MEd in Educational Leadership

• Master’s Core Component – 9 credits
• 3
  ED 5000 Social Behavior in a Diverse Society
  Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
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• 3
  ED 5005 Social Psychology and Mythology Across Cultures
  This course will provide an in-depth study of the social/cultural basis of behavior and examine the role of mythology as a vehicle for intrapersonal and interpersonal understanding. The major theoretical, empirical, and applied lines of work in the following topics in contemporary social psychology will be explored, including social cognition, interpersonal perception, attitudes, stereotyping and prejudice, the self, and interpersonal and group relations. Mythology will be employed as a mechanism for cross-cultural comparison and as a unifying construct to enhance multicultural understanding.
• 3
  ED 5010 Philosophy, Ethics and Education
  A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
• 3
  AD 5030 Research Design for the Professions
  This course is designed for students in the Educational Leadership and Counseling programs. Students will gain knowledge of statistical concepts, including reliability and validity, scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. Each student will develop a complete proposal for a program in their profession, including a needs assessment, data collection design, review of related literature, and plans for implementation and evaluation.

• Individual, Elective, Component Courses – 18-21 credits

With your advisor, you’ll choose 18-21 credits of electives appropriate for your program of study. Approved courses may include, but would not be limited to:

• 3
  AD 5010 Organizational Leadership in Schools
  Students in the educational leadership program are strongly encouraged to take this course first in the educational leadership course sequence. Roles and functions of administrators in elementary and secondary schools will be addressed. A variety of theories will be analyzed and applied in the context of the dynamic milieu, personal and group biases, and the multivariate issues facing organizational life in schools.
• 3
  AD 5020 Staff Development and Evaluation
  Major functions concerning the supervision of staff in a school setting including the selection, orientation, and development of staff members will be covered. Theories and techniques for promoting a positive school climate will be explored and applied. Alternative approaches to assessing and enhancing a staff's instructional competence will be examined. Prerequisite: AD 5010.
• 3
  AD 5330 Leadership in Curriculum Development and Assessment
  Leading the participatory process for developing curricula in schools will be addressed. The relationship of philosophy, a school's identity, and mission to curricula is emphasized. Included are strategies for developing, assessing, and revising curricula as well as a review of recent research and trends. The course is intended for experienced educators who currently fill or aspire to the roles of school principal, team leader, or department chair. Prerequisite: AD 5010; to be taken concurrently with or after ED 5060.
• 3
  BU 5110 Managing Organizational Behavior
  A review of theory and research findings in the field of organizational behavior, with emphasis on applications by practicing managers. Topics to be covered include perception, motivation, leadership, communication, group dynamics, conflict management and organization theory. Pedagogical techniques include case analysis, presentations, role plays and other experiential activities. Prerequisite: Behavioral Science competency.
• 3
  BU 5165 Training and Development
  This course provides the application of learning theories and instructional development to the education and training of employees. Topics include instructional design, strategy, technology and the implementation, evaluation and management of training in an organizational environment.
• 3
  BU 5230 Management of Organizational Changes
  A study of the nature and scope of organizational change and development, from the perspective of the practicing manager. Consideration is given to the need for and role of consultants in this process, be they internal or external to the organization. Procedures to be discussed include survey research, job enrichment, management by objectives, team building, and program evaluation. The case method will be used. Emphasis is on the role of the practicing manager in the control and facilitation of organizational change.
• 3
  BU 5370 Strategic Communication & Crisis Management
  An understanding of issues management, media relations, and crisis planning are crucial to an organization's survival in today's volatile environments. This course examines the tactical communication skills necessary to strategically plan for these topics. From common readings, individual cases, lectures, videos, guest speakers, and student presentations, an understanding of current corporate communication functions relating to these issues will be examined. The culmination of this course will be the development of a Crisis Communication Plan for each student's profit or non-profit organization.
• 3
  CE 5120 The Integration of Technology
  This instructional technology course is designed to provide technology educators, School Media Specialists, K-12 educators, and administrators with an understanding of ways current and emerging technologies can be used to facilitate teaching, learning, and managing instruction. Discussions will focus on issues, trends, and current uses of technology in K-12 education. Sessions will focus upon gaining experience integrating digital technology within the Common Core Standards, evaluating web 2.0 tools, exploring video resources, and designing technology enhanced lessons utilizing digital storytelling for K-12 curriculum integration.
• 3
  CE 5140 Electronic Portfolio Development and Assessment
  This course is designed to investigate the principles of assessment educational technology that relate to the design, development, and assessment of electronic portfolios. Students will learn about the history, types, components, process, delivery, presentation, and assessment of electronic portfolios. Student will be expected to define the assessment approach, construct an electronic portfolio, and collaboratively design assessment tools that will be used to evaluate electronic portfolios. Additional areas of study in the course may include the influence of educational policy on the implementation of electronic portfolios, the role of the electronic portfolios in professional development and recertification, or innovate technologies used in electronic portfolio development.
• 3
  CE 5290 Managing Technology in the School Environment
  This course is an introduction to the technical features of information technology, especially hardware, software, and network systems used in educational settings. An examination of the responsibilities, knowledge, and skills required of the school technology coordinator, including utilizing operating systems and applications to increase productivity, efficiency, and computer health. Specific topics will include network planning and construction, client-server relationships, hardware configuration and placement, software deployment and imaging, print and file services, Internet connectivity, anti-virus measures, staffing and outsourcing, and planning.
• 3
  CE 5310 21st Century Teaching and Learning
  Educators need to integrate technology into their curriculum to transform student learning and meet the goals of the 21st Century. To succeed in today's information-driven academic environment, students need to know how to find, use, manage, evaluate and convey information efficiently and effectively. This includes not only knowledge of technology, but the ability to use critical-thinking skills to solve problems within a technological environment. Teachers wrap 21st Century Literacy skills into lesson content using a variety of strategies. This course helps educators plan and assess effective technology teaching methods, incorporate technology into any discipline, and develop key accountability and assessment strategies. In this six week course, educators wear both a "student hat" and a "teacher hat" as they use digital technology and communication tools to solve an information problem. Educators experience how to use technology as a tool to research, organize, evaluate and communicate information as well as develop a fundamental understanding of the ethical/legal issues surrounding the access and use of information. This valuable, first-hand experience demonstrates the essential technology skills students need to succeed in the 21st Century.
• 3
  CE 5540 Computer Curriculum & Change
  Computers have transformed how people learn, work, and play. Issues of philosophy, ethics, funding, and training have spawned new realms of controversy. This course examines these controversies in light of current educational practice. Topics include equitable use, technology planning, curriculum change, funding issues, learning theory, professional development, and pop culture.
• 3
  OH 5100 Full Spectrum Leadership
  This course offers a study of a leadership model based on personal authenticity. The fundamental premise of this model is that effective leadership emerges from the synthesis and synergy of body, mind, heart and spirit to weave intention and presence into the organizational environment. Through varied learning methods participants will explore ways to foster culture that links knowledge and resources to promote a climate of transformative trust in the service of individual well being and the organizational mission.
• 3
  OH 5200 Creating Socially Responsible Organizations 
  This course examines the role of "positive institutions" in creating and supporting the well-being of its members while maintaining its profitability or non-profit mission. Issues of power, privilege, and prejudice as challenges to the formation of ethical and socially just institutions will be explored. Topics include issues of diversity, equity, ethics, and social justice.
• 3
  OH 5300 Work as a Personal Journey
  This course offers an exploration of the personal, interpersonal and transpersonal elements of work and personal growth. Through varied learning methods, participants will attend to the ways in which occupations transform us and how we transform our work to support personal development. Learning will extend to the ways in which we, as followers and leaders, can cooperate to support these synchronous and reciprocal processes creatively and with intention.
• 3
  OH 5820 Women as Leaders
  This course challenges women to consider the cultures, climates and contexts that limit and support their capacities as leaders. Students will explore personal leadership styles, characteristics of effective leaders, and strategies for developing themselves as leaders.
• 3
  SE 5563 PBIS: School-wide Approaches for All Students
  This course provides an in-depth examination of Positive Behavioral Interventions and Support (PBIS) with emphasis on school-wide approaches designed to enhance school climate and the emotional well being of all students. Students will learn how to create and nurture a leadership team of stakeholders who are responsible for school wide implementation as well as evidence based strategies for improving behavior and academic achievement. Topics include developing school wide expectations, creating a behavior matrix, designing teaching scripts to address prosocial behaviors, creating a school wide reinforcement system, determining office versus classroom referrals, designing a data-based system for behavior, and evaluating the universal system using data based decision making and utilizing data for improving practice.

