Graduate Catalog

Educational Leadership Courses

Note: Some of the courses listed below may not be offered during the current academic year. Current course offerings are listed in the WebAdvisor course schedule, available online

School Counseling (SCED) Courses

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SCED 500 Introduction to School Counseling

Content: This course will address the following school counseling topics: history of the school counseling profession, professional organizations, leadership for educational equity, perspectives and practices for school counseling in the 21st century, professional identity, personhood of the counselor, systemic racism and social justice issues impacting school counseling, and comprehensive school counseling program development.
Prerequisites: None.
Restrictions: Admission to the school counseling program
Credits: 3 semester hours.

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SCED 501 Academic Development and Consultation

Content: First of three courses addressing national standards for comprehensive school counseling programs and the role of the school counselor in consultation. Skill development with an emphasis on resiliency/asset-building using solution-focused, cognitive-behavioral, client-centered, reality/choice, and microskills counseling as applied to the academic development of a diverse population of students to eliminate achievement gaps. Topics include developmental assets as identified by the Search Institute. Participants practice consultation skills with students and faculty.
Prerequisites: Recommended co-requiste SCED 502
Corequisites: Recommended co-requiste SCED-502
Credits: 2 semester hours.

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SCED 502 Internship: Academic Development and Consultation

Content: Direct experience in school settings working with students and faculty. Candidates conduct classroom activities to support academic success based on the national standards for academic competencies. Under the direction of the school counselor, participants consult with students and faculty on academic issues and the elimination of achievement gaps between and ethnic and racial groups.
Prerequisites: SCED 501
Corequisites: Recommended co-requisite SCED 501.
Credits: 1.5 semester hours.

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SCED 503 Career Development and Consultation

Content: Second of three courses addressing National Standards for Comprehensive School Counseling Programs and the role of the school counselor in consultation. Continued skill development with an emphasis on resiliency/asset-building using solution-focused, cognitive-behavioral, client-centered, reality/choice, and microskills counseling as applied to the career development of a diverse population of students. Topics include developmental assets as identified by the Search Institute. Content knowledge is enhanced by technology. Participants practice consultation skills with students and faculty.
Prerequisites: None.
Credits: 2 semester hours.

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SCED 505 Personal/Social Development and Consultation

Content: Third of three courses addressing National Standards for Comprehensive School Counseling Programs and the role of the school counselor in consultation. Continued skill development with an emphasis on resiliency/asset-building using solution-focused, cognitive-behavioral, client-centered, reality/choice, and microskills counseling as applied to the personal/social development of a diverse population of students. Topics include developmental assets as identified by the Search Institute. Participants practice consultation skills with students and faculty.
Prerequisites: SCED 501, SCED 502.
Credits: 2 semester hours.

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SCED 506 Internship: Personal/Social Development and Consultation

Content: Direct experience in school settings working with students and faculty. Candidates conduct classroom activities to support personal/social success based on national standards for personal/social competencies. Under the direction of the school counselor, participants consult with students and faculty on personal/social issues.
Prerequisites: Take SCED 501, SCED 502.
Corequisites: Recommended co-requisite SCED 505.
Credits: 1.5 semester hours.

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SCED 507 Development of the Learner: Children and Adolescents

Content: Discussion, critique, and application of theories of child and adolescent development and learning. Application of theory to the school setting in the areas of learner development, learner styles/differences, the nature of the learner, and learner motivation. Topics include the impact of culture and diversity on learning. Examines from the perspective of the school counselor the contribution of internal/external asset developments that help today's youths thrive.
Prerequisites: None.
Credits: 2 semester hours.

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SCED 508 Social Justice, Diversity, and Cultural Issues

Content: Strategies for interacting and working with diverse communities as identified by race, ethnicity, gender, class, sexual orientation, age, disability, or religion. Addresses methods for positively impacting social and cultural diversity and equity issues including the possible effects of culture, race stereotyping, family, socioeconomic status, gender, sexual identity, language, and values on student development and progress in the school setting. Content and methodology emphasize small-group activities, collaboration, and use of data to create equity for all students. Candidates practice taking an active role in supporting all students and focus on eliminating the achievement gap.
Prerequisites: None.
Credits: 2 semester hours.

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SCED 509 Ethical and Legal Issues in Education and School Counseling

Content: Study of sources of law under which educators operate. Case law, lectures, and discussions concentrate on legal rights and responsibilities of all individuals attending or employed by public schools. Examination of areas of educational governance (e.g., courses of law and the courts, schools, and the states). Explores the ethical codes of the American School Counselor Association and the American Counseling Association using case studies. Meets the requirement of the Oregon Teacher Standards and Practices Commission for knowledge of federal and state laws prohibiting discrimination.
Prerequisites: None.
Credits: 3 semester hours.

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SCED 510 Family Dynamics, Community Resources, and Consultation

Content: Effective ways to include family members as active contributors in their children's education. Examines concepts of family dynamics and dysfunction requiring referral and use of community resources. Topics include developmental assets as applicable to the family setting and impact of the special-needs child on the family organizational structure. Explores diversity inherent in families and focuses on ways of relating to families who differ from each other in terms of age, race, socioeconomic background, and/or family form.
Prerequisites: None.
Credits: 3 semester hours.

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SCED 511 Group Counseling Skills for School Counselors

Content: This counseling skill development course will cover principles and practices of group counseling in the school context, theories of group counseling, addressing group dynamics, group counseling skills and group counseling processes. Candidates will learn to assess students' needs, plan, organize, facilitate and evaluate the success of small groups within the K-12 educational setting. Ethical considerations in group work with all children and adolescents will be addressed utilizing the ASCA and ACA Code of Ethics. In addition, the ASGW: Multicultural and social justice competence principles for group workers will be infused throughout the course.
Prerequisites: None.
Credits: 2 semester hours.

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SCED 512 Critical Disability Perspectives in Counseling

Content: This course provides burgeoning counselors an opportunity to develop awareness of social, cultural, and political histories of disability, and to develop a nuanced understanding of the meanings and consequences of how disability is defined, constructed, and represented in society. Emphasis will be placed on challenging and countering hegemonic narratives of disability, especially the view that disabled individuals are somehow defective or deficient in some way and need to be "fixed". Students will be encouraged to develop awareness of their own ableism, identify various models of disability, and learn skills and strategies for effective and affirmative counseling with youth and adults with disabilities.
Prerequisites: None.
Credits: 2 semester hours.

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SCED 513 Educational Research, Assessment, and Technology

Content: The major uses and components of classroom or school-based research processes, academic test interpretation, and limitations. Participants explore quantitative and qualitative research methods, critiques of research studies, assessment and evaluation, integration of assessment with instruction, portfolios, comprehensive school counseling programs, and what it means to be a practitioner-researcher. Topics include cultural assumptions held by researchers and the effects of these assumptions on research practices and results. Candidates develop a database, PowerPoint presentation, and webpage for data display.
Prerequisites: None.
Restrictions: Restricted to students who are eligible for SCED 516 School Counseling Internship (Macro).
Credits: 1-3 semester hours.

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SCED 514 Fundamental Counseling Skills and Techniques

Content: This course provides foundational education in core counseling skills and techniques from therapeutic listening and empathy to invitational, reflecting, and challenging skills. The course is aimed at helping counselors develop a foundation as strong, effective, and multiculturally attuned therapeutic agents for their work with youth and adults. Students can expect to examine multidimensional aspects of their own racial, social, and cultural identities, intrapersonal issues, and their potential impact on helping relationships. This course is experiential, and learning experiences include observing, practicing, and applying various skills and techniques in the helping process, and giving peer and receiving peer and instructor feedback.
Prerequisites: None.
Restrictions: Admission to the school counseling program
Credits: 2 semester hours.

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SCED 515 Theoretical Foundations of Counseling

Content: This course is designed to help students master the key components of the major dominant counseling theories and approaches. A thoughtful, consistent theoretical orientation is a fundamental component of effective counseling. This course allows students to explore a variety of established theoretical orientations and examine them for personal congruence and applicability for diverse populations. Students will become familiar with the central tenets of each theory and engage in practical application and skill development exercises. Moreover, theoretical exploration will facilitate students' evolving understanding of human behavior and psychological development. Emphasis will be placed on understanding and analyzing the applications of these theories in school counseling practice. This course is designed to stimulate critical thinking, discussion, and promote self-exploration. Students will be encouraged to view theories and the counseling process within a cultural context, not only from the counselor's perspective, but from the client point of view.
Prerequisites: SCED 514
Credits: 2 semester hours.

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SCED 516 School Counseling Internship

Content: School counseling internship is designed as a supervisory experience integrating theory and research at the school placement site. Weekly supervision will provide: support, feedback, case review, continuation of skill development, and opportunities for reflective inquiry. The internship seeks to enhance the development of counseling and consulting skills that are grounded in theory and research and necessary to facilitate positive human development within a school setting.
Prerequisites: Completion of all required coursework.
Restrictions: Portfolio meeting and sign-off with advisor.
Credits: 4 semester hours.

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SCED 517 Practicum in Classroom Instruction

Content: Foundations of education and curriculum. Classroom instruction is complemented by a teaching practicum, allowing the candidate to integrate theory and practice. Participants complete student teaching and prepare a work sample. Students take three semester hours in fall and two in spring, for a total of five semester hours.
Prerequisites: None.
Credits: 2-3 semester hours.

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SCED 520 Motivational Strategies for School Counselors

Content: This course will introduce students to a variety of strategies school counselors can utilize to enhance students' intrinsic motivation to change and achieve in the academic, personal/social, and career domains.
Prerequisites: None.
Credits: 1 semester hour.

