences and embodies the concepts of the land-grant tradition of teaching, research, and service. The department is dedicated to enhancing the intellectual, cultural, social, and ethical potential of students and faculty for the benefit of Iowa, the nation, and the world. Specifically, the Department of Educational Leadership and Policy Studies:
- Provides graduate degree and career preparation programs, coursework, and other learning opportunities for students and practitioners.
- Conducts and disseminates basic and applied research for the advancement of educational theory and practice.
- Provides professional service for institutions, individuals, and organizations at all levels of education.
Vision:
Research: All Educational Leadership and Policy Studies faculty create and disseminate knowledge and promote educational inquiry that enhances educational practices at local, state, national, and international levels.
Teaching: All Educational Leadership and Policy Studies faculty engage in teaching that is consonant with the principles of adult learning and effective teaching that help students develop critical thinking and professionally relevant skills, and that provides a foundation for the application of knowledge to practice.
Service: All Educational Leadership and Policy Studies faculty, using their professional expertise, work with educators, educational institutions, and other constituent groups to solve problems.
Advising: All Educational Leadership and Policy Studies faculty foster students’ professional and personal growth by guiding and inspiring them to formulate and complete relevant programs of study and to conduct high quality research.
Curricula/Program: The Educational Leadership and Policy Studies faculty develop and implement futuristic curricula and programs to ensure that students learn to think critically and perform their professional roles in an exemplary fashion.
General Goals:
The general goals of the department, and hence of each of its program areas and affiliated programs, are to:
- Conduct high quality graduate education programs, both on- and off-campus, for students seeking graduate degrees in a major in education and/or seeking professional licensure as school service personnel.
- Establish appropriate conditions, opportunities, and resources with which both faculty and graduate students may engage in scholarly activities.
- Assist the educational enterprise of Iowa in development by utilizing, when appropriate, the talents and expertise of the faculty and graduate student body in such activities as workshops, conferences, and consultation in small groups, both on- and off-campus.
Graduate Study
Degrees: The Department of Educational Leadership and Policy Studies -- ELPS -- offers work for the degrees master of science, master of education, certificate of advanced studies, and doctor of philosophy with a major in education. ELPS also offers minor work to students majoring in other fields of study. At the master’s level, students may specialize in educational administration; higher education; and research and evaluation. Interested students should consult the specific program area for master’s degree information related to that program.
Students may complete the Ph.D. with a major in education and a specialization in educational leadership with emphasis in either educational administration or higher education. Specific information about the requirements of the Ph.D. degree is available from the departmental office or on the web (www.elps.hs.iastate.edu/elps/elpsdoc.htm).
The following information refers only to the Ph.D. program:
Prerequisites: Prerequisite to major graduate work in educational leadership is completion of an undergraduate degree with coursework appropriate to the planned specialization, and evidence that the student ranks above average in scholastic achievement and promise of professional competence. In addition it is preferred that students complete a master’s degree and 3-5 years of professional experience.
Learning Opportunities: Doctoral students in Educational Leadership and Policy Studies will complete seminars, laboratory experiences, field experiences, independent research, and a capstone experience course. In addition to the common experiences noted above, students will each select an intellectual content area that will prepare them to work in the setting of their choice.
Careers: Graduates of the doctoral program are prepared to serve as leaders in various educational settings, including school administration, community colleges, public and private colleges and universities, and public and private educational agencies.
Outcomes: Graduates of the Ph.D. program, regardless of the emphasis chosen, possess skills and knowledge related to five core domains: leadership, educational research, communication, educational evaluation, and educational foundations. By the time of graduation, students will demonstrate the necessary skills and knowledge to:
- Work effectively with individuals and groups.
- Engage in ethical decision-making and management of resources to accomplish goals.
- Engage in scholarly inquiry.
- Express ideas clearly, both orally and in writing.
- Articulate their values, beliefs, and Philosophy of life.
- Relate sensitively to individuals from diverse backgrounds.
- Use the principles of program evaluation and assessment intelligently.
- Have a clear understanding of the foundations of education, grounding their work in theory and Philosophy.
- Articulate the concepts, theories, and practices related to the educational content area emphasized in their studies.
Other Related Programs: Other graduate programs related to education (including Interdisciplinary Graduate Studies) may be more suited to the interests of potential students on the basis of previous education and experiences as well as future plans and needs. Potential students should refer to programs in the Departments of Agricultural Education and Studies, Curriculum and Instruction, Family and Consumer Sciences Education and Studies, Kinesiology, and Interdisciplinary Graduate Studies, or to graduate level course offerings within the other departments, to determine if these offerings may be more closely matched with their career interests.
