EP 7020 Collaborative Leadership - 3 graduate credits
In this course, students will explore major concepts related to developing partnerships and communities of learners. Course topics include the change process, forms of school and community governance, school culture, the concept of collaboration, and agencies and organizations involved in community programs and initiatives. Special attention is focused on planning and implementing system-wide and building-level networks. Students will develop and evaluate a framework for collaboration and demonstrate systems thinking. Typically the first course completed in the CAGS program.
EP 7030 Transforming the Educational Agenda - 3 graduate credits
This course focuses on the development of a self-renewing capability inherent in professionals and organizations. Students will discuss the notion of transformation in the context of knowledge base, self-reflection, and the socio-professional processes in educational change. Students will explore the integration of ecological perspectives within a changing society and the demand for greater tolerance of human behavior in the context of learning. Students will demonstrate an understanding of the need to keep student learning and development as the central core of educational change. Prerequisites: EP 7020 and EP 7040.
EP 7040 Planning in Education and Human Services - 3 graduate credits
The purpose of this course is to develop effective collaborative planners. This course presents the major stages in the process of developing a strategic plan, including forming a mission statement, crafting and implementing the plan, and evaluating plan performance. It provides a theoretical and practical overview of the skills, strategies, and resources required through each stage of the systemic planning process. (Prerequisite: EP 7020).
EP 7050 Qualitative Methodology and Applied Research - 3 graduate credits
This course addresses qualitative research methodologies with a particular emphasis on constructing grounded theory. Candidates will engage in the process, design, and critique of qualitative inquiry and research. Organizational and community issues will be explored and discovered through the analysis of patterns of beliefs, attitudes, and behaviors within interpersonal and intercultural contexts. The course includes theory and practice related to initiating an inquiry; gathering, recording and analyzing data; and evaluating a study. (Prerequisites: Eligibility for CAGS level coursework, and a graduate level course in research design).
EP 7055 Transformative Research - 3 graduate credits
Transformative Research is an advanced course in research and evaluation methods appropriate for advanced graduate students. The intersection of applied social research and program evaluation will be explored, as well as researcher identity, developing a research focus, a transformative research and evaluation model, and qualitative, quantitative, and mixed methods. Students will partner with a school or agency to develop a research project focused on the needs of the partner. The Transformative Approach to formulating research questions and developing original research will be emphasized, in alignment with our program?s hallmarks and the goal of preparing transformational leaders who can conduct, as described by Mertens (2009), culturally responsive research that places central importance on the lives and experiences of diverse communities, that seeks out those who are silent, involves those who are marginalized, and results in actions that further human rights and social justice. Prerequisite: A graduate level course in Research Design. Also offered as HD 7055.
EP 7060 Legal Issues in Policy Making - 3 graduate credits
This course presents a discussion of ways institutions and their communities must deal with the legal and political environment in which they exist. Topics include current legal issues and how the stakeholders in society can use the law as a tool for social change. Institutions must advocate for positive change through the development of thoughtful legal policies and practices. Prerequisite: AD 5700 or SE 5300.
EP 7070 Contemporary Social Trends - 3 graduate credits
Contemporary social, economical, political, and educational issues are the core of the course. They are identified in a forum that provides opportunities for the students to research current methodology together to address problems that relate to the specific roles of the course participants in their work inside or outside of the educational field. Working collaboratively, course candidates explore short-range and long range problem-solving strategies directed toward increasing their awareness of community perception and expectations, techniques for facilitating institutional change, and responding to the nature and culture of internal and external political systems and environments as they apply to their work sites.
EP 7090 Critical Perspectives for Arts Advocacy - 3 graduate credits
To be an advocate of the arts must mean in some degree to have given thought to the very nature of the arts and their function in human development and culture. This course attempts through reading, discussion, writing, and forms of "doing art" to broadly circumscribe the nature of the arts and their function within the human experience. The readings will help facilitate seminar discussions designed to explore a variety of views about how the arts, once identified and defined within human experience and culture, contribute to human flourishing by opening up a more encompassing range of choices and possibilities. To be an advocate for the arts in this sense is to realize the intimate connections that the arts evoke, as well as to encourage the expansion of social vision through public forms of conduct and communication.
EP 7100 School Labor Relations, Negotiations and Personnel Management - 3 graduate credits
Focus on policies and procedures affecting personnel management in the schools. Discussion of staffing, program and personnel evaluations, office procedures and record keeping, decision making, and negotiations. Emphasis on collective bargaining statutes, case law, grievance processing, mediation, employee relations boards, union security provisions, scope of bargaining, and the administration of the negotiated contract.