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SCED 521 Family Dynamics, Community Resources, and Consultation

Content: The ASCA Ethical Standards and ACA Code of Ethics state that counselors should practice only within the boundaries of their competence, based on education, training, supervised experience, state and national credentials, and appropriate experience. Professional school counselors' relationships with families is vital to the consulting and collaborating duties expected of school counselors, therefore, it is necessary that school counseling students gain knowledge and understanding of family systems to utilize in their work as future school counselors.
Prerequisites: None.
Restrictions: Admission to the SCED program
Credits: 2 semester hours.

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SCED 523 Counseling Practicum

Content: The counseling practicum experience is designed to provide school counseling candidates 100 hours of direct experience in a K-12 school setting working with students and staff. Under the direction of the site supervisor/licensed school counselor, the candidate will support a small caseload of students, continue to develop conceptual and professional skills related to their transformative school counseling practice, engage in a variety of counseling program interventions and activities, provide individualized support for students and staff, and attend a variety of school counseling program activities. The counseling practicum weekly course is designed as a supervisory experience integrating theory and research at the school placement site. Weekly supervision will provide: support, feedback, case review, case conceptualization, video review, role play, continuation of skill development/practice, and opportunities for reflective inquiry.
Prerequisites: SCED 514
Restrictions: Admission to the school counseling program
Credits: 3 semester hours.

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SCED 524 Fundamental Counseling Skills and Techniques

Content: This course provides foundational education in core counseling skills and techniques from therapeutic listening and empathy to invitational, reflecting, and challenging skills. The course is aimed at helping counselors develop a foundation as strong, effective, and multiculturally attuned therapeutic agents for their work with youth and adults. Students can expect to examine multidimensional aspects of their own racial, social, and cultural identities, intrapersonal issues, and their potential impact on helping relationships. This course is experiential, and learning experiences include observing, practicing, and applying various skills and techniques in the helping process, and giving peer and receiving peer and instructor feedback.  
Prerequisites: None.
Restrictions: Admission to the school counseling program
Credits: 3 semester hours.

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SCED 526 Theoretical Foundations in Counseling

Content: This course is designed to help students master the key components of the major dominant counseling theories and approaches. A thoughtful, consistent theoretical orientation is a fundamental component of effective counseling. This course allows students to explore a variety of established theoretical orientations and examine them for personal congruence and applicability for diverse populations. Students will become familiar with the central tenets of each theory and engage in practical application and skill development exercises. Moreover, theoretical exploration will facilitate students' evolving understanding of human behavior and psychological development. Emphasis will be placed on understanding and analyzing the applications of these theories in school counseling practice. This course is designed to stimulate critical thinking, discussion, and promote self-exploration. Students will be encouraged to view theories and the counseling process within a cultural context, not only from the counselor's perspective, but from the client point of view.
Prerequisites: Prerequisite SCED 524.
Restrictions: Admission to the school counseling program
Credits: 3 semester hours.

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SCED 527 Human Development Across the Lifespan

Content: The lifespan development course will include discussion: critique of developmental theories, and appropriate application of theories of development and learning. Application of theory to the school setting in the areas of human development across the lifespan, learner styles/differences, the nature of the learner, and learner motivation will be explored through a social justice lens. In addition, considerations for counseling individuals and small groups are addressed and connected to developmental stages. Topics include: the oppressive, systemic, affirming and environmental factors that affect human development, functioning, and learning. The role of the school counselor will be embedded in all course discussions and instruction.
Prerequisites: None.
Restrictions: Admission to the school counseling program
Credits: 3 semester hours.

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SCED 531 Group Counseling Skills for School Counselors

Content: This advanced counseling skills course covers, in-depth, both the practice and process of group work in the school context. The course content includes: principles and practices of group counseling, group dynamics, group leadership and group processes. The course will specifically address group approaches for promoting academic, college/career and emotional/social success for all students. Candidates will learn to plan, organize, facilitate and evaluate the success of small groups within the educational setting. Self exploration of one's own group leadership style and group member experiences will be woven throughout all class sessions. Ethical and social justice considerations in group work, including an intentional focus on the empowerment and affirming practices, will be discussed in depth. Under-served and marginalized populations will be addressed utilizing ASGW Multicultural and Social Justice Competence Principles for Group Workers and ASCA Code of Ethics.
Prerequisites: SCED 524
Restrictions: Admission to the School Counseling program
Credits: 3 semester hours.

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SCED 544 Practicum

Prerequisites: None.
Restrictions: Consent of instructor and submission of application for Independent Practicum to academic department office. .
Credits: 1-4 semester hours.

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SCED 550 Clinical Issues in School Counseling

Content: This course will address various clinical issues frequently encountered by school counselors in a K-12 setting. Conducted as a seminar, the course is an overview primer of mental health issues affecting children and adolescents (for example, depression, anxiety, self mutilating behavior, behavioral disorders, PTSD). Clinical issues will be discussed in terms of etiological factors, symptomotology, biopsychosocial factors, treatment issues, and cultural and diversity perspectives. The use and limitations of the DSM-5 diagnostic system will be addressed. The school counselor's role in referral and long term treatment for clinical issues will be addressed in the context of the ASCA National Model.
Prerequisites: None.
Restrictions: Admission to the School Counseling program or instructor consent.
Credits: 2 semester hours.

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SCED 565 College Planning to Promote Equity and Access for All Students

Content: This course will introduce school counselors to issues and strategies relating to the college counseling needs of high school students and their families. In addition, techniques for infusing college-going beliefs, attitudes, and behaviors in all schools (K-12) will be examined. Participants will develop educationally appropriate perspectives and useful techniques for maximizing education opportunities for all students.
Prerequisites: None.
Restrictions: Admission to the School Counseling program or instructor consent.
Credits: 1 semester hour.

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SCED 589 Professional Studies: Special Topics

Content: In-depth examination of topics relevant to practicing professionals. Course content is based upon recent research and directly informs practice.
Prerequisites: None.
Credits: 1-4 semester hours.

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SCED 598 Special Studies: New or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis.
Prerequisites: None.
Credits: 1-4 semester hours.

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SCED 599 Independent Study

Content: Independent Study enables a student to pursue, in collaboration with a faculty member, an academic course not currently offered. To receive credit for independent study, the student consults with the faculty member before registration to define the course content, title, amount of credit, and academic evaluation. As a general rule, a graduate student may apply no more than three courses of independent study toward a graduate degree or licensure.
Prerequisites: None.
Restrictions: Consent of instructor and submission of application for Independent Study to academic department office.
Credits: 1-5 semester hours.

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SCED 649 Independent Study

Prerequisites: None.
Credits: 1-4 semester hours.

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SCED 689 Professional Studies: Special Topics

Content: In-depth examination of topics relevant to practicing professionals. Course content is based upon recent research and directly informs practice.
Prerequisites: None.
Credits: 1-4 semester hours.

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SCED 698 Special Studies: New or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis.
Prerequisites: None.
Credits: 1-4 semester hours.

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SCED 699 Independent Study

Content: Independent Study enables a student to pursue, in collaboration with a faculty member, an academic course not currently offered. To receive credit for independent study, the student consults with the faculty member before registration to define the course content, title, amount of credit, and academic evaluation. As a general rule, a graduate student may apply no more than three courses of independent study toward a graduate degree or licensure.
Prerequisites: None.
Restrictions: Consent of instructor and submission of application for Independent Study to academic department office.
Credits: 1-5 semester hours.

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SCED 989 Professional Studies: International Special Topics

Content: In-depth examination of topics relevant to practicing professionals. Course content is based upon recent research and directly informs practice.
Prerequisites: None.
Credits: 1-4 semester hours.

Educational Administration (EDAD) Courses

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EDAD 501 Educational Leadership for Equity and Social Justice

Content: This foundational course is designed to introduce the theories, practices, core responsibilities, and issues associated with leadership and social justice in educational organizations. Aspiring principals and other educational practitioners move toward acquiring and affirming requisites and capacities to engage in social justice praxis (critical reflection and action) towards improving conditions and culture in schools in authentic and collaborative ways. Candidates learn about instructional, organizational, community, ethical, and sociopolitical functions of leadership. Using research and reflection, candidates analyze and clarify internal and external conceptions of and attitudes toward leadership at the intersection of social injustice including but not limited to: systemic racism, whiteness as privilege and power, gender and class biases, ableism, and deficit minded decision-making to guide them in leadership work.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 502 Instructional Leadership

Content: Focus on instructional leadership and how it connects to the complex relationships between teacher growth and development (supervision/evaluation), professional development, and standards-based school improvement. Draws from research on effective teaching to assist leaders in improving instructional practices. Students learn to capitalize on the diversity of the school community to improve teaching for all students.
Prerequisites: None.
Credits: 1-3 semester hours.

