EPPL 500 |
Orientation to Graduate Studies in Higher Education |
Fall (1) |
Staff |
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This course introduces new graduate students to the field of higher education and to the resources available for research and professional development. Students are oriented to professional associations, to the library and technological resources, and professional expectations in written and oral communications. |
EPPL 501 |
Educational Leadership and Organizational Dynamics |
Fall and Summer (3) |
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An introduction to general organizational theories and their application in educational settings. Attention is given to developing the leadership competencies needed for entry-level administrative positions. Influences of local, state, and federal levels of government on school administration are examined. |
EPPL 502 |
Educational Leadership: Concepts and Cases |
Fall (3) |
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An application of administrative skills and organizational characteristics in educational settings. Attention is given to building and extending leadership concepts, and applying leadership competencies in school settings. This course is an extension of EPPL 501. |
EPPL 503 |
The Administration Of Higher Education |
Fall (3) |
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Prerequisites: Admission to graduate studies or consent of instructor. |
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This course is a basic introduction to the administration of higher education institutions in the U.S. Course material includes an overview of management functions, governance, authority, organizational arrangements, and administrative style and behavior. Students examine in detail several administrative operations, including offices of academic affairs, student services, business/financial affairs, university advancement, institutional research, registrar, admissions, athletics, building and grounds, facility planning and construction, continuing education, and communications. In addition, students study various agencies of the state and federal governments that are primarily concerned with higher education. |
EPPL 510 |
Outcomes and Assessment of Undergraduate Education |
Spring even-numbered years. (1) |
Staff |
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This course is designed to explore the foundations of current policies requiring assessment of outcomes of undergraduate education. It develops an historical and theoretical foundation for conceptualizing “outcomes” of undergraduate education. Problems - theoretical, technical, and policy – in the assessment of outcomes are considered. |
EPPL 511 |
Budget Policy and Practice in Higher Education |
Spring (1) |
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This course enables students to understand the budget process employed by colleges and universities. After examining the fundamental budgeting operational models, the annual planning operations, policy decisions and ramifications, and construction of an institutional budget are discussed and practiced through computer simulations. |
EPPL 530 |
Introduction to Student Affairs Administration In Higher Education |
Spring even-numbered years. (3) |
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Prerequisites: Admission to graduate studies or consent of the instructor. |
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A course designed to provide appropriate experiences for the student who wishes to seek employment in the areas of admissions, student affairs, housing, and food service in institutions of higher education. The course consists of a study of (1) the nature, development, and current status of student personnel services in higher education, (2) major problem areas in the field, and (3) policies and procedures for effective management. |
EPPL 534 |
Instructional Leadership: Administering Educational Programs |
Fall (3) |
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Prerequisites: EPPL 501, EPPL 502 or permission of instructor. |
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A course for school principals and supervisors that focuses on leading and managing the school instructional program. Topics studied revolve around decision making regarding the school curriculum and instructional program. |
EPPL 535 |
Instructional Leadership: Assessment and Evaluation |
Spring (3) |
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Prerequisites: EPPL 501, EPPL 502, EPPL 534 is recommended. |
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A course designed to provide individuals with the knowledge and skills required for assessing and evaluating the instructional program. Also, emphasis is placed on the improvement of classroom assessment and evaluation. |
EPPL 536 |
Instructional Leadership: Supervision and Professional Development |
Spring (3) |
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Prerequisites: EPPL 501, EPPL 502 or permission of instructor. |
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This course explores the relationship among professional development, instructional supervision, and ongoing improvement of teaching and learning. Students examine the role of the educational leaders in creating a culture of change that promotes organizational success and personal and professional growth for all members of the school community. |
EPPL 540 |
Topics In Educational Leadership |
Occasionally (1-3) |
Staff |
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This course is designed to present leadership and administrative knowledge, skills, and strategies in relation to improving the operation of schools. A major focus of the course is to investigate aspects of leadership as applied to field based settings. |
EPPL 550 |
The Principalship |
Spring (3) |
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Prerequisites: EPPL 501 |
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A course focused on administrative knowledge and skills related to the effective management of school sites. Attention is given to the role of the principal in planning, organizing, and monitoring the effective use of finance, facilities, and technology. Cases and concepts are applied to school improvement practices. |
EPPL 561 |
Leadership and Cultural Competence |
Spring (3) |
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This course is designed to present leadership, administrative and cultural knowledge, skills, and strategies in relations to improving the operation of educational institutions. A major focus of the course is to investigate and experience the concept of cultural competence as applied to leadership in educational organizational settings. |
EPPL 585 |
Internship in Higher Education |
Fall and Spring (3) |
Staff |