EP 7110 Arts and Learning - 3 graduate credits
This course is designed to provide candidates with the arts leadership skills necessary for designing, implementing, assessing, and sustaining arts integration models in diverse school settings. The course will focus on the multiple roles of the arts as mediation tools offering languages for learning and methods for instructions. This course will provide candidates with theoretical and applied knowledge of comprehensive interdisciplinary multi-arts integration supporting learning in, with, and through the arts. Candidates will be introduced to the research based Integrated Instructional Model, which incorporates the components of community, problem-based learning and arts integration. Candidates will explore the use of the arts and artistic methods through hands-on activities modeling arts-infused learning and instruction. Candidates will apply individual and group understandings to considerations of site-specific school change and sustained systemic professional development.
EP 7120 Appreciative Inquiry - 3 graduate credits
Learn to leverage change initiatives and improvement processes by discovering the positive core of an organization, team or process. Beginning from a positive vantage point will: empower an organization, encourage motivation and positive action, while increasing commitment and creating sustainable success. This method has been used by the Dalai Lama, the U.N., the Department of the Navy, and a variety of major corporations, hospitals, and educational institutions Appreciative Inquiry was originally conceived as a method for large-scale organizational development change initiative; it is now used in the following ways: as a method to improve relationships and team performance, as a program assessment tool, as a research method, and for building communities. This will be a hands-on learning experience. During the course we will cover some foundational theory and conduct an Appreciative Inquiry. This class will provide skills and knowledge that can be directly applied professionally or personally.
EP 7121 Designing & Leading Healthy Organizations - 3 graduate credits
The course is designed as an intensive introduction to the theories, methods and tools for building wellness concepts into the strategic planning process of organizations. The class will define the future of wellness in the workplace evolving beyond mechanistic approaches to individual wellness and developing holistic principles leading to organizational health. At the completion of the course, students will have an understanding of ways to institute a new wellness paradigm into organizational design.
EP 7130 Shaping Policies and Practices in Arts Education - 3 graduate credits
This course is designed to provide candidates with the arts leadership skills necessary to effect and sustain changes in current educational settings toward a greater emphasis on improving the quality of arts education. Candidates will explore major concepts related to shaping policies and practices in arts education, while examining current educational systems with an eye toward systemic change. Connections will be made to the importance of sustaining and developing curriculum, sustaining arts advocacy projects and programs and transforming educational systems to embrace learning with, about, in, and through the arts.
EP 7200 School Buildings and Transportation - 3 graduate credits
The role of the school administrator in planning school construction projects, maintaining school facilities, and overseeing the transportation of students is the focus of the course. Also emphasizes the relationship of facilities and transportation to the program needs of the students while complying with state and federal regulations.
EP 7300 The Superintendency and School District Leadership - 3 graduate credits
In-depth studies of essential knowledge bases and best practice skills required to effectively execute the responsibilities of the district level administration, including the roles of the public school superintendent and assistant superintendent. Attention will be given to balancing three sometimes conflicting roles: instructional, managerial, and political, in an era of standards-based accountability. Prerequisites: Six credits of CAGS core courses.
EP 7560 Special Topics in Educational Leadership - 1-4 graduate credits
An in-depth study of a particular topic, contemporary issue, or concern. The course will be taught by a specialist in the field or guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with the permission of the instructor.
EP 7800 Practicum in Educational Leadership: The Superintendency - 3-6 graduate credits
A collaborative supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience as an administrator through applying knowledge learned in coursework to on-the-job situations. It is recommended that this course be taken near the end of the candidate's program.
EP 7810 Leadership and Learning Practicum - 3-6 graduate credits
A collaborative supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience (leadership in the arts) through applying knowledge learned in coursework to on-the-job situations.
EP 7820 Externship - 1-6 graduate credits
This externship is designed to provide rich opportunities for advanced-level graduate candidates to study and research topics of interest at locations outside the University, often abroad. These externship placements provide candidates with an opportunity to gain new perspectives, sample different career paths, and network with leaders in education and related fields. Candidates spend a minimum of 40 hours per credit in the externship placement. A final written project will be determined in consultation with a faculty supervisor. The externship will assist candidates in developing scholarship and research skills by working collaboratively with a professional at the local, regional, national, or international level. The candidate's responsibilities will be defined by the cooperating field supervisor, the candidate, and the academic advisor. The externship provides the candidate with an opportunity for site-based research and experience in various settings to gain expertise and insight in studying strategic planning, curriculum in multicultural settings, school improvement, organizational systems, community development and staff relations, and other topics approved by his or her advisor.