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EDAD 503 Achieving Equitable School Change Through Data-Driven Inquiry and Improvement

Content: Overview of foundations and techniques for collecting and using data for inquiry-based school improvement. Introduces several levels of data use and application, moving from state accountability requirements to equalizing access to high standards for all students. The course is designed to prepare the Principal practitioner to conduct high quality improvement cycles aimed at classroom and school environments. Participants will use improvement science practices to collect, analyze, communicate, and use various forms of data in school visioning, collaborative improvement planning, and decision making. Thorough coverage of these topics is designed to equip school leaders with the knowledge and skills necessary to select, evaluate, and apply findings from extant research related to personnel, classroom, school, or district levels problems of practice.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 504 Ethics, Policy, and the Law

Content: Study of the principles of ethical leadership and working successfully in the larger political, social, economic, legal, and cultural environment of an educational system. Examination of landmark legal cases, federal policies, state and local laws, and regulations impacting school systems. Exploration of social justice avocation through access and equity issues that promote equitable learning for students. Discussions of the roles and responsibilities of policy makers and stakeholders.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 506 Ethics, Policy, and the Law

Content: Study of the principles of ethical leadership and working successfully in the larger political, social, economic, legal, and cultural environment of an educational system. Examination of landmark legal cases, federal policies, state and local laws, and regulations impacting school systems. Exploration of social justice avocation through access and equity issues that promote equitable learning for students. Discussions of the roles and responsibilities of policy makers and stakeholders.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 508 Engaging Families & Community for Inclusive Schools

Content: Research shows students perform better when school leaders have strong family and community relationships. This course defines family and community engagement for inclusive schools, identifies the critical stakeholders, and develops inclusive engagement and collaborative strategies. District demographic data and needs assessments are used for developing family and community engagement plans while taking into account categories of diversity (cultural, ethnic, racial, economic, ability). The course includes discussions of successful family and community engagement models.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 509 Using Data for School Improvement

Content: Builds a common knowledge base for understanding the critical role data plays in school improvement efforts. Introduces several levels of data use and application, moving from state accountability requirements to equalizing access of high standards for all students. Participants collect, analyze, communicate, and use various forms of data in school visioning, improvement planning, and decision making.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 510 Cultivating Human, Organizational and Financial Resources for Equity

Content: School leaders are charged with developing and managing the resources, processes, and systems that ensure equitable access to opportunities for students and a healthy workplace and professional culture for staff. Equitable resource allocation of materials, fiscal resources, personnel, technology, interventions, time, and high-quality teachers and support staff all contribute to an equitable and effective school culture. Students in this course will explore the basic concepts of school finance and operational management at the state and district levels, while also acquiring the skills to lead and collaborate with others in the efficient and equitable allocation of school resources. This will include the skills for developing and implementing equitable processes to recruit, hire and retain culturally responsive, caring, and diverse school building personnel. The course will also examine specific a) systems of supervision and evaluation and b) systems that support and retain newly-assigned educators and BIPoC educators.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 511 Budgeting and Operations for Equity

Content: Reviews the basic concepts of school finance and operational management at the state and district levels, and explores how to apply them when leading a school. Students acquire skills to lead and collaborate with others in the efficient and equitable allocation of resources--human, fiscal, and technological--to achieve equity and social justice, as well as academic success for diverse learners.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 512 Engaging Families & Community for Inclusive Schools

Content: Research shows students perform better when school leaders have strong family and community relationships. This course defines family and community engagement for inclusive schools, identifies the critical stakeholders, and develops inclusive engagement and collaborative strategies. District demographic data and needs assessments are used for developing family and community engagement plans while taking into account categories of diversity (cultural, ethnic, racial, economic, ability). The course includes discussions of successful family and community engagement models.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 518 Pre-Practicum for School Leadership

Content: Preparation for a supervised, onsite, pre-designed administrative experience, along with campus seminars involving activities, discussions, and presentations. Students explore the content knowledge, leadership, collaboration, and research skills necessary for successful school administration in early childhood/elementary and middle-level/high school settings under the direction of experienced site and campus supervisors.
Prerequisites: None.
Restrictions: Enrollment in another course in the Principal License Program
Credits: 1 semester hour.

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EDAD 519 Practicum for School Leadership

Content: Supervised, onsite, pre-designed administrative experience along with campus seminars involving activities, discussions, and presentations. Students explore the essential content knowledge, leadership, collaboration, and research skills necessary for successful school administration in early childhood/elementary and middle-level/high school under the supervision of experienced site and campus supervisors. Total of 3 semester hours required for the program.
Prerequisites: EDAD 518
Restrictions: Admission to the Principal License Program and enrollment in another Principal License Program course.
Credits: 1-2 semester hours.

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EDAD 520 Organizational Leadership for Equity, Inclusion, and Justice

Content: Organizational leadership for equity requires leaders to understand how institutional systems, structures, practices and policies serve to counter or reinforce educational inequities. Transformative leaders must use this understanding to build collective organizational capacity to disrupt and change these structures and practices. In this course, students will engage in critical self-reflection about their own identity, analyze how historical roots of inequity and bias exist within institutional systems and their own personal leadership; explore how to collaboratively develop, promote, and advocate for a district vision that is rooted in social justice; and understand the theories, skills, and commitments that are needed to cultivate and model district values, norms, and practices that promote and sustain achievement, inclusion, and well-being for every district stakeholder regardless of race, ability, gender, economic status, or personal identity.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 521 Instructional Leadership for Inclusion and Improvement

Content: Disrupting instructional systems and practices that reproduce inequitable learning opportunities requires educational leaders to develop systems and processes to recognize, confront, and change institutional biases. As part of this work, district level leaders must work to build and maintain a district culture that sustains the collective and individual development of culturally responsive instructional and institutional practices that allow all students the opportunity to learn, thrive, and belong. This includes guiding the supervision, evaluation, and improvement of teachers and school leaders, developing coherent systems of academic and social supports, supporting personal and organizational critical reflection, and effectively using assessments, data, and research-based analysis that allows for continuous, equity-focused improvement. In this course, students will understand and apply research around developing coherent systems of support for new and veteran educators, including effective supervision and evaluation, coaching, professional learning, and data-informed continuous improvement processes that develop and support culturally responsive teachers and principals.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 523 Communication Skills for Inclusion and Engagement

Content: Effective and inclusive communication with staff, families, and the community is a foundational skill required of all educational leaders. This course examines best practices in communication processes as they apply to personnel and group effectiveness in a variety of settings. Students will analyze how communication and engagement are impacted by power dynamics and systemic inequity, and will critically reflect on the skills and practices that will allow them to be effective and inclusive communicators within their context. Students will explore the dynamics of communication that occur at the individual and organizational level, understand best practices in establishing effective two-way communication between leaders and stakeholders, and examine the role of communication, dialogue, and listening as it relates to trust and credibility in different settings.
Prerequisites: None
Credits: 2 semester hours.

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EDAD 525 Equitable Management of Systems and Resources

Content: District level leaders are charged with managing the systems and processes that ensure a healthy and effective district. Leaders need to be prepared to cultivate the equitable use of educational resources through establishing collaborative and inclusive procedures, guidelines, norms, and policies. Part of this work involves the ability to assess district needs and priorities and then equitably allocate opportunities and resources across the district according to these needs. Leaders need to understand that equitable resource allocation of materials, fiscal resources, personnel, technology, interventions, time, and high-quality teachers, leaders, and supporting staff all contribute to a healthy and effective district culture. Leaders must be equipped with the skills to use data to evaluate systems for inequities and then work collaboratively to align and improve these systems so that they are coherent, cohesive, and focused on supporting the learning, improvement, and well-being of students and staff.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 527 Advocacy, Communication, and Inclusive Leadership for Engaging Community

Content: Equity-oriented district leaders must work collaboratively and inclusively with stakeholders, with a particular focus on partnering effectively and authentically with historically marginalized communities whose voices and perspectives are a vital part of enacting systemic change. District leaders must develop and sustain these partnerships through communicating and enacting an inclusive and equity-focused district mission that values and prioritizes the diverse interests, needs, and resources of the community. District leaders must sustain relationships with district stakeholders through effective, two-way communication that fosters family engagement and allows all community members to learn about and participate in the development of equity-focused work that supports the achievement and well-being of students and staff. District leaders must focus on understanding how community stakeholders are impacted by the social, cultural, economic, legal, and political contexts within districts, as well as provide representation and advocacy, within and outside of the district, for their district's current and future needs.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 531 Administrators' Colloquium for School Equity

Content: The lenses of equity and social justice are applied to contemporary school issues that impact student learning and school success. Administrators examine their own cultural heritage and perspectives to understand how personal experiences influence administrative behaviors and leadership. The course is designed for administrators in their beginning years of administrative experience.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 532 Using Supervision and Evaluation to Develop Culturally Responsive Teachers and Leaders

Content: Students will engage in critical reflection about how their own personal attitudes and beliefs about competence and success can influence supervision, with a particular focus on how personal assumptions and implicit bias can influence the evaluation process. The course is not a clinical supervision course. Course topics include effective hiring and retention practices, supervision and evaluation that promotes culturally responsive practice, objective documentation of employee performance, assessing for competence and the potential for growth, the legal basis for supervising and evaluating classified, certified, and administrative employees, review of and familiarization with district evaluation documents, and analysis of personal leadership approaches and behaviors, and developing and using culturally responsive supervision and evaluation systems.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 533 Leadership for Learning

Content: What is professional learning? Given the complex array of expectations for schools to improve and for teachers and principals to learn to do new work, a necessary skill is continuous inquiry with school leaders in the role of "lead learner," figuring out new and often unknown practices. Students will understand research on professional learning and evaluate the efficacy of the current models for professional development for accomplishing a variety of professional learning needs. Topics include research on adult development, learning theory, relational trust, collective efficacy and responsibility, and developing a professional learning environment that supports and sustains culturally responsive practices. This research provides a basis for developing systematic, culturally responsive professional development programs that are sensitive to changing school cultures, that cultivate continuous learning, and promote the well-being of staff and students.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 535 Equitable Management of Resources

Content: School and district leaders are charged with doing more than simply managing students and learning. The management of school boards, personnel, the school environment, physical plant, and ancillary services play a critical role in student learning and staff effectiveness. The distribution of limited resources requires leaders to wear a lens of equity. This course focuses on the management and oversight of the critical resources that contribute to the success of schools. Areas of focus for the course include the equitable decisions required for management and operations of: school boards, personnel, offices, auxiliary services, special services, finances, student behavior, time and other resources. Case studies and real examples from participating students will contribute to course topics.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 536 Leading With Instructional Technology

Content: This course is designed to provide hands-on experience using educational and management technology strategies to support traditionally underrepresented and minoritized students using technology. We will investigate how building administrators can implement learning and development strategies utilizing technology to present PD content, engage learners, support families and create a culture of innovation.
Prerequisites: None.
Credits: 1 semester hour.