The following information refers only to the masters level programs:
Prerequisites: Prerequisite to major graduate work in educational leadership is completion of an undergraduate degree with coursework appropriate to the planned specialization, and evidence that the student ranks above average in scholastic achievement and promise of professional competence.
Educational Administration (EdAdm)
Degrees and Certificates: Several programs are offered: (1) master of science degree, with thesis or creative component, in elementary or secondary school administration; (2) master of education practitioner; (3) advanced study leading to principal’s license; (4) certificate of advanced studies providing post-master’s training for superintendency licensure; and (5) doctor of philosophy with major in education and specialization in educational leadership. Courses are scheduled with consideration for cohort-collegial teams or groups.
Emphasis: The Educational Administration Program places dual emphasis on preparation of professional educational administrators and on the academic/scholarly aspects of educational leadership and management.
Prerequisites: Prerequisite to major graduate work in educational leadership is completion of an undergraduate degree with coursework appropriate to the planned specialization, and evidence that the student ranks above average in scholastic achievement and promise of professional competence.
Learning Opportunities: Students will complete courses, laboratory experiences, field experiences, and independent research so that they can effectively serve in leadership roles.
Careers: Graduates of Master’s Degree and Certificate of Advanced Study Programs in Educational Administration are prepared for leadership roles in Pre K-12 school districts and education agencies, typically as building-level principals, assistant principals, curriculum directors, and central office administrators. Doctoral graduates are prepared for PreK-12 leadership roles and academic or leadership positions in higher education.
Outcomes: Graduates of the Certificate of Advanced Studies Program will possess administrative and leadership skills necessary for the superintendency and central office administration. By the time of graduation, students will demonstrate the necessary skills and knowledge to:
- Serve as visionary leaders, with effective skills in curricular and instructional leadership.
- Work effectively with individuals and groups, both within the district and community, to create and sustain a positive learning culture.
- Engage in ethical decision-making and effective management of human, material, and financial resources to accomplish district goals.
- Express ideas clearly to various publics, both orally and in writing.
- Articulate their values, beliefs, and Philosophies of education.
- Relate sensitively to individuals from diverse backgrounds.
- Access and utilize research information and technology to assist with organizational improvement.
- Translate educational administration concepts and theories into sound management and leadership practices.
Graduates of the Master’s Program with a specialization in educational administration and the Principal Licensure Program possess administrative and leadership skills necessary for PreK-12 building-level leadership roles. Upon program completion, each student will possess the knowledge and skills to:
- Work effectively with all members of the school community to create a shared vision of learning, which builds upon the formation of a shared understanding of the purposes of schooling in a pluralistic society.
- Demonstrate effective skills in collaborative instructional leadership, including an understanding of curriculum standards, principles of effective teaching practices, and effective assessment practices that lead to improved student learning.
- Implement a system of shared governance and empower faculty, staff, students, and families in the school improvement process.
- Create and sustain a safe and caring school culture that values diversity and maintains a commitment to equity in school practices.
- Engage in ethical and moral leadership practices and the effective management of human, material, and financial resources to accomplish school goals.
- Work collaboratively with internal and external stakeholders in responding to school needs and providing community resources to support the learning process.
- Access research and use data to inform teaching and learning practices and support the process of continuous improvement.
- Apply various technologies to support and enhance administrative and instructional purposes.
- Use leadership skills to transform the school into a learning community that promotes change and sustains school improvement initiatives.
- Engage all members of the school community in critical inquiry and reflection, to promote the belief that learning is a lifelong endeavor for every individual.
Graduates of the Ph.D. Program with a specialization in educational administration will possess skills and knowledge related to the six core domains: leadership, educational research, communication, educational evaluation, educational foundations, and educational technology. By the time of graduation, students will demonstrate the necessary skills and knowledge for those outcomes as listed under the ELPS Ph.D. program outcomes.
Courses primarily for graduate students, open to qualified undergraduate students
EDADM 541. Principles of Educational Leadership.
(3-0) Cr. 3.
F.S.SS.
Prereq: Teacher licensure and permission of instructor
Basic principles of educational organizations, including an understanding of organizational behavior and theoretical approaches to administration. Exploration of substantive elements related to school reform, such as leadership, the change process, current issues in education, and developing a shared vision and mission.
EDADM 551. Supervision for Learning Environments.
(3-0) Cr. 3.
F.S.SS.
Prereq: 541
Study of effective classroom instructional practices that reflect current principles of learning. Understanding and practice of supervisory techniques that support teachers in improving the teaching and learning process, including skills in observational data collection, data analysis, collaboration, and conferencing skills.
EDADM 552. Current Issues in Site-Level Leadership.
(3-0) Cr. 3.
F.S.SS.