EP 7830 Practicum: K-12 Curriculum Administrator - 1-6 graduate credits
This course is designed as the culminating field experience for enrolled advanced graduate students seeking New Hampshire Department of Education (NHDOE) Certification as a K-12 Curriculum Administrator. The Practicum is a performance-based analysis of the role of the K-12 Curriculum Administrator in practice with emphasis on changes in society and schools as well as with reference to job responsibilities of the position - the art and science of school system leadership. Students enrolling in the practicum are expected to spend time interacting with a practicing curriculum administrator and completing a practicum project to fulfill requirements meeting state certification. Practicum readings and activities are designed to provide experiences relevant to building a required certification portfolio that demonstrates formal knowledge of executive leadership and management, dispositions (using that knowledge to reflect on experiences), and performances (school-based applications) as described in the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders and New Hampshire Education Standards for Curriculum Administrator. Pre-requisites: Completion of required Curriculum Administrator coursework and permission of instructor.
EP 7840 Capstone Arts, Ldrshp & Lrng - 3 graduate credits
The capstone experience is designed to provide an opportunity for CAGS level graduate candidates to demonstrate their knowledge of leadership and the arts by designing and implementing an art, leadership and learning project within an educational setting. Candidates are required to spend a minimum of 40 hours per credit hour devising and executing their planned project. At the conclusion of the capstone, candidates are expected to share their results in a public setting with faculty and others interested in arts and learning.
EP 7850 CAGS Capstone - 3-6 graduate credits
The Capstone is the culminating course in the CAGS in Educational Leadership, Curriculum & Instruction concentration (non-certification). The purpose of this course is for students to apply the knowledge, skills, and understanding they have gained in program coursework to their professional setting. Students will plan approximately 40 hours of work for each credit to be earned in their capstone. Students must submit a Graduate Capstone Project Proposal form with their registration, and the Capstone project must be approved by the advisor and the Associate Vice President for Graduate Studies. Once completed, students must present their capstone product(s) to their advisor, capstone supervisor, and/or other PSU faculty members, as determined in the capstone proposal. Prerequisite: Consent of advisor, and all other program requirements satisfied.
EP 7910 Independent Study - 1-4 graduate credits
Enrichment of the background of students in a particular field of study through the pursuit of a special topic pertinent to their interests and abilities through research. Consent of the faculty supervisor, department chair, and the associate vice president for the College of Graduate Studies is required.
EP 8000 Emerging Perspectives on Learning and Development - 3 graduate credits
Leaders play an important role in constructing, guiding, and improving learning in organizations. This course explores research-based discoveries and insights about the brain, learning, and development from multiple disciplines. Topics will include current developmental concepts as they are connected to understanding people, organizations, and policy settings. (Prerequisites: Member of the PSU EdD cohort).
EP 8010 Program Evaluation: Theory and Practice - 3 graduate credits
This course engages students in understanding and using the theory and practice of program assessment and evaluation, including the effective communication of results. Students work directly with an agency or program to design an evaluation proposal. Various methodologies and approaches are investigated. Students discuss how to use data to inform decisions and to plan and assess programs. (Prerequisites: a research design course and a qualitative research course; member of the PSU EdD cohort).
EP 8020 Ethical Leadership and Advocacy - 3 graduate credits
This course focuses on ethical leadership and advocacy with an emphasis on personal and professional standards. Students apply ethical decision-making models to dilemmas drawn from professional contexts. The psychological and moral development needed to effectively advocate for social justice is considered. Students will demonstrate understanding of effective advocacy at the individual, community and socio-political levels. (Pre-requisite: Completion of EP 8000 and 8010 and member of the PSU EdD cohort).
EP 8025 Writing a Literature Review - 1-3 graduate credits
This course will provide an organized and collaborative support system for doing the research and writing of the required Review of Literature, which is Dissertation Block One (and becomes Dissertation Chapter Two) as early as possible in the doctoral program. Cohort members will gather on Saturdays throughout the winter and spring terms to collaborate on the writing process, provide feedback and support, and meet their own goals for researching and writing relative to the review of literature that is incorporated into the dissertation in a later term.