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EDAD 537 Educational Research and Assessment

Content: Qualitative and quantitative interpretation of educational research with emphasis on applying action research principles to promote achievement for diverse student groups. Students analyze achievement data and alternative forms of assessment in their schools and districts. Emphasis on mandates for certificates of mastery, portfolio construction, task building, scoring rubrics, and the need to focus on assessment for learning.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 540 Organizational Change for Action

Content: Examine the factors and influences that move organizations to change. Students will explore creating conditions for change, planning for change, implementing change, and sustaining change. Successfully engaging others in change initiatives will also be explored.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 541 Courage to Lead--Sustaining a Vision

Content: This hybrid course includes two seminars and online discussions with an opportunity for participants to explore and develop a personal leadership vision, a basis for exploring the difficult dilemmas experienced in their work. Each student is responsible for developing a personal platform based on their reflection on seminar readings and the investigation of a particular issue or dilemma in their administrative work life. The participant prepares a 3-5 page paper illustrating a work dilemma and shares it during the second seminar. The two seminars and online reflections focus on practicing the generation of open and honest questions.
Prerequisites: None.
Restrictions: In administrative position.
Credits: 2 semester hours.

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EDAD 542 Courage to Lead for Democracy

Content: This hybrid course meets in two seminars with online discussions to explore the powerful practice of self-reflection and personal change related to supporting democracy in schools. It offers a context for participants to explore the difficult dilemmas related to working with diverse students and adults. Each member of the seminar group is responsible for the investigation of a particular issue or dilemma in that person's administrative work life. The participant prepares a case study and an overview document for the seminar group. Participants learn how to ask honest, open questions to assist in understanding and resolving the dilemma.
Prerequisites: None.
Restrictions: In administrative position.
Credits: 2 semester hours.

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EDAD 544 Practicum

Content: Two semesters of supervised, on-site, pre-designed professional experience along with campus seminars involving discussions and presentations. Students explore the essential content knowledge, leadership, collaboration, and research skills of successful school administration in early childhood/elementary or middle-level/high school under the supervision of experienced field and campus supervisors.
Prerequisites: Successful completion of at least two EDAD courses.
Restrictions: Admission to Initial Administrator License Program, consent of instructor, and submission of application for Independent Practicum to academic department office.
Credits: 1-4 semester hours.

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EDAD 546 Negotiation, Collective Bargaining, and Contract Management

Content: The superintendent, central office personnel and school building administrators must be familiar with the labor agreement governing employment practices within each school. Bargaining between different parties inherently involves mediating multiple perspectives, problem solving and decision-making skills, communication, and an understanding of how a leader's personal identity and assumptions influence contract management and negotiation. There are clear responsibilities for maintaining agreements reached through the collective bargaining process, and an obligation to ensure that contract management and negotiation remains equity-centered. When the provisions of the collective bargaining agreement (also known as the employment contract) are violated or are alleged to have been violated, a grievance procedure is initiated. Administrators must be familiar with the grievance procedure for resolving the dispute, and the role grievances play in bargaining proposals and contracts, including binding arbitration as a final step.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 547 Ethical Leadership and Decision-Making

Content: During this course, we will explore a variety of questions that relate to ethical dilemmas we face as education leaders. Students will explore how ethical beliefs are influenced by cultural norms and assumptions, how values and ethics are established in individuals and across organizations, how ethical practices are supported or constrained by organizational norms, and the inevitable tensions that exist in the practice of an ethical leader and across educational systems. Students will apply different ethical frameworks and decision-making models in order to critically reflect upon their responsibilities as an ethical leader and develop their own ethical practice.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 548 Transforming Culture and Inspiring Innovation

Content: Advancing social justice, eliminating systemic inequities, and fostering inclusive and culturally responsive school and district cultures that support the achievement and well-being of staff and students requires bold changes and collaboratively designed, system-wide solutions that ensure deep learning and equitable opportunities for all. Administrators are charged with building and sustaining coherent, innovative, forward-thinking, and courageous organizational cultures that are focused on transforming school systems to be equitable and democratic institutions. This course pushes practicing administrators to examine dilemmas of professional life and leadership, to review current educational innovations in leadership and organizational change, to critically reflect on who they are as learners and leaders for equity and transformation.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 549 Professional Mentorship and Seminar

Content: The Professional Mentorship and Seminar course is one academic year in length (two consecutive terms). Students must have a minimum of 3 years as a practicing administrator in order to enroll in the class. Students will apply the essential content knowledge, leadership, collaboration, and research skills necessary for district level leadership. As part of this experience, students will complete a capstone project in which they apply concepts and skills learned in previous coursework. This capstone will involve action research, an equity audit, or in-depth research and the creation of an action plan regarding a professional problem of practice. Upon successful completion of the capstone project, the 220 hour practicum, and the compilation of a portfolio demonstrating competency in each of the administrative standards a credit/no credit grade will be submitted to the campus advisor who will audit the student's transcript and determine their eligibility for Professional Administrator License program completion.
Prerequisites: At least 9 credits of completed Professional Administrative License Coursework
Restrictions: Principal Administrator License; minimum of three years as a practicing administrator. Course to be taken near the end of the Professional Administrator License coursework sequence.
Credits: 1-3 semester hours.

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EDAD 550 Superintendent Bridge Professional Mentorship

Content: This one-year supervised mentor seminar at the school district level provides the culminating experience in the Superintendent Bridge Program, which allows candidates with a Standard Administrator license to earn an Oregon Continuing Administrator License as designated by the Oregon Teacher Standards and Practices Commission (TSPC). This course is designed to establish a formal mentor relationship within a school district or other educational system. The mentorship will encourage collaboration and joint problem-solving on issues faced by current practicing administrators. The requirements and objectives created by TSPC and implemented by Lewis Clark are intended to give candidates practical, useful, and timely experiences in school and district leadership.
Prerequisites: None.
Restrictions: Students must hold a Standard Administrator License and have a minimum of 3 years as a practicing administrator to enroll in the class.
Credits: 1 semester hour.

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EDAD 551 Leading for Inclusion and Access: SPED, 504, TAG

Content: Leaders are responsible for fostering an inclusive school and district culture where each and every child is a valued and fundamental member and participant in classrooms and the community. This course will address how disability is socially constructed, and how assumptions about a student's perceived ability can be reinforced by exclusionary school and district practices. This course will provide opportunities for administrators to use current, relevant research to increase their understanding of leadership practices that foster an inclusive school culture for students with Special Education and TAG designations, as well as developing and supporting students in need of 504 plans. Additionally, students in this class will develop the knowledge and skills to enact high leverage practices in the areas of effective collaboration and communication, assessment and accountability, social, emotional, and behavior supports, instruction, program/service support, and supervision and legal requirements.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 552 Culturally Responsive Practices for School Leaders

Content: This course will provide administrators with opportunities to investigate assumptions that guide behavior and to gain firsthand knowledge of the family life and culture of students from various ethnic and socioeconomic groups. Through planned readings, learning activities, and self assessments, participants examine their own attitudes about individuals from other cultures and groups. Topics include ways to improve school programs that provide services to students from diverse populations. Participants will also have the opportunity to reflect on their own culture, assumptions, and beliefs.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 555 Building Positive Climate: Policy and Practice

Content: In the past, school-wide zero-tolerance policies have focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies. Research during the past 20 years has shown that school-wide behavior systems that are positively focused on desired behaviors can result in a substantive lifestyle impact for all members of a school community. Additionally, these school wide initiatives must be supported by district-wide systems of multi-tiered interventions and equitable policies that focus on reducing exclusionary discipline, increasing attendance, and sustaining positive, inclusive, and hate-free school and district cultures. This course will examine the systems-based approach for implementing culturally proficient, multi-tiered, school-wide behavior supports, and the critical role that school leaders have in building positive learning environments for each student.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 559 Collaborative Leadership and Team-Building

Content: The term "collaborative leadership" describes an emerging body of theory and management practice that is focused on the leadership skills needed to deliver results across organizational boundaries. This course focuses on the intensification of leadership as a means to increase engagement with the organization. Collaborative leadership styles and techniques will be analyzed, compared, and tested in different contexts to determine their efficacy and applicability to educational settings. Diagnosing school cultures, developing alliances, creating networks to promote healthy schools, and developing culturally responsive leadership mindsets and skill sets will be explored. Students will engage in critical reflection about their own positionality, and how this influences and constrains their ability to collaborate authentically. The art of collaboration will be modeled and practiced.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 560 Using Data for School Improvement

Content: Builds a common knowledge base for understanding the critical role data plays in school improvement efforts. Introduces several levels of data use and application, moving from state accountability requirements to equalizing access of high standards for all students. Participants collect, analyze, communicate, and use various forms of data in school visioning, improvement planning, and decision making.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 567 Leading Intelligently in Schools and Community

Content: "Intelligence lenses" aid administrators in sorting problems from external influences and personal perceptions. A variety of exercises and activities will be practiced throughout the course to sharpen various intelligence lenses--emotional, social, political--necessary for sound leadership decisions and processes. The class will explore authentic school, district, and community real-world dilemmas and apply personal leadership skills to resolve them.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 574 Leading for Inclusion and Access: Supporting Linguistically and Culturally Diverse Students

Content: The ever-increasing number of students who are English/dual language learners requires schools and districts to become skilled at designing and implementing inclusive, asset-oriented systems and practices that support English language development, equitable access, and equal opportunity for all students. This course is designed to prepare administrators with the skills and mindsets required to support the cultural, linguistic, and academic needs of English/dual language learners. The course will include an overview of an administrator's legal obligations for English/dual language students, an explanation of cultural competency through the lens of race, culture, and language, and review of best practices and policies for providing culturally responsive instruction and support to students and families who are dual language learners. An overview of language acquisition theory with a focus on program components will be provided. Program design, models, and approaches will also be explored.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 576 Integrated Administrative Seminar

Content: In a capstone/culminating project of the Ed.S. in Administration program, students will synthesize and integrate their learning over time into a written report and public demonstration. For this project, students will: assess their growth as a leader for equity across the Principal and Professional Administrative Licensure standards; demonstrate their ability to enact equity-centered practices that align with the Oregon School Administrator Standards at both the building and district levels; tie their growth to the professional literature, coursework, and their experiences; report their findings, including recognized areas of strength and challenge; and craft a long-range practitioner plan for continued improvement. Students will present their work to a faculty panel in written and oral formats.
Prerequisites: None.
Restrictions: Admission to EdS program, completion of the Principal License courses, and completion of the three core required Professional Administrator Licensure courses
Credits: 1-4 semester hours.