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An internship is required of all master’s students in the higher education emphasis. Individual arrangements are made by the student, internship supervisor and faculty. |
EPPL 586/587 |
Internship in Administration and Supervision (preK-12) I/II |
Fall/; Spring; Summer (3+3) |
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Prerequisites: 21 hours in Educational Policy, Planning and Leadership coursework or permission of instructor. (Graded pass or fail) |
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This internship offers intensive, field-based experiences for aspiring educational leaders. Interns encounter authentic challenges in various educational settings and develop leadership abilities, administrative competencies, and personal confidence to work with and through all members of the schools community to bring about improved teaching and learning. The internship must be completed over 2 consecutive semesters. Internship sites, in cooperating school divisions, will be identified by a team consisting of the student, university intern supervisor, and a practicing administrator or supervisor. An internship plan is then developed which involves the student in an integrated internship experience which includes regular leadership seminars, portfolio refinement and presentation, transitional planning for professional growth, and career advisement and outplacement support. |
EPPL 599 |
Master’s Project |
Spring. (3) |
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A seminar in which graduate students prepare a research paper in a field related to their area of emphasis. The seminar constitutes the final three semester hours in the master’s program. |
EPPL 601 |
Educational Policy: Development And Analysis |
Fall; Summer of odd-numbered years (3) |
Staff |
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This course provides the opportunity for students to have a clear understanding of how policy works in education, how to analyze and formulate educational policies, and who the key interest groups and players are in the making of policy. |
EPPL 602 |
Educational Planning |
Fall; Summer of odd-numbered years (3) |
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This course is designed to present knowledge, skills, strategies, and applications of planning for educational organizations. Major foci of the course include determining present status, determining future direction, charting a course of action, and assessing progress toward desired outcomes. |
EPPL 603 |
Leadership In Education |
Spring; Summer of even-numbered years (3) |
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This course provides the opportunity to examine theoretical and practical applications of leadership in order to develop the knowledge, skills and attributes required of an effective leader in contemporary educational settings. |
EPPL 604 |
Cross Disciplinary Perspectives In Educational Theory, Research And Practice |
Spring; Summer of even-numbered years (3) |
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This course explores the general paradigmatic structure of knowledge, focusing in particular on the social sciences and humanities, and engages students in the process of conceptualizing educational research problems that are based in social science and humanities theory and models. After considering basic conventions and principles from anthropology, sociology, social psychology, political science, and the humanities, students explore and apply various theoretical perspectives and models to potential research topics in education. |
EPPL 610 |
Advanced Instructional Strategies |
Fall odd-numbered years. (3) |
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A course in which basic teaching procedures are studied in-depth. Students examine and construct teaching models, learn a system for analyzing teaching and study various teaching methods. |
EPPL 611 |
Theories Of Curriculum Development And Evaluation |
Fall even-numbered years. (3) |
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A course which involves in-depth study of the foundations, theories, and procedures of curriculum development and evaluation. |
EPPL 612 |
Curriculum And Instruction For Gifted Learners |
Fall (3) |
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Prerequisites: CI G80 or equivalent. |
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This course involves the study of differentiated curriculum and instruction for gifted learners. The course will focus on key content, process, product, concept and implementation issues in working with the gifted in various domains of inquiry. |
EPPL 613 |
The Academic Life |
Fall (3) |
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Collegiate curriculum and faculty are intimately intertwined. This course explores how the logic of faculty socialization and career development relates to the evolution of teaching and learning environments in colleges and universities. Career issues and the institutional roles of the faculty and curricular forms, functions, processes, content and contexts are examined. |
EPPL 614 |
Curriculum Development In Special Education |
Fall of odd-numbered years (3) |
Staff |
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A course involving advanced study of issues, philosophies, and models of special education curriculum, as well as systematic approaches for evaluating, modifying, and designing curricula for exceptional students. |
EPPL 625 |
Current Issues In Higher Education |
Spring (3) |
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Prerequisites: Admission to graduate studies or consent of instructor. |
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A study of contemporary higher education in the United States as a specialized field of inquiry and as a professional area in which to work. Attention is centered on current issues emphasizing organization and administration, curriculum, college students, faculty, non-teaching professionals, and finance. |
EPPL 628 |
The History Of Higher Education |
Fall (3) |
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Prerequisites: Admission to graduate studies or consent of instructor. |
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This graduate course presents critical analysis and interpretation of historical developments in higher education from the medieval to modern periods. Emphasis is on key institutions, episodes, and social trends which illustrate the continuities, complexities, and changes in colleges and universities. Students are introduced to the use of historical documents and the logic of historical analysis. |
EPPL 631 |
Educational Facilities |
Fall of even-numbered years (3) |
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An examination of curricular, technical, physical, and psychological factors influencing the design and operation of educational facilities. |