Prereq: 541
Essential tasks of building-level leadership and management in contemporary school settings, including: curriculum and organizational structure, theory and practice of scheduling, financial management, roles and responsibilities of governance, communication and public relations skills, home/parental involvement and relationships, project and crisis management, technology integration, school climate and culture, effective student support programs such as counseling and guidance, attendance and discipline.
EDADM 554. Leading School Reform.
(3-0) Cr. 3.
F.S.SS.
Prereq: 541
Study of principles of transformational leadership and collaborative decision-making skills. Leadership activities that facilitate the development of a school culture that embraces change and school reforms that result in high quality schools dedicated to improved student achievement.
EDADM 556. School Systems as Learning Cultures.
(3-0) Cr. 3.
F.S.SS.
Prereq: 541
Practical and theoretical perspectives on school administrative problems from critical pedagogical studies and research. Exploration of related issues such as cultural literacy, forms of authority and control, and other historical problems of schools in dealing with minorities and culturally different persons.
EDADM 557. Human Resource Development for Learning.
(3-0) Cr. 3.
F.S.SS.
Prereq: 541
Leadership theory and practice that focuses on the professional development of school staff to promote improved student learning. Principles of school personnel evaluation; legal issues related to hiring, retention, and dismissal; evaluation models for professional and classified staff; and effective professional development models to support lifelong learning and reflective practice.
EDADM 558. Diverse Learning Needs.
(3-0) Cr. 3.
F.S.SS.
Prereq: 541
Learner needs will be examined from major psycho/social perspectives with stress upon developmental phases of normal growth along with common problems encountered in schools. Issues of racism, gender bias, and socio-economic problems that influence learner responsiveness to school curricula and administrative regulations, routines, and legal requirements.
EDADM 559. Curriculum Leadership.
(3-0) Cr. 3.
F.S.SS.
Prereq: 541
Generic administrative approaches to the design and delivery of elementary and secondary school curricula including the study of the organizations for learning; cognition and learning theories; validation; concepts of balance; school goals, student assessments and reporting of progress, alignment, and professional development; development of curriculum guides; mapping; employing national standards and benchmarks.
EDADM 575. Education Law and Ethics.
(3-0) Cr. 3.
F.S.SS.
Prereq: 541
Examination of constitutional, statutory, and judicial provisions as a basis for the legal operation of educational institutions. Rights and ethical responsibilities of school leaders are examined in relation to their roles and responsibilities with boards, other school personnel, and students.
EDADM 590. Special Topics.
Cr. 1-4.
Repeatable.
Prereq: 9 credits in education
EDADM 591. Supervised Field Experience.
Cr. 1-6.
Repeatable.
Prereq: 541 and admission to program and instructor's approval
Supervised on-the-job field experience in special areas.
A. Elementary Principal
B. Secondary Principal
EDADM 593. Workshops.
Cr. 1-4.
Prereq: 9 credits in education
EDADM 599. Creative Component Development.
Cr. 1-3.
Prereq: 9 credits in educational administration
Courses for graduate students
EDADM 615. Seminar.
Cr. 1-3.
Repeatable.
In-depth study of administrative topics of contemporary interest and importance.
A. Client Focus
B. Research
C. Quality Improvement
D. Special Services
E. Assessment
F. Leadership
EDADM 620. Program Induction Leadership Seminar.
(3-0) Cr. 3.
SS.
Prereq: 541
Assessment of candidate skill areas, including communication, leadership, technology, and team facilitation for the development of an individualized learning plan for the program. Orientation to program expectations and leadership challenges in the context of schooling for a global society.
EDADM 621. Aligning the System for Student Achievement.
(5-0) Cr. 5.
F.
Prereq: 541
Alignment of system goals and leadership theory with student achievement, governance, systems thinking, and communication and collaboration with various publics.
EDADM 622. Maximizing Human and Financial Resources for Student Achievement.
(3-0) Cr. 3.
S.
Prereq: 541
Allocation of system resources to enhance student achievement; human resource development and negotiations; and coaching and evaluating the administrative team.
EDADM 623. Mid-Program Leadership Seminar.
(1-0) Cr. 1.
SS.
Prereq: 541
Mid-program assessment of candidate progress and exploration of leadership strategies for working with diverse populations.
EDADM 624. School Finance.
(2-0) Cr. 2.
SS.
Prereq: 541
General issues of school finance and managing school financial affairs. Role of the federal, state and local governments in educational finance, tax issues, and structures; bonding; budget procedures; and non-public school finance issues. Includes attendance at selected sessions of the Iowa School Business Management Academy in May and two additional class sessions.
EDADM 631. Achieving Results Through Accountability Strategies.
(5-0) Cr. 5.
F.
Prereq: 541
Accountability strategies for applying leadership theory to student achievement, governance, systems thinking, change agentry, and communication and collaboration with various publics.