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EDAD 577 Special Leadership Topics Seminar

Content: In-depth examination of current topics and challenges that are relevant to practicing administrators. Students will explore in-the-moment challenges within their leadership landscape and learn to apply current research and equity-centered leadership skills to understand and respond to these dilemmas in an equitable manner. Students will develop peer support networks and professional connections to assist them in making difficult decisions and sustaining high quality educational leadership. Course content will be variable and will be built to respond to current challenges to equity-centered leadership and practice.
Prerequisites: None.
Credits: 1-2 semester hours.

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EDAD 584 Critical Restorative Justice

Content: Leading a just community, in an unjust social and political context, is complicated. Educational leaders need an array of protocols for engaging their adult professional community in continuously renewing and restoring norms of peace and justice throughout the school community. This course is for educational leaders wanting practical skills to generate peace (dignity, connection, belonging, understanding and forgiveness and bridging across significant differences) and justice (forms of fairness) in the adult community of school during times of injustice, uncertainty, fear and expressions of hate in the broader community. The restorative justice practices taught in this course focus on the adult community of the school and are appropriate for staff meetings, community meetings, and can be translated into classroom practices. In this class, students will learn from experience to design and facilitate a variety of restorative processes that will strengthen and continuously restore a sense of justice in their professional community.
Prerequisites: None
Corequisites: None
Restrictions: None
Credits: 2 semester hours.

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EDAD 585 Recentering Circles

Content: This course is designed for educators, counselors, and administrators interested in learning to facilitate restorative practice in professional settings where deficit model thinking, victim blaming and other forms of power and privilege derail equitable professional practice. These circles can be used in a variety of settings including human resource procedures, school staff meetings, parent meetings, community meetings. Students will be introduced to circle practices for a variety of purposes where unfair forms of interaction can alienate colleagues and subvert productive and creative work including program design, decision-making, problem- solving. These practices help establish trust in professional relationships and integrity in the use of restorative practices with students. Each class we will try out new circle practices and students will leave each class with new practices to try in their setting.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 589 Professional Studies: Special Topics in School Leadership

Content: In-depth examination of topics relevant to the practicing Principal and issues in schools. Course content is based upon recent research and directly informs practice.
Prerequisites: None.
Credits: 1-2 semester hours.

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EDAD 597 Capstone Project

Content: In a capstone/culminating project of the MEd with Principal License program, students will integrate and apply what they have learned throughout their experience. In consultation with the instructor, students will design a leadership and advocacy project that addresses and seeks to resolve an inequitable dilemma that is unique to their professional context and focused on demonstrating their equity-centered leadership skills. The project will use current research to create an action plan that is aimed at an audience beyond the classroom, with the goal of eventually sharing and applying it in the wider world. Students will present their work in written and oral formats.
Prerequisites: 27 semester hours of coursework from the Principal License Program and EDAD 533 or EDAD 633
Credits: 1 semester hour.

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EDAD 598 Special Studies: New or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis.
Prerequisites: None.
Credits: 1-4 semester hours.

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EDAD 599 Independent Study

Content: Independent Study enables a student to pursue, in collaboration with a faculty member, an academic course not currently offered. To receive credit for independent study, the student consults with the faculty member before registration to define the course content, title, amount of credit, and academic evaluation. As a general rule, a graduate student may apply no more than three courses of independent study toward a graduate degree or licensure.
Prerequisites: None.
Restrictions: Consent of instructor and submission of application for Independent Study to academic department office.
Credits: 1-5 semester hours.

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EDAD 601 Educational Leadership for Equity and Social Justice

Content: This foundational course is designed to introduce the theories, practices, core responsibilities, and issues associated with leadership and social justice in educational organizations. Aspiring principals and other educational practitioners move toward acquiring and affirming requisites and capacities to engage in social justice praxis (critical reflection and action) towards improving conditions and culture in schools in authentic and collaborative ways. Candidates learn about instructional, organizational, community, ethical, and sociopolitical functions of leadership. Using research and reflection, candidates analyze and clarify internal and external conceptions of and attitudes toward leadership at the intersection of social injustice including but not limited to: systemic racism, whiteness as privilege and power, gender and class biases, ableism, and deficit minded decision-making to guide them in leadership work.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 602 Instructional Leadership

Content: Focus on instructional leadership and how it connects to the complex relationships between teacher growth and development (supervision/evaluation), professional development, and standards-based school improvement. Draws from research on effective teaching to assist leaders in improving instructional practices. Students learn to capitalize on the diversity of the school community to improve teaching for all students.
Prerequisites: None.
Credits: 1-3 semester hours.

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EDAD 603 Achieving Equitable School Change Through Data-Driven Inquiry and Improvement

Content: Overview of foundations and techniques for collecting and using data for inquiry-based school improvement. Introduces several levels of data use and application, moving from state accountability requirements to equalizing access to high standards for all students. The course is designed to prepare the Principal practitioner to conduct high quality improvement cycles aimed at classroom and school environments. Participants will use improvement science practices to collect, analyze, communicate, and use various forms of data in school visioning, collaborative improvement planning, and decision making. Thorough coverage of these topics is designed to equip school leaders with the knowledge and skills necessary to select, evaluate, and apply findings from extant research related to personnel, classroom, school, or district levels problems of practice.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 604 Ethics, Policy, and the Law

Content: Study of the principles of ethical leadership and working successfully in the larger political, social, economic, legal, and cultural environment of an educational system. Examination of landmark legal cases, federal policies, state and local laws, and regulations impacting school systems. Exploration of social justice avocation through access and equity issues that promote equitable learning for students. Discussions of the roles and responsibilities of policy makers and stakeholders.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 606 Ethics, Policy, and the Law

Content: Study of the principles of ethical leadership and working successfully in the larger political, social, economic, legal, and cultural environment of an educational system. Examination of landmark legal cases, federal policies, state and local laws, and regulations impacting school systems. Exploration of social justice avocation through access and equity issues that promote equitable learning for students. Discussions of the roles and responsibilities of policy makers and stakeholders.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 608 Engaging Families & Community for Inclusive Schools

Content: Research shows students perform better when school leaders have strong family and community relationships. This course defines family and community engagement for inclusive schools, identifies the critical stakeholders, and develops inclusive engagement and collaborative strategies. District demographic data and needs assessments are used for developing family and community engagement plans while taking into account categories of diversity (cultural, ethnic, racial, economic, ability). The course includes discussions of successful family and community engagement models.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 609 Using Data for School Improvement

Content: Builds a common knowledge base for understanding the critical role data plays in school improvement efforts. Introduces several levels of data use and application, moving from state accountability requirements to equalizing access of high standards for all students. Participants collect, analyze, communicate, and use various forms of data in school visioning, improvement planning, and decision making.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 610 Cultivating Human, Organizational and Financial Resources for Equity

Content: School leaders are charged with developing and managing the resources, processes, and systems that ensure equitable access to opportunities for students and a healthy workplace and professional culture for staff. Equitable resource allocation of materials, fiscal resources, personnel, technology, interventions, time, and high-quality teachers and support staff all contribute to an equitable and effective school culture. Students in this course will explore the basic concepts of school finance and operational management at the state and district levels, while also acquiring the skills to lead and collaborate with others in the efficient and equitable allocation of school resources. This will include the skills for developing and implementing equitable processes to recruit, hire and retain culturally responsive, caring, and diverse school building personnel. The course will also examine specific a) systems of supervision and evaluation and b) systems that support and retain newly-assigned educators and BIPoC educators.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 611 Budgeting and Operations for Equity

Content: Reviews the basic concepts of school finance and operational management at the state and district levels, and explores how to apply them when leading a school. Students acquire skills to lead and collaborate with others in the efficient and equitable allocation of resources--human, fiscal, and technological--to achieve equity and social justice, as well as academic success for diverse learners.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 612 Engaging Families & Community for Inclusive Schools

Content: Research shows students perform better when school leaders have strong family and community relationships. This course defines family and community engagement for inclusive schools, identifies the critical stakeholders, and develops inclusive engagement and collaborative strategies. District demographic data and needs assessments are used for developing family and community engagement plans while taking into account categories of diversity (cultural, ethnic, racial, economic, ability). The course includes discussions of successful family and community engagement models.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 618 Pre-Practicum for School Leadership

Content: Preparation for a supervised, onsite, pre-designed administrative experience, along with campus seminars involving activities, discussions, and presentations. Students explore the content knowledge, leadership, collaboration, and research skills necessary for successful school administration in early childhood/elementary and middle-level/high school settings under the direction of experienced site and campus supervisors.
Prerequisites: None.
Corequisites: None
Restrictions: Enrollment in another course in the Principal Licensure program.
Credits: 1 semester hour.

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EDAD 619 Practicum for School Leadership

Content: Supervised, onsite, pre-designed administrative experience along with campus seminars involving activities, discussions, and presentations. Students explore the essential content knowledge, leadership, collaboration, and research skills necessary for successful school administration in early childhood/elementary and middle-level/high school under the supervision of experienced site and campus supervisors.
Prerequisites: EDAD 618
Restrictions: Admission to the Principal License program and enrollment in another Principal License program course.
Credits: 1-2 semester hours.