EPPL 632 |
The Community College |
Occasionally (3) |
Staff |
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The focus of this course is on the development and structure of the community college: its history, purpose, characteristics, social function, organization and administration, curriculum, faculty, and students. |
EPPL 635 |
Organization And Governance Of Higher Education |
Spring (3) |
Staff |
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Prerequisites: Admission to graduate studies or consent of instructor. |
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A course for advanced graduate students on the organization and governance of institutions of higher education. Attention is given to understanding higher education organizational development, structure, characteristics, settings, and internal and external influences. In addition, administrative roles, decision making problem solving and political realities are examined. |
EPPL 638 |
Comparative Higher Education |
Spring of even-numbered years (3) |
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This course explores diverse post-secondary systems, structures, and organizational issue across the globe and outside of the traditional American system. After gaining an understanding of various distinct models of national tertiary systems, attention will turn to the general topics of history, curriculum, faculty, access, governance, and finance. Students will pursue a research topic of choice and share their scholarship in a colloquium format. |
EPPL 639 |
Educational Technology Planning |
Fall of odd-numbered years (3) |
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This seminar provides a forum for students to explore the impact of information technology on contemporary educational systems and to develop the skills necessary to serve as leaders in incorporating educational technology into the teaching and learning process. A major focus of the course is determining how the human and technical resources of an institution can be focused on creating a coherent and effective technological architecture. Minimal course entry expectations are for students to be comfortable and competent with word processing, electronic mail, Web browsing, database searching, and the basic functions of one computer operating system. |
EPPL 640 |
Administration And Supervision Of Special Education |
Spring of odd-numbered years (3) |
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A study of the role of the administrator of special education programs. Emphasis is placed on planning implementation, and assessment of programs in rural, urban, and suburban settings. |
EPPL 642 |
Interpersonal And Public Relations in Education |
Spring; Summer of even-numbered years (3) |
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A course focused on the principles, knowledge, and skills related to effective interpersonal and public relations in educational organizations. Special emphasis is given to the study of communication theory and practice, the social ecology of organizations, conflict and crisis management, community relations, strategic marketing in educational organizations, and legal and ethical considerations. |
EPPL 643 |
Human Resources Administration |
Fall (3) |
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A study of personnel services for educational and public agency administrators. Selected personnel functions including planning, recruitment, selection, induction, compensation and evaluation are discussed. |
EPPL 645 |
The Superintendency Team |
Occasionally (3) |
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Prerequisites: Master’s degree in educational leadership, admission to EPPL doctoral program or permission of instructor. |
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This course is concerned with applying and synthesizing functions and responsibilities of executive-level central office personnel and the school superintendent within the context of dynamic educational organizations.
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EPPL 650 |
Developmental Perspectives In Gifted Education |
Fall (3) |
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This course focuses on the issues associated with the development of gifted individuals over the lifespan from a cognitive, psychosocial, and physiological perspective. Emphasis will be placed on exploring positive deviance in early childhood, middle childhood, adolescence, and adulthood. The role of institutions, individuals, and intrapersonal influences on the developmental process of talented learners will be explored and implications for program development and administration stressed. |
EPPL 660 |
Educational Law |
Spring; Summer of odd-numbered years (3) |
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An examination of principles of school law by use, in part, of the case study approach. Legal foundations of public and non-public schools are studied with consideration given to the Virginia School code. Basic legal principles and guidelines for assisting teachers, administrators, and professional support personnel are developed. |
EPPL 661 |
Law And Higher Education |
Spring (3) |
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A course for advanced graduate students that examines constitutional, statutory, and case law relevant to higher education and the implications of this body of law for policies and practices affecting students, faculty, administrators, and staff. Students will learn basic legal concepts and become familiar with relevant legal terminology. |
EPPL 670 |
Gifted Program Planning, Development And Evaluation |
Spring (3) |
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Prerequisites: CRIN G80 |
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This course focuses on the fundamental principles of program design and development for gifted learners. Role functions and reference groups are emphasized as well as general educational administration and supervision theories. Program evaluation models are also stressed. |
EPPL 675 |
Planning And Management In Finance |
Fall of odd-numbered years (3) |
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Prerequisites: EPPL 501 |
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A study of the historical development, design, and management of systems of financing public education. Topics studied include fiscal planning sources of revenue, state and local systems of school finance, building level financial management, budget development, and administration and federal participation in educational funding. Special emphasis is given to the Virginia system of funding public education and to contemporary issues in school finance. |
EPPL 676 |
The Financing Of Higher Education |
Fall (3) |
Staff |
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Cross-listed with PUBP 644.