EP 8030 Leadership in a Diverse World - 3 graduate credits
Leaders often find themselves making decisions, facilitating programs, and mediating conflicts that emanate from the many ways in which humans differ, including ethnicity, race, religion, sexual orientation, and cultural beliefs. In this course, attention will be given to central topics and critical issues that address global leadership competencies in working with diverse populations. Students will critically examine the complexity of culture, the building of community, and the promotion of social justice from individual, community, and global perspectives. Furthermore, students will consider and evaluate both reactive and proactive roles for leaders in educational, social, and political settings. (Prerequisites: Completion of EP 8000 and 8010 and member of the PSU EdD cohort).
EP 8040 Resource Planning &Stewardship - 3 graduate credits
Leaders are expected to develop policies and implement practices that maximize the financial, environmental, material, technological, and human resources of their organization. Through the investigation of case studies, site visitations, and research, students will explore exemplary practices and potential approaches for the best use of an organization's resources. Topics will include: budgetary practices with high accountability factors, energy programs, recycling resources, employing technology while containing costs, and innovative personnel practices. (Prerequisites: Completion of EP 8020 and 8030 and member of the PSU EdD cohort).
EP 8050 Vision: Synergy & Synthesis - 3 graduate credits
Leaders are expected to facilitate the creation of a vision that drives their organization forward. Through readings, responses to interactive lectures, and participation in experiential exercises and group discussions, students will explore opportunities for restructuring organizations to create dynamic workplaces and synergistic organizations. Students will also examine present and emerging paradigms in the areas of behavioral science, psychology, and neuroscience so they may ascertain the impact of these belief systems on individuals and organizations. (Prerequisite: Completion of EP 8020 and 8030 and member of the PSU EdD cohort).
EP 8060 Doctoral Seminar: Writing the Proposal - 3 graduate credits
In this course, candidates are expected to craft a high quality comprehensive and compelling prospectus for their dissertation research proposal that is tailored to their interests and discipline. The seminar topics focus on helping students design a research study and write a dissertation proposal. (Prerequisites: Successful completion of these doctoral core courses: EP 8000, EP 8010, EP 8020, EP 8030, EP 8040, and EP 8050).
EP 8070 Dissertation Block I - 3 graduate credits
Dissertation courses serve as the culminating experience in the Doctor of Education program, building on research conducted throughout the coursework and resulting in extensive research and writing on a topic appropriate to a candidate's program, under direction of a Dissertation Chair and Committee. Candidates' projects demonstrate comprehensive understandings of the knowledge and practices of their selected field of study. Dissertation Block I is concerned with the completion of the Review of Literature chapter for the Dissertation. The dissertation research involves writing the proposal; writing the literature review and methods sections; collecting data and analyzing findings, and writing up the results and conclusions/discussions. (Prerequisites: Doctoral candidacy and completion of all coursework for doctoral degree).
EP 8080 Dissertation Block II - 3 graduate credits
These courses serve as culminating experiences in the Doctor of Education program, building on research conducted throughout the coursework and resulting in extensive research and writing on a topic appropriate to a candidate's program, under direction of a Dissertation Chair and Committee. Candidates' projects demonstrate comprehensive understandings of the knowledge and practices of their selected field of study. These doctoral seminars are organized into a sequence to support the writing of the dissertation and Dissertation Block II is concerned with completing the full Dissertation Proposal, which includes all of Chapters 1, 2 and 3 of the Dissertation. (Prerequisites: Doctoral candidacy and completion of all coursework for doctoral degree).
EP 8090 Dissertation Block III - 3 graduate credits
These courses serve as culminating experiences in the Doctor of Education program, building on research conducted throughout the coursework and resulting in extensive research and writing on a topic appropriate to a candidate's program, under direction of a Dissertation Chair and Committee. Candidates' projects demonstrate comprehensive understandings of the knowledge and practices of their selected field of study. These doctoral seminars are organized into a sequence to support the writing of the dissertation and this final block includes the completion of the entire Dissertation, including the public defense. (Prerequisites: Doctoral candidacy and completion of all coursework for doctoral degree).
EP 8820 Externship - 3-6 graduate credits
The externship represents an important stage in the preparation of doctoral candidates. The externship provides an opportunity to explore and research topics of interest related to the dissertation at domestic and international locations outside the University. Externship placements allow candidates to gain new perspectives, sample different career paths, gather practical experience related to the dissertation and network with leaders in education and related fields. Candidates work with their instructor to establish the focus and site of the externship placement. Candidates develop and present their research project at the conclusion of the externship to faculty and peers. Students should be aware that a background check might be a requirement of certain externship sites. (Prerequisites: Successful completion of EP 8040, and permission of the instructor).