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EDAD 620 Organizational Leadership for Equity, Inclusion, and Justice

Content: Organizational leadership for equity requires leaders to understand how institutional systems, structures, practices and policies serve to counter or reinforce educational inequities. Transformative leaders must use this understanding to build collective organizational capacity to disrupt and change these structures and practices. In this course, students will engage in critical self-reflection about their own identity, analyze how historical roots of inequity and bias exist within institutional systems and their own personal leadership; explore how to collaboratively develop, promote, and advocate for a district vision that is rooted in social justice; and understand the theories, skills, and commitments that are needed to cultivate and model district values, norms, and practices that promote and sustain achievement, inclusion, and well-being for every district stakeholder regardless of race, ability, gender, economic status, or personal identity.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 621 Instructional Leadership for Inclusion and Improvement

Content: Disrupting instructional systems and practices that reproduce inequitable learning opportunities requires educational leaders to develop systems and processes to recognize, confront, and change institutional biases. As part of this work, district level leaders must work to build and maintain a district culture that sustains the collective and individual development of culturally responsive instructional and institutional practices that allow all students the opportunity to learn, thrive, and belong. This includes guiding the supervision, evaluation, and improvement of teachers and school leaders, developing coherent systems of academic and social supports, supporting personal and organizational critical reflection, and effectively using assessments, data, and research-based analysis that allows for continuous, equity-focused improvement. In this course, students will understand and apply research around developing coherent systems of support for new and veteran educators, including effective supervision and evaluation, coaching, professional learning, and data-informed continuous improvement processes that develop and support culturally responsive teachers and principals.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 623 Communication Skills for Inclusion and Engagement

Content: Effective and inclusive communication with staff, families, and the community is a foundational skill required of all educational leaders. This course examines best practices in communication processes as they apply to personnel and group effectiveness in a variety of settings. Students will analyze how communication and engagement are impacted by power dynamics and systemic inequity, and will critically reflect on the skills and practices that will allow them to be effective and inclusive communicators within their context. Students will explore the dynamics of communication that occur at the individual and organizational level, understand best practices in establishing effective two-way communication between leaders and stakeholders, and examine the role of communication, dialogue, and listening as it relates to trust and credibility in different settings.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 625 Equitable Management of Systems and Resources

Content: District level leaders are charged with managing the systems and processes that ensure a healthy and effective district. Leaders need to be prepared to cultivate the equitable use of educational resources through establishing collaborative and inclusive procedures, guidelines, norms, and policies. Part of this work involves the ability to assess district needs and priorities and then equitably allocate opportunities and resources across the district according to these needs. Leaders need to understand that equitable resource allocation of materials, fiscal resources, personnel, technology, interventions, time, and high-quality teachers, leaders, and supporting staff all contribute to a healthy and effective district culture. Leaders must be equipped with the skills to use data to evaluate systems for inequities and then work collaboratively to align and improve these systems so that they are coherent, cohesive, and focused on supporting the learning, improvement, and well-being of students and staff.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 627 Advocacy, Communication, and Inclusive Leadership for Engaging Community

Content: Equity-oriented district leaders must work collaboratively and inclusively with stakeholders in the district, with a particular focus on partnering effectively and authentically with historically marginalized communities whose voices and perspectives are a vital part of enacting systemic change. District leaders must develop and sustain these partnerships through developing, communicating, and enacting an inclusive and equity-focused district mission that values and prioritizes the diverse interests, needs, and resources of the community. District leaders must sustain relationships with district stakeholders through effective, two-way communication that fosters family engagement and allows all community members to learn about and participate in the development of equity-focused systems, policies, and practices that support the achievement and well-being of students and staff. The work of district leaders must focus on understanding how their community stakeholders are impacted by the social, cultural, economic, legal, and political contexts within their districts, as well as to provide representation and advocacy--both
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 631 Administrators' Colloquium for School Equity

Content: The lenses of equity and social justice are applied to contemporary school issues that impact student learning and school success. Administrators examine their own cultural heritage and perspectives to understand how personal experiences influence administrative behaviors and leadership. The course is designed for administrators in their beginning years of administrative experience.
Prerequisites: None.
Credits: 1-2 semester hours.

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EDAD 632 Using Supervision and Evaluation to Develop Culturally Responsive Teachers and Leaders

Content: Students will engage in critical reflection about how their own personal attitudes and beliefs about competence and success can influence supervision, with a particular focus on how personal assumptions and implicit bias can influence the evaluation process. The course is not a clinical supervision course. Course topics include effective hiring and retention practices, supervision and evaluation that promotes culturally responsive practice, objective documentation of employee performance, assessing for competence and the potential for growth, the legal basis for supervising and evaluating classified, certified, and administrative employees, review of and familiarization with district evaluation documents, and analysis of personal leadership approaches and behaviors, and developing and using culturally responsive supervision and evaluation systems.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 633 Leadership for Learning

Content: What is professional learning? Given the complex array of expectations for schools to improve and for teachers and principals to learn to do new work, a necessary skill is continuous inquiry with school leaders in the role of "lead learner," figuring out new and often unknown practices. Students will understand research on professional learning and evaluate the efficacy of the current models for professional development for accomplishing a variety of professional learning needs. Topics include research on adult development, learning theory, relational trust, collective efficacy and responsibility, and developing a professional learning environment that supports and sustains culturally responsive practices. This research provides a basis for developing systematic, culturally responsive professional development programs that are sensitive to changing school cultures, that cultivate continuous learning, and promote the well-being of staff and students.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 635 Equitable Management of Resources

Content: School leaders are charged with doing more than simply managing students and learning. The school environment, physical plant, and ancillary services play a critical role in student learning and staff effectiveness. This course focuses on the management and oversight of a school's physical plant and ancillary services that contribute to the maintenance and operation of such a facility. Areas of focus for the course include: facilities management, personnel management, student management, office management, auxiliary services, management of special services, fiscal management, time management, and resource management. Case studies and real examples from participating students will contribute to course topics.
Prerequisites: None.
Restrictions: Principal Administrator License.
Credits: 2 semester hours.

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EDAD 636 Leading With Instructional Technology

Content: This course is designed to provide hands-on experience using educational and management technology strategies to support traditionally underrepresented and minoritized students using technology. We will investigate how building administrators can implement learning and development strategies utilizing technology to present PD content, engage learners, support families and create a culture of innovation.
Prerequisites: None.
Credits: 1 semester hour.

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EDAD 637 Educational Research and Assessment

Content: Qualitative and quantitative interpretation of educational research with emphasis on applying action research principles to promote achievement for diverse student groups. Students analyze achievement data and alternative forms of assessment in their schools and districts. Emphasis on mandates for certificates of mastery, portfolio construction, task building, scoring rubrics, and the need to focus on assessment for learning.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 640 Organizational Change for Action

Content: Examine the factors and influences that move organizations to change. Students will explore creating conditions for change, planning for change, implementing change, and sustaining change. Successfully engaging others in change initiatives will also be explored.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 641 Courage to Lead--Sustaining a Vision

Content: This hybrid course includes two seminars and online discussions with an opportunity for participants to explore and develop a personal leadership vision, a basis for exploring the difficult dilemmas experienced in their work. Each student is responsible for developing a personal platform based on their reflection on seminar readings and the investigation of a particular issue or dilemma in their administrative work life. The participant prepares a 3-5 page paper illustrating a work dilemma and shares it during the second seminar. The two seminars and online reflections focus on practicing the generation of open and honest questions.
Prerequisites: None.
Restrictions: In administrative position.
Credits: 1-2 semester hours.

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EDAD 642 Courage to Lead in a Democracy

Content: There has never been a more critical time for leaders to examine their capacity to build and support our democracy. This hybrid online course meets in one initial seminar/retreat followed by online content and discussions to explore the powerful practices of self-reflection and the personal and organizational change needed to create and sustain a healthy democracy. The course offers a context for participants to explore the difficult dilemmas related to effectively supporting diverse students, staff and community members within an inequitable education context. Leaders will explore ways of seeing, being and responding to life within their organizations in order to make these critical changes. Learning to deeply listen and to ask open, honest questions will assist in holding the tensions inherent in leadership today. Students are responsible for the investigation of a particular issue or dilemma in their administrative work life related to powerful habits that support a healthy democracy.
Prerequisites: None.
Restrictions: In administrative position.
Credits: 2 semester hours.

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EDAD 642B Courage to Lead

Content: Offers a context for participants to explore the dilemmas experienced in their work. Participants investigate a particular issue or dilemma in their administrative work life and prepare a verbal case study and written document for the members of the seminar group. Participants ask honest, open, attentive questions of the presenters. All students are responsible for particular "core" readings; each participant is also directed to specific books focused on their special area of question and concern.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 644 Practicum

Content: Two semesters of supervised, on-site, pre-designed professional experience along with campus seminars involving discussions and presentations. Students explore the essential content knowledge, leadership, collaboration, and research skills of successful school administration in early childhood/elementary or middle-level/high school under the supervision of experienced field and campus supervisors.
Prerequisites: Successful completion of at least two EDAD courses.
Restrictions: Admission to Initial Administrator License Program, consent of instructor, and submission of application for Independent Practicum to academic department office.
Credits: 1-4 semester hours.