EDADM 632. Using System Assets to Create a Culture of Learning.
(3-0) Cr. 3.
S.
Prereq: 541
Leadership strategies to promote a culture of high student achievement; effective human capital management, including recruitment and induction of new personnel; and effective communication with parents and other patrons.
EDADM 633. Career Induction Leadership Seminar.
(1-0) Cr. 1.
SS.
Prereq: 541
Development of entry plan for creating a culture of collaboration; professional growth plan for first year in new position; and authentic performance assessment of values and beliefs platform.
EDADM 634. School Business Management and Accountability.
(2-0) Cr. 2.
SS.
Prereq: 541
Management of school operations; accountability and ethical business practices; risk management; school plant operations, food service and student transportation. Includes attendance at selected sessions of the Iowa School Business Management Academy in May and two additional class days.
EDADM 690. Advanced Special Topics.
Cr. 1-3.
Repeatable.
Prereq: 9 credits in educational administration
EDADM 691. Clinical Dilemmas of Practice.
Cr. 1-3.
Repeatable, maximum of 3 credits.
Prereq: 541, admission to program, and instructor's approval
Supervised on-the-job field leadership experience in clinical dilemmas of practice.
Offered on a satisfactory-fail basis only.
EDADM 699. Dissertation Research.
Cr. arr.
Repeatable.
Prereq: 9 credits in education
Educational Leadership and Policy Studies (EL PS)
EL PS 591. Social Justice Field Experience.
Cr. 1-3.
F.S.SS.
Prereq: EL PS 620
Supervised field experience in equity and social justice inside/outside higher education.
EL PS 615. Thematic Seminars.
Cr. 1.
F.S.SS.
Prereq: Admission to educational leadership doctoral program
A. Communication and Team Building
B. Governance, Politics and Policies
C. Law, Equity, Equality
D. Ethics, Justice, and Caring
E. Problem Solving and Planning
F. Critical and Creative Thinking
EL PS 616. Capstone Experience.
Cr. 3.
F.S.
Prereq: 4 credits of 615
This experience is designed to explore a topic addressed in one of the thematic seminars. The product of the capstone experience is a written paper of sufficient quality to be submitted to a scholarly journal for review.
EL PS 620. Social Justice Theory, Research, and Practice.
(3-0) Cr. 3.
F.
Introduction to social justice theory, research, and practice from a variety of theoretical perspectives in the context of higher education and broader society.
EL PS 621. Pedagogies of Dissent: Radical Theories of Education, Social Justice, and Economic Democracy.
(Cross-listed with W S). (3-0) Cr. 3.
S.
Prereq: 620
Critical examination of the philosophical foundations of education that seek to challenge the status quo and advance radical educational change. Exploration of macro-level (and some micro-level) issues relevant to educational change, in relation to how they inform practices of dissent and every day social relations.
EL PS 622. Decolonizing Praxis: Anti/post-colonial Theory, Research and Practice.
(3-0) Cr. 3.
S.
Prereq: EL PS 620
Critically probes the philosophical and historical foundations of anti/post-colonial theory. Examination of policy, social, theoretical and educational issues from a anti/post-colonial perspective.
EL PS 624. Critical Race Theory in Higher Education.
Cr. 1-3.
SS.
Exploration of the central tenets of critical race theory. Examination of policy, social and educational issues from a critical race perspective.
EL PS 625. Sexual Orientation Issues in HIgher Education.
Cr. 1-3.
SS.
Exploration of issues related to sexual orientation in higher education. Examination of individual and environmental factors that influence students' success in college. Development of intervention strategies to enhance the college experience for lesbian, gay, and bisexual students.
EL PS 626. Social Justice and Social Change in Higher Education.
(3-0) Cr. 3.
F.
Prereq: EL PS 621
An examination of how changes in the interest of social justice have occurred historically in American higher education. Exploration of social movements and theories of social change.
Higher Education (Hg Ed)
Degrees: Higher Education offers work for the master of science degree with thesis and master of education degree (non-thesis) and a specialization in higher education, as well as postgraduate professional development. A community college leadership certificate program and a community college teaching and learning certificate program are also offered.
The Master’s Program in Higher Education
Emphasis: The Higher Education program provides graduate instruction and leadership development in community college education, student affairs practice, institutional research, post-secondary curriculum, and higher education administration.
Prerequisites: Prerequisite to major graduate work in educational leadership is completion of an undergraduate degree with coursework appropriate to the planned specialization, and evidence that the student ranks above average in scholastic achievement and promise of professional competence.
Learning Opportunities: Master’s students in Higher Education will complete courses, practical experiences, and independent research or a culminating experience that will enable them to serve as leaders in various educational settings.
Careers: Master’s students in Higher Education are prepared for entry level positions in student affairs administration, general institutional administration, teaching positions in community colleges, and support positions in post-secondary settings.