• Capstone Experience – 3-6 credits
• 3
  ED 6900 Graduate Capstone Project
  The purpose of the graduate capstone is to apply knowledge learned in previous coursework through an approved project. Capstone projects should focus on the following questions: How will the theories learned throughout the program be integrated into a coherent project or experience? How will this work enhance individual career goals? Who are the stakeholders and how will this work assist them? How does this work serve the professional community? How will this work help move the profession forward? Process:Students should plan for approximately 40 hours of work per credit to be earned. The total number of credits earned must be approved by their advisor and noted on their program contract. Candidates must submit Graduate Capstone Project forms with their registration and Capstone Projects must be approved by candidates? advisors and the Associate Vice President for Graduate Studies. Once completed, candidates are expected to present their final products to their adviser and/or PSU faculty members. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project.
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• 3
  ED 5580 Individual Research in Education
  A research project that requires students to demonstrate the ability to synthesize salient elements from the core, professional and specialty areas. In essence, the student's research should be the natural result of the focus and direction of planned study. The project should emanate from the area of specialization and incorporate relevant concepts learned through coursework and experience. Using sound research practices, a student should illustrate ability to interpret, reflect, summarize and conclude. The written product of this effort will be defended in a seminar before faculty and the student's peers. Students should contact the advisor to plan for this project. Topic approval is needed from the advisor and the Associate Vice President for Graduate Studies. Offered according to demand.
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• 6
  ED 5950 Graduate Thesis
  Students select a topic for study in consultation with their program advisor and related faculty. A time-line, thesis publication and defense are outlined. Three copies of the thesis must be submitted with a bound copy that remains on file in the College of Graduate Studies office.

• Minimum for MEd in Educational Leadership – 33 credits