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EDAD 646 Negotiation, Collective Bargaining, and Contract Management

Content: The superintendent, central office personnel and school building administrators must be familiar with the labor agreement governing employment practices within each school. Bargaining between different parties inherently involves mediating multiple perspectives, problem solving and decision-making skills, communication, and an understanding of how a leader's personal identity and assumptions influence contract management and negotiation. There are clear responsibilities for maintaining agreements reached through the collective bargaining process, and an obligation to ensure that contract management and negotiation remains equity-centered. When the provisions of the collective bargaining agreement (also known as the employment contract) are violated or are alleged to have been violated, a grievance procedure is initiated. Administrators must be familiar with the grievance procedure for resolving the dispute, and the role grievances play in bargaining proposals and contracts, including binding arbitration as a final step.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 647 Ethical Leadership and Decision-Making

Content: During this course, we will explore a variety of questions that relate to ethical dilemmas we face as education leaders. Students will explore how ethical beliefs are influenced by cultural norms and assumptions, how values and ethics are established in individuals and across organizations, how ethical practices are supported or constrained by organizational norms, and the inevitable tensions that exist in the practice of an ethical leader and across educational systems. Students will apply different ethical frameworks and decision-making models in order to critically reflect upon their responsibilities as an ethical leader and develop their own ethical practice.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 648 Transforming Culture and Inspiring Innovation

Content: Advancing social justice, eliminating systemic inequities, and fostering inclusive and culturally responsive school and district cultures that support the achievement and well-being of staff and students requires bold changes and collaboratively designed, system-wide solutions that ensure deep learning and equitable opportunities for all. Administrators are charged with building and sustaining coherent, innovative, forward-thinking, and courageous organizational cultures that are focused on transforming school systems to be equitable and democratic institutions. This course pushes practicing administrators to examine dilemmas of professional life and leadership, to review current educational innovations in leadership and organizational change, to critically reflect on who they are as learners and leaders for equity and transformation.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 649 Professional Mentorship and Seminar

Content: The Professional Mentorship and Seminar course is one academic year in length (two consecutive terms). Students must have a minimum of 3 years as a practicing administrator in order to enroll in the class. Students will apply the essential content knowledge, leadership, collaboration, and research skills necessary for district level leadership. As part of this experience, students will complete a capstone project in which they apply concepts and skills learned in previous coursework. This capstone will involve action research, an equity audit, or in-depth research and the creation of an action plan regarding a professional problem of practice. Upon successful completion of the capstone project, the 220 hour practicum, and the compilation of a portfolio demonstrating competency in each of the administrative standards a credit/no credit grade will be submitted to the campus advisor who will audit the student's transcript and determine their eligibility for Professional Administrator License program completion.
Prerequisites: At least 9 credits of completed Professional Administrator License Coursework
Restrictions: Principal Administrator License; minimum of three years as a practicing administrator. Course to be taken near the end of the Professional Administrator License coursework sequence.
Credits: 1-3 semester hours.

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EDAD 650 Superintendent Bridge Professional Mentorship

Content: This one-year supervised mentor seminar at the school district level provides the culminating experience in the Superintendent Bridge Program, which allows candidates with a Standard Administrator license to earn an Oregon Continuing Administrator License as designated by the Oregon Teacher Standards and Practices Commission (TSPC). This course is designed to establish a formal mentor relationship within a school district or other educational system. The mentorship will encourage collaboration and joint problem-solving on issues faced by current practicing administrators. The requirements and objectives created by TSPC and implemented by Lewis Clark are intended to give candidates practical, useful, and timely experiences in school and district leadership.
Prerequisites: None.
Restrictions: Students must hold a Standard Administrator License and have a minimum of 3 years as a practicing administrator to enroll in the class.
Credits: 1 semester hour.

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EDAD 651 Leading for Inclusion and Access: SPED, 504, TAG

Content: Leaders are responsible for fostering an inclusive school and district culture where each and every child is a valued and fundamental member and participant in classrooms and the community. This course will address how disability is socially constructed, and how assumptions about a student's perceived ability can be reinforced by exclusionary school and district practices. This course will provide opportunities for administrators to use current, relevant research to increase their understanding of leadership practices that foster an inclusive school culture for students with Special Education and TAG designations, as well as developing and supporting students in need of 504 plans. Additionally, students in this class will develop the knowledge and skills to enact high leverage practices in the areas of effective collaboration and communication, assessment and accountability, social, emotional, and behavior supports, instruction, program/service support, and supervision and legal requirements.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 652 Culturally Responsive Practices for School Leaders

Content: This course will provide administrators with opportunities to investigate assumptions that guide behavior and to gain firsthand knowledge of the family life and culture of students from various ethnic and socioeconomic groups. Through planned readings, learning activities, and self assessments, participants examine their own attitudes about individuals from other cultures and groups. Topics include ways to improve school programs that provide services to students from diverse populations. Participants will also have the opportunity to reflect on their own culture, assumptions, and beliefs.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 655 Building Positive Climate: Policy and Practice

Content: In the past, school-wide zero-tolerance policies have focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies. Research during the past 20 years has shown that school-wide behavior systems that are positively focused on desired behaviors can result in a substantive lifestyle impact for all members of a school community. Additionally, these school wide initiatives must be supported by district-wide systems of multi-tiered interventions and equitable policies that focus on reducing exclusionary discipline, increasing attendance, and sustaining positive, inclusive, and hate-free school and district cultures. This course will examine the systems-based approach for implementing culturally proficient, multi-tiered, school-wide behavior supports, and the critical role that school leaders have in building positive learning environments for each student.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 659 Collaborative Leadership and Team-Building

Content: The term "collaborative leadership" describes an emerging body of theory and management practice that is focused on the leadership skills needed to deliver results across organizational boundaries. This course focuses on the intensification of leadership as a means to increase engagement with the organization. Collaborative leadership styles and techniques will be analyzed, compared, and tested in different contexts to determine their efficacy and applicability to educational settings. Diagnosing school cultures, developing alliances, creating networks to promote healthy schools, and developing culturally responsive leadership mindsets and skill sets will be explored. Students will engage in critical reflection about their own positionality, and how this influences and constrains their ability to collaborate authentically. The art of collaboration will be modeled and practiced.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 667 Leading Intelligently in Schools and Community

Content: "Intelligence lenses" aid administrators in sorting problems from external influences and personal perceptions. A variety of exercises and activities will be practiced throughout the course to sharpen various intelligence lenses--emotional, social, political--necessary for sound leadership decisions and processes. The class will explore authentic school, district, and community real-world dilemmas and apply personal leadership skills to resolve them.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 670 A Foundation for Racial Equity

Content: This course will establish the framework for year-long equity work for a community of learners. Students will closely examine the personal, institutional, cultural, and structural conditions that perpetuate racial inequities in education and the broader community. Participants will also connect with the program purpose, agreements, working definitions, and overall approach to learning in a cross-cultural environment. Additionally, participants will begin to develop the passion, urgency, and skills necessary to lead for equity in their buildings and communities while deepening their understanding of their own racial and cultural experiences, filters, and biases.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 671 Understanding Cultural Frameworks and De-Centering Dominant Culture

Content: In this course, we explore the personal orientation necessary to work effectively in cross-cultural learning environments. We dissect dominant culture through unpacking the cultural values, beliefs, communication style, learning orientation, and cultural preferences that often remain unconsciously perpetuated or privileged in educational institutions. Then we will continue to explore the historical creation of a racial hierarchy via policies, systems, institutions, and laws and the legacy of discrimination, bias, and white privilege it creates today. Lastly, we explore nondominant cultural beliefs, communication styles, and learning styles as well as the basic tenets of culturally responsive teaching in order to begin de-centering dominant culture in schools and classrooms to truly create inclusive learning environments.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 672 Facilitating Learning in Diverse Communities

Content: This course will focus on the actual culturally inclusive facilitation skills needed to situate both students and adults as learners in diverse communities. In addition to concrete facilitation skill development, participants will explore the value and role of community in non-dominant learning as well as specific ways to enhance an authentic community orientation in schools today both for students and educators. Participants will also develop an approach to observing and offering feedback to one another as part of a learning community as well as create a facilitation plan for adult professional development. Participants will choose a focus area to target their community learning process on over the course of the school year.
Prerequisites: None.
Credits: 1 semester hour.

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EDAD 673 Engaging and Empowering Families

Content: In this course participants explore the role of family in the education of children in school systems today and delve into the often painful realities nondominant families' experiences in schools. Students explore how to create inclusive, empowering, and authentic partnerships with students, families, and communities and learn how to draw upon students' home worlds to create rigorous and relevant curriculum and instruction. Lastly, participants learn how to empower families to advocate effectively for their children in schools.
Prerequisites: None.
Credits: 1 semester hour.

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EDAD 674 Leading for Inclusion and Access: Supporting Linguistically and Culturally Diverse Students

Content: The ever-increasing number of students who are English/dual language learners requires schools and districts to become skilled at designing and implementing inclusive, asset-oriented systems and practices that support English language development, equitable access, and equal opportunity for all students. This course is designed to prepare administrators with the skills and mindsets required to support the cultural, linguistic, and academic needs of English/dual language learners. The course will include an overview of an administrator's legal obligations for English/dual language students, an explanation of cultural competency through the lens of race, culture, and language, and review of best practices and policies for providing culturally responsive instruction and support to students and families who are dual language learners. An overview of language acquisition theory with a focus on program components will be provided. Program design, models, and approaches will also be explored.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 675 Leading for Equity-Building Inclusive School Systems & Creating Syst Change

Content: During this course, teacher leaders, aspiring administrators, and current building and district administrators will explore themes and concepts of leadership and management essential to creating and sustaining equitable systemic change in today's diverse school buildings. This culminating course will build on a strong conceptual and experiential knowledge base of equity and explicitly develop the leadership lens and skills critical to inspiring and empowering others to join in creating equitable, lasting change that improves the academic achievement of all students, especially students of color who continue to be underserved by our educational system. This course honors that while this work is a moral imperative, leading for equity at the building and district level is deeply challenging and requires unrelenting passion as well as a deep leadership skill set and conceptual understandings.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 676 Integrated Administrative Seminar

Content: In a capstone/culminating project of the Ed.S. in Administration program, students will synthesize and integrate their learning over time into a written report and public demonstration. For this project, students will: assess their growth as a leader for equity across the Principal and Professional Administrative Licensure standards; demonstrate their ability to enact equity-centered practices that align with the Oregon School Administrator Standards at both the building and district levels; tie their growth to the professional literature, coursework, and their experiences; report their findings, including recognized areas of strength and challenge; and craft a long-range practitioner plan for continued improvement. Students will present their work to a faculty panel in written and oral formats.
Prerequisites: None.
Restrictions: Admission to EdS program, completion of the Principal License courses, and completion of the three core required Professional Administrator Licensure courses
Credits: 1-4 semester hours.