Outcomes: Graduates of the Master’s Program in Higher Education with a specialization in student affairs will demonstrate leadership in student affairs settings. By the time of graduation, students will possess the necessary skills and knowledge to:
- Demonstrate effective oral communication.
- Effectively communicate in writing.
- Work effectively with a diverse student population.
- Employ interventions designed to facilitate the development and learning of college students.
- Create, design, and implement programs and interventions.
- Effectively advise students individually and in groups.
- Organize and administrate student services in post-secondary settings.
- Conduct basic assessment, evaluation, and research.
Graduates of the Master’s Program in Higher Education with a specialization in community college teaching and learning will possess teaching and learning leadership skills. By the time of graduation students will possess the necessary skills and knowledge to:
- Facilitate college student learning.
- Employ pedagogical techniques.
- Demonstrate a clear understanding of the foundations of education, grounding their work in theory and Philosophy.
- Use technology effectively in learning and organizational processes.
- Articulate the concepts, theories and practices related to the content of higher education as emphasized in their course work.
- Develop curriculum.
- Assess student learning.
- Understand the Philosophy, organization, functions, and current issues of community colleges.
Graduates of the Master’s Program in Higher Education with a specialization in community college administration will demonstrate leadership in community college settings. By the time of graduation, students will possess the necessary skills and knowledge to:
- Create positive environments for community college students.
- Perform administrative functions in community college settings.
- Assist community college students with the academic and personal issues they face.
- Develop effective teaching and learning strategies.
- Work effectively with diverse student populations.
- Shape community college curricula.
The Ph.D. Program in Higher Education
Emphasis: The Ph.D. in education with a specialization in educational leadership includes an emphasis on higher education. This program is designed to prepare leaders for post-secondary settings and is concerned with advanced study and independent research on various topics related to post-secondary settings. See departmental overview of the Ph.D. degree in educational leadership.
Prerequisites: Prerequisite to doctoral work in educational leadership is completion of an undergraduate degree with coursework appropriate to the planned specialization, and evidence that the student ranks above average in scholastic achievement and promise of professional competence. In addition, students are expected to have completed a master’s degree and 3-5 years of professional work experience in higher education.
Learning Opportunities: Doctoral students will complete courses, laboratory experiences, field experiences, independent research, a capstone experience, and a dissertation so that they can Serve as leaders in various post-secondary educational settings such as colleges and universities, private and state educational agencies, and other organizations concerned with post-secondary education.
Careers: Typical careers available to graduates include leadership positions in post-secondary institutions, agencies, and other organizations concerned with post-secondary education. Special experiences are available to those who are interested in a career as a faculty member in post-secondary settings.
Outcomes: Graduates of the doctoral program with an emphasis in higher education will possess knowledge and skills related to five core domains: leadership, educational research, communication, educational evaluation, and educational foundations. By the time of graduation, students will demonstrate the necessary skills and knowledge for these outcomes as listed under ELPS Ph.D. program outcomes.
Courses for graduate students
HG ED 504. Higher Education in the United States.
(3-0) Cr. 3.
S.
Prereq: Graduate classification
Historical development of higher education; diversity, functions, and philosophies of colleges and universities; federal and state roles; review of general, liberal, technical, graduate, and professional education.
HG ED 540. Foundations of Leadership: Learning, Ethics, Self and Interaction.
(2-0) Cr. 2.
F.
Prereq: permission of instructor
Serving as an introduction to developing practicing leaders, this course will create the foundation upon which enduring understanding of leadership will be built. Specifically explored will be learning as the foundation of human enterprise, everyday leadership, determination of common good, roots of individual's actions, sensitivity to others, merits of divergent ideas, questioning the status quo, ethics as personal responsibility and choosing to grow.
HG ED 541. Learning, Leadership, Ethics and Community.
(2-0) Cr. 2.
S.
Prereq: permission of instructor
Serving as the second semester in a program to develop practicing leaders, this course will build upon the foundation started first semester to help students embrace the enduring understandings of leadership. Specifically explored will be team learning and the effect on individuals, skills required for a team to move forward, importance of decisions based on the good of the community, reflection as a means of enhancing learning, and interconnectedness of the individual, the community, and the world.
HG ED 542. Learning, Leadership, Ethics, and Teams; Knowing, Doing and Being.
(2-0) Cr. 2.
F.
Prereq: permission of instructor
The overall purpose of this course is to expand the foundation started in Foundations of Leadership: Learning, Ethics, Self and Interactions and Learning, Leadership, Ethics and Community for developing practicing leadership. The focus will shift from a naive understanding of the concepts of self within a team and community to a more sophisticated understanding of knowing, being and doing leadership.