This course is designed to provide students with an overview of the financing of higher education. Besides becoming acquainted with the literature and main issues in finance, students will develop the ability to examine and analyze financial statements, assess the budget as an instrument of control and relate the budget to the educational program. |
EPPL 712 |
Administration And Policy Issues In Gifted Education |
Spring even-numbered years (3) |
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Prerequisites: EPPL 670 |
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This course focuses on the in-depth study of issues and competencies related to administration and policy in gifted education at local, state, regional and national levels. Research and development concerns and practical applications of the state-of-the-art knowledge-base in the education of the gifted are emphasized. |
EPPL 713 |
Higher Education And Public Policy |
Spring of odd-numbered years (3) |
Staff |
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Cross-listed with PUBP 645.
A seminar for advanced graduate students in which the general topic of the relationship between the government and higher education is developed. Major attention is given to developments since World War II. |
EPPL 714 |
Adult And Continuing Education Practice And Policy |
Occasionally (3) |
Staff |
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A course designed to assist students in the development of perspective and insight in adult and continuing education policy and practice. Specific topics include a survey of programs for personal and professional growth, mass media delivery systems, experiential learning, distance education, and public policy.ill provide for PK-12 education. As a seminar for advanced students, it will place particular emphasis on developing research questions and methods for understanding the evolution, implementation, and assessment of educational policy. This course should be preceded by EPPL 601, Educational Policy, Development and Analysis or equivalent. |
EPPL 715 |
Public School and Public Policy |
(3) |
Staff |
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EPPL 733 |
Seminar On Legal Issues In Education |
Spring of even-numbered years (3) |
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Prerequisites: EPPL 660, 735, or a comparable course. |
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An advanced seminar on school law designed to explore legal issues of interest to graduate students. |
EPPL 735 |
Legislation, Litigation And Special Education |
Spring of even-numbered years (3) |
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Prerequisites: EPPL 660; admission to advanced graduate studies in Educational Policy, Planning and Leadership with emphasis in special education or permission of the instructor. |
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A study of the impact of legislation and litigation on the field of special education. |
EPPL 750 |
Current Trends And Issues In Gifted Education Administration |
Fall of even-numbered years (3) |
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This course will focus on the most current trends and issues in the field of gifted education for leadership personnel to address. Major emphasis will be placed on: (1) new conceptions of giftedness; (2) research and development emphases for special populations of gifted learners; (3) exemplary identification, program development and evaluation practices in school practice; and (4) planning and administration of gifted education. |
EPPL 751 |
Colloquium In Educational Policy, Planning And Leadership |
Occasionally (Var.) |
Staff |
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This course description is developed each time the course is offered to describe the areas to be investigated. |
EPPL 752 |
Interdisciplinary and Interagency Service Delivery |
Fall of even-numbered years (3) |
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Prerequisites: Admission to the doctoral program or permission of the instructor. |
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An advanced course to examine models for interdisciplinary teamwork in the design, delivery, and evaluation of services for students with disabilities and at-risk. Both school-based and interagency collaborative services are emphasized.
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EPPL 760 |
Independent Study In Educational Policy, Planning And Leadership |
Fall; Spring; Summer (Var.) |
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Prerequisites: Permission of the instructor. |
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This course provides the opportunity for an advanced graduate student to pursue a topic of personal interest or need with the guidance and supervision of a member of the faculty. |
EPPL 765 |
Applied Field Research Project |
Fall (3) |
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Prerequisites: EDUC 663, 664, 665, successful completion of comprehensives. (Graded pass or fail.) |
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This course is designed to provide advanced graduate students with opportunities to apply their research knowledge to a research study in their area of interest in either educational administration, special education, gifted education or higher education. Emphasis is on conducting research in collaborating with faculty or graduate students. |
EPPL 770 |
Advanced Internship In Administration |
Fall (3) |
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Prerequisites: Doctoral status or consent of instructor. (Graded pass or fail.) |
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A full-time supervised clinical experience in the administration of educational programs. The internship focuses on the development of an understanding of administration in various educational settings depending on the selected concentration area and provides the opportunity for field-based problem solving and the demonstration of emerging leadership skills. |
EPPL 790 |
Educational Policy, Planning and Leadership Research Seminar |
Fall and Spring (3) |
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Prerequisites: EDUC 663, 664, 665, successful completion of comprehensives or permission of the instructor. |
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This seminar enables students to explore the current literature associated with their research interests and resources for doing research, and to confront problems in conducting original investigations in higher education, general education administration, gifted education administration, and special education administration. Attention is given to the investigation of a research problem of each student’s interest. |
EDUC 800 |
Dissertation |
Fall, Spring, and Summer (Var.) |
Dissertation chairperson |
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Prerequisites: Permission of the instructor. (Graded pass or fail.) |
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Students must register for a minimum of 3 semester hours.
Educational Policy, Planning & Leadership (EPPL) |