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EDAD 677 Special Leadership Topics Seminar

Content: In-depth examination of current topics and challenges that are relevant to practicing administrators. Students will explore in-the-moment challenges within their leadership landscape and learn to apply current research and equity-centered leadership skills to understand and respond to these dilemmas in an equitable manner. Students will develop peer support networks and professional connections to assist them in making difficult decisions and sustaining high quality educational leadership. Course content will be variable and will be built to respond to current challenges to equity-centered leadership and practice.
Prerequisites: None.
Credits: 1-2 semester hours.

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EDAD 684 Critical Restorative Justice

Content: Leading a just community, in an unjust social and political context, is complicated. Educational leaders need an array of protocols for engaging their adult professional community in continuously renewing and restoring norms of peace and justice throughout the school community. This course is for educational leaders wanting practical skills to generate peace (dignity, connection, belonging, understanding and forgiveness and bridging across significant differences) and justice (forms of fairness) in the adult community of school during times of injustice, uncertainty, fear and expressions of hate in the broader community. The restorative justice practices taught in this course focus on the adult community of the school and are appropriate for staff meetings, community meetings, and can be translated into classroom practices. In this class, students will learn from experience to design and facilitate a variety of restorative processes that will strengthen and continuously restore a sense of justice in their professional community.
Prerequisites: None
Corequisites: None
Restrictions: None
Credits: 2 semester hours.

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EDAD 685 Recentering Circles

Content: This course is designed for educators, counselors, and administrators interested in learning to facilitate restorative practice in professional settings where deficit model thinking, victim blaming and other forms of power and privilege derail equitable professional practice. These circles can be used in a variety of settings including human resource procedures, school staff meetings, parent meetings, community meetings. Students will be introduced to circle practices for a variety of purposes where unfair forms of interaction can alienate colleagues and subvert productive and creative work including program design, decision-making, problem- solving. These practices help establish trust in professional relationships and integrity in the use of restorative practices with students. Each class we will try out new circle practices and students will leave each class with new practices to try in their setting.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 689 Professional Studies: Special Topics in School Leadership

Content: In-depth examination of topics relevant to the practicing Principal and issues in schools. Course content is based upon recent research and directly informs practice.
Prerequisites: None.
Credits: 1-2 semester hours.

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EDAD 697 Capstone Project

Content: In a capstone/culminating project of the M.ED with Principal License program, students will integrate and apply what they have learned throughout their experience. In consultation with the instructor, students will design a leadership and advocacy project that addresses and seeks to resolve an inequitable dilemma that is unique to their professional context and focused on demonstrating their equity-centered leadership skills. The project will use current research to create an action plan that is aimed at an audience beyond the classroom, with the goal of eventually sharing and applying it in the wider world. Students will present their work in written and oral formats.
Prerequisites: 27 semester hours of coursework from the Principal License Program and EDAD 533 or EDAD 633
Credits: 1 semester hour.

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EDAD 698 Special Studies: New or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis.
Prerequisites: None.
Credits: 1-4 semester hours.

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EDAD 699 Independent Study

Content: Independent Study enables a student to pursue, in collaboration with a faculty member, an academic course not currently offered. To receive credit for independent study, the student consults with the faculty member before registration to define the course content, title, amount of credit, and academic evaluation. As a general rule, a graduate student may apply no more than three courses of independent study toward a graduate degree or licensure.
Prerequisites: None.
Credits: 1-5 semester hours.

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EDAD 989 Professional Studies: International Special Topics

Content: In-depth examination of topics relevant to practicing professionals. Course content is based upon recent research and directly informs practice.
Prerequisites: None.
Credits: 1-4 semester hours.

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EDAD TR Graduate Level Transfer Credit

Prerequisites: None.
Semester credits: 1-12.

Educational Leadership (EDLL) Doctoral Program Courses

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EDLL 701 History of Leadership in Education

Content: In 1837, Horace Mann said, "A nation could not long remain ignorant and free." Mann argued for universal public education, supported by tax funds. The major questions of the day: Who is to be educated? Who will teach them? What will they learn? These have since been answered many times over. In the 21st century we are raising those questions again, and inquiring further to ask: Is postsecondary education also a public good? Who gets to access a college education? What dictates a quality higher education experience? Explore how leadership, organization, and ethical and political issues relate to these fundamental questions, which are the bedrock of America's systems of education.
Prerequisites: None.
Restrictions: Admission to EdD program or consent of program director.
Credits: 2 semester hours.

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EDLL 702 Organizational Theory and Leadership

Content: This course introduces students to core concepts of organizational theory relevant to a large range of organizations e.g., PK-12 schools, colleges and universities, community groups, manufacturing businesses, hospitals) as well as organizational issues confronting leaders (e.g., design, improvement, accountability). Students will become adept at thinking critically and analytically about the organizational contexts in which they work. The course will also help students new to doctoral-level research learn how to interact with scholarly literature and apply it usefully to their work.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 704 Culturally Responsive Leadership

Content: Provides theoretical and practical guidance to support candidates in enacting culturally relevant approaches to leadership. Explores how policies and practices can enable effective interactions within culturally diverse environments. Participants will learn how to analyze their values, beliefs, and behavior in this context and will reflect on their own cultural awareness and critical consciousness.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 708 Ethics and Leadership for Social Justice

Content: Leaders face opportunities and challenges when implementing policies and practices regarding equity and social justice. Explore ethical issues dealing with leadership, governance, and policy development pertaining to P-20 institutions. Develop an understanding of social justice leadership theory and practice designed to disrupt structural inequities and produce fairness in organizational conditions and outcomes for minoritized communities.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 709 Adult Development and Learning

Content: Understanding how people and organizations develop and learn is centrally important for organizational leaders, whether learning is about existing or new knowledge. In this course students will explore a variety of theories related to adult learning including transformational learning, critical and feminist theories, distributed cognition, and social practice theory. Students will apply these theories to their own experiences as learners, and to learning in the organizational settings in which they work.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 710 Introduction to Educational Research

Content: Introduction to epistemologies, paradigms, and methodologies in social science research. Students learn about different approaches used in education research and examine their underlying assumptions and values. The course addresses and critiques some of the long-standing traditions in education and social science research that have privileged certain values and viewpoints while marginalizing others. Students will read and critique a variety of education research articles and consider how education leaders can use research for advocacy and transformative social action.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 715 Intercultural Community Collaboration

Content: Building collaborative relationships between schools and the diverse families and communities they serve is critical. By analyzing nontraditional forms of parent and guardian involvement and learning to work with existing cultural traditions, education leaders will gain skills to support diverse students and strengthen community connections. The goal is to build on the diverse assets of families and to connect with valuable local resources in order to strengthen collaborative learning for the entire school community.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 1 semester hour.

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EDLL 716 Critical Theory and Pedagogy

Content: Education research sits at the intersection of debates about the philosophy of education (ontology), the role of education in (re)producing a pluralistic and free democracy (critical theories of education) what counts as a "just" society (critical social theory), what counts as knowledge production/construction (critical epistemology and critical research design), and ultimately what it means to educate a public (critical pedagogy). Therefore, education research focused on any one of these areas has implications in all of these areas. For education research focused on problems of (in)justice, with an interest in solving these problems, critical theory offers intellectual traditions and analytic tools. Using these intellectual tools, students will recognize, understand, discuss and apply the historical and current tenants of critical theory to form your own emerging conceptual framework for explaining and describing problems of practice in leadership and policy, organizing, pedagogy, and education research.
Prerequisites: None.
Restrictions: Admission to doctoral program or consent of program director.
Credits: 2 semester hours.

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EDLL 721 Legal Issues in Higher Ed

Content: This course is designed to advance students' understanding and navigation of legal issues in higher education. Issues related to the various constituents - faculty, staff, students, and administration - and in various institutional settings will be discussed and considered in the context of leadership in the face of these challenges. Starting from a broader perspective, students will explore the current legal issues facing the higher education community nationally, and move to more local contexts for managing these circumstances as an institutional administrator at a college or university. From both the national and local viewpoints, the primary focus will be on the law and how it impacts relationships with students. The course will explore the increasingly complex regulatory environment facing colleges and universities. Specific topics of discussion will include (among others): the rights and responsibilities of students in and outside the classroom; codes of conduct and due process; freedom of expression; freedom from discrimination; affirmative action; the roles of religion and politics in higher education; and the regulation of intercollegiate athletics.
Prerequisites: None.
Restrictions: Admission to EdD program or instructor approval
Credits: 3 semester hours.

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EDLL 725 Leadership in a Changing Global Society

Content: In this course we will explore education systems around the globe and the influences of globalization on education practices. Students will consider the interdependence of social, political, economic, and cultural phenomena within and across local and global social systems including education systems.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 1-2 semester hours.

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EDLL 726 Seminar in Scholarship and Writing

Content: Introduction to scholarly writing and the development of self-as-scholar in education and the social sciences. Students gain an understanding of the elements and processes of scholarly writing. The course also provides training in APA style and library and reference resources.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 727 Focused Literature Research

Content: This seminar is designed to prepare students to develop a critical review of pertinent academic literature focused on the problem or problems that will be addressed in their dissertation research. The seminar will provide instruction and support with the processes and techniques for scholarly discussion of controversial literature, and students will receive feedback on academic writing