HG ED 543. Learning, Leadership, Ethics and Teams in Action.
(2-0) Cr. 2.
S.
Prereq: permission of instructor
The purpose of this last (in a series of four) course is to allow students to put their knowledge, skills, and abilities related to leadership, learning, Ethics and Teams into practice. In addition to planning and implementing a major service learning project, the focus will be on the next wave of the study of leadership - connecting leadership to the research about the brain and human learning.
HG ED 544. Foundations of Leadership Learning.
(3-0) Cr. 3.
F.
Prereq: graduate student classification
First of two-course series to help leaders develop the knowledge and skills to engage the collective capacity of a group to think, learn, and achieve important purpose. The foundation for developing deep understanding about leadership, learning, and the relationships therein. Focus on application of recent knowledge about human learning in the professional practice of leadership. Relationship leadership model and relationship to other leadership models, theories, and concepts; current theories of human learning (including expert/novice and transfer of learning), and interrelationships with leadership practice; critical understanding of self; facilitating learning for others; metacognition as a habit of mind; fundamentals of group interaction theories; social interdependence, communication, trusting, trustworthy goals, decision-making, cohesion, controversy, team development; power, resources, and development of community.
HG ED 545. Connecting Leadership Learning in Practice.
(3-0) Cr. 3.
F.
Prereq: Graduate student classification and completion of HG ED 544
Second of a two-course series designed to help leaders develop the knowledge and skills to best engage the collective capacity of a group to think, learn and achieve important purpose. Builds on foundation course to support students in creating applications of the relationships between leadership and learning. Focus on developing the habits of mind and habits of practice to best use knowledge about human learning in the professional practice of leadership. Applications of relational leadership model; applications of group interaction theories; development and implementation of action plans to achieve measurable goals; application of current theories of human learning as they relate to leadership; exploration of the fundamentals of emotional intelligence and the impacts on leadership; developing critical habits of mind to practice leadership focused on learning.
HG ED 550. Teaching, Learning and Leadership.
(3-0) Cr. 3.
F.
Prereq: Teacher licensure
Current issues and practices in community college teaching and learning, and the roles and responsibilities of teachers as leaders.
HG ED 561. College Teaching.
(3-0) Cr. 3.
Prereq: 6 graduate credits
Educational theories, methods and strategies for the improvement of college instruction. Assist potential college instructors in developing knowledge of protocol, assessment, and the scholarship and art of teaching. Emphasis on the unique challenge of college teaching in a changing student population environment.
HG ED 562. Curriculum Development in Colleges.
(3-0) Cr. 3.
Prereq: Graduate classification
Modes of curriculum design, development, and change in colleges. Development of curricular leadership and evaluation strategies.
HG ED 568. Global Education Policy Analysis.
(3-0) Cr. 3.
Prereq: 504
Assessment of global education policy issues in education. Analysis of policies, implementation strategies, and policy outcomes.
HG ED 570. Current Topics in Student Affairs.
Cr. 1-3.
Prereq: Graduate classification
Current issues and new directions in student affairs practice. Topics developed to the specific needs of student affairs professionals. Primarily for off-campus.
D. Residential Life
G. Student Affairs Institute
H. Student Diversity
HG ED 574. Student Affairs Practice in Higher Education.
(3-0) Cr. 3.
F.
Prereq: Graduate classification, admission to Higher Education Program
An introduction to the field of student affairs practice with a consideration of student activities, counseling services, financial aid, admissions, student conduct, academic advising, and residential programs; includes community college programs.
HG ED 575. Organization and Administration of Student Affairs.
(3-0) Cr. 3.
S.
Prereq: Admission to Higher Education Program, 574
Organization structures, role and function of student affairs staff; policies and decision-making for student affairs practice.
HG ED 576. Student Development in Higher Education.
(3-0) Cr. 3.
F.
Prereq: Admission to Higher Education Program
Theories of student development and their applications in student affairs programs, services, and activities are reviewed. Emphasis is placed on psychosocial, cognitive developmental, and learning theories as well as newer integrative theories.
HG ED 577. Campus Environments and Cultures.
(3-0) Cr. 3.
F.
Prereq: Admission to Higher Education Program
Study of the impact of the college environment on students and use of environmental theory to create positive learning situations for students.
HG ED 578. Students in American Higher Education.
(3-0) Cr. 3.
F.
Prereq: Admission to Higher Education Program
The relationship between college students and characteristics from 1950 to the present. Traditional assumptions about the impact of higher education on students will be reviewed and challenged. Campus issues and concerns relative to commuters and residential life. Participants will analyze institutional responses to students through college missions, organizational development, structure, core curriculum and retention.
HG ED 579. Counseling and Group Dynamics in Post-secondary Settings.
(3-0) Cr. 3.
F.
Prereq: 574, 576
Development of effective, basic counseling skills. Understanding of group dynamics. Ability to work effectively in groups.
HG ED 580. Current Topics in Community Colleges.
(1-3) Cr. 1-3.
Prereq: Graduate classification
Current issues and new directions in community college education. Topics developed to the specific needs of colleges. For off-campus.
A. Student Needs
B. General and Liberal Education
C. Counseling and Advising
D. Adult and Continuing Education
E. Development and Remedial Education
F. Student Services
G. Faculty and Staff Evaluation
H. Organization and Administration
I. Learning and Teaching
J. Human Relations
HG ED 582. The Comprehensive Community College.
(3-0) Cr. 3.
Prereq: Graduate classification
The community college as a unique social and educational institution: its history, philosophy, functions, programs, faculty and student characteristics, organization and finance, trends, and issues. Reviews current research and exemplary community college practices internationally, nationally, and in Iowa.
HG ED 590. Special Topics.
Cr. 1-4.
Prereq: 9 credits in education
Independent study on specific topics arranged with an instructor.
A. Student Services
B. Community Colleges
C. Current Issues
D. International Higher Education
E. Federal and State Affairs
F. Law in Higher Education
G. Institutional Research
HG ED 591. Supervised Field Experience.
Cr. 1-4.
Repeatable.
Prereq: 9 credits graduate work
Supervised on-the-job field experience.
HG ED 593. Workshops.
Cr. 1-5.
Repeatable.
Prereq: 15 credits in education
HG ED 598. Capstone Seminar.
(3-0) Cr. 3.
S.
Prereq: Completion of 30 credits in EL PS
This course is designed to integrate the learning experiences of students completing the Master's Degree Program in higher education. Such issues as ethics, continuing professional development, career planning and leadership will be explored.
HG ED 599. Creative Component.
Cr. arr.
Prereq: 9 credits in education
HG ED 615. Seminars in Higher Education.
Cr. 1-4.
A. Student Services
B. Community Colleges
C. Current Issues
D. International Higher Education
E. Federal and State Affairs
F. Law in Higher Education
G. Institutional Research
H. Research Designs in Higher Education
HG ED 664. College Organization and Administration.
(3-0) Cr. 3.
F.
Prereq: 504
Administrative organization and behavior: communications, leadership, finance, strategic planning, and institutional governance.
HG ED 665. Financing Higher Education.
(3-0) Cr. 3.
S.
Prereq: 504
Lectures, discussions, and individual investigation relating to financial administration in colleges and universities. Budgeting, auxiliary enterprises, administration of financial planning, fund raising, examination of theories on expenditures. Designed for persons aspiring to serve as college administrators.
HG ED 666. Academic Issues and Cultures.
(3-0) Cr. 3.
S.
Prereq: 504
Examination of institutional culture and issues in higher education focusing on the roles and responsibilities of faculty and academic administrators.
HG ED 676. Student Development Theory II.
(3-0) Cr. 3.
S.
Prereq: 576
An examination of social identity theories including those exploring race, ethnicity, gender, class, ability, sexuality, and spirituality. An exploration of how social identity is influenced by the dynamics of power and oppression in education and society and how to enhance the college experiences of students from diverse backgrounds.
HG ED 690. Advanced Special Topics.
Cr. 1-4.
Repeatable.
Prereq: 9 credits in education
HG ED 699. Research.
Cr. arr.
Repeatable.
Prereq: 9 credits in education
Organizational Learning and Human Resource Development (OLHRD)
Courses primarily for graduate students, open to qualified undergraduate students
OLHRD 541. Adult Learning.
(3-0) Cr. 3.
Examines how adults acquire and use knowledge, skills, and attitudes within organizational settings; individual differences in learning as well as the principles and elements of the learning organization.
OLHRD 544. Performance Improvement and Change Through Learning Interventions.
(3-0) Cr. 3.
Prereq: OLHRD 541, 542
Examines the characteristics and elements of the performance improvement and change process, with special attention to the roles and responsibilities of employees, managers, and organizations when improving individual and organizational learning.
OLHRD 545. Learning Acquisition, Transfer, and Evaluation.
(3-0) Cr. 3.
Prereq: OLHRD 541, 542, 544
Critical examination of learning acquisition, transfer, and evaluation barriers, partnerships, strategies, and activities; and the roles and responsibilities of human resource development professionals, managers, employees, and organizations in the application and evaluation of learning on the job.
Research and Evaluation (ResEv)
Degree Research and Evaluation offers work for the Master of Science degree with thesis with a specialization in research and evaluation.
Emphasis: Research and Evaluation students receive a broad foundation in the areas of quantitative and qualitative research methodology, data analysis, assessment, and evaluation. Students select one area for in-depth study.
Prerequisites: Prerequisites to major graduate work in educational leadership are completion of an undergraduate degree with coursework appropriate to the planned specialization, and evidence that the student ranks above average in scholastic achievement and promise of professional competence.
Learning Opportunities: Students in Research and Evaluation will complete courses, laboratory experiences, field experiences, independent research and a thesis.
Careers: Graduates are prepared for professional roles in institutional research, assessment of student learning, and program evaluation in post-secondary settings, school districts, and not-for-profit organizations.
Outcomes: Graduates of the master’s program with a specialization in research and evaluation will be prepared for leadership roles for careers in assessment and evaluation. By the time of graduation, students will demonstrate the necessary skills and knowledge to:
- Articulate current issues and principles in research, program evaluation, and assessment.
- Implement various conceptual approaches to research, program evaluation, and assessment.
- Effectively use the principles and skills of research data analysis.
- Interpret data and prepare accurate and useful reports.
Courses primarily for graduate students, open to qualified undergraduate students
RESEV 550. Introduction to Educational Research.
(3-0) Cr. 3.
F.S.SS.
Understanding the nature of quantitative and qualitative research; reviewing the literature; developing research problems and questions; research designs; data collection and analysis issues; evaluating research studies.
RESEV 552. Basic Educational Statistics.
(3-0) Cr. 3.
F.
Statistical concepts and procedures for analyzing educational data; descriptive statistics, correlation, t tests, and chi square with computer applications.
RESEV 553. Intermediate Educational Statistics.
(3-0) Cr. 3.
Prereq: RESEV 552 or STAT 401
A continuation of statistical concepts and procedures for analyzing educational data, using multiple regression and logistic regression.
RESEV 554. Intermediate Research Methods.
(3-0) Cr. 3.
SS.
Prereq: RESEV 553 or STAT 404
Intermediate quantitative research methodology in preparation for carrying out thesis and dissertation research, with an emphasis on the estimation of causal effects using observational data.
RESEV 570. Surveys in Educational Research.
(3-0) Cr. 3.
S.
Prereq: RESEV 552 or equivalent
Examination of survey design and administration in educational research. Designing surveys; developing, evaluating, and asking survey questions; survey sampling; measuring survey reliability and validity; administering mail and web surveys; decreasing survey nonresponse; conducting post-collection survey data processing; conducting survey research with integrity.
RESEV 580. Introduction to Qualitative Research Methodology.
(3-0) Cr. 3.
Qualitative research in the human sciences, emphasizing education; principles of qualitative inquiry, including theoretical foundations, research design, and fieldwork.
RESEV 590. Special Topics.
Cr. 1-3.
Repeatable. F.S.SS.
Prereq: Graduate standing
Guided reading and in research and evaluation study on special topic.
RESEV 593. Workshop.
Cr. 1-3.
Repeatable. F.S.SS.
Prereq: Graduate standing
Intensive, concentrated exposure to a special educational research or evaluation problem.
RESEV 597. Program Assessment and Evaluation.
(3-0) Cr. 3.
S.
Prereq: RESEV 550
Evaluation models and professional standards. Techniques of evaluating educational programs. Emphasis on both theory and practical applications.
Courses for graduate students
RESEV 615. Current Topics in Research and Evaluation.
Cr. 1-3.
Repeatable.
RESEV 620. College Access in Policy, Practice, and Research.
(4-0) Cr. 1-3.
SS.
Exploration of the plurality of frameworks used to conceptualize college access as a social problem (for research, policy, and practice). Development of application of understandings of college access frameworks to policy, practice, and research.
RESEV 680. Critical Issues in Qualitative Inquiry.
(3-0) Cr. 3.
S.
Prereq: 580
An intensive reading and discussion course focusing on contemporary methodological theory for qualitative inquiry; examines epistemological, ontological, axiological and theoretical assumptions and their consequences for qualitative inquiry in the human sciences; interrogates core concepts of qualitative inquiry such as fieldwork, data, validity and representation.
RESEV 681. Analytical Approaches in Qualitative Inquiry.
(3-0) Cr. 3.
F.
Prereq: RESEV 580 or equivalent
Conceptions of data and analysis in qualitative methodologies; focus on applied topics in qualitative data analysis, such as narrative analysis, ethnographic analysis, life history analysis, postmodern analyses, discourse analysis, arts-based analytical strategies, constructing data; combination format of reading and discussion seminars and classroom workshops focusing on individual research projects (not for thesis or dissertation).
RESEV 690. Advanced Special Topics.
Cr. 1-3.
Repeatable.
Prereq: Graduate standing
Guided reading and/or study on special topics of an advanced nature.
RESEV 699. Research.
Cr. arr.
Repeatable. F.S.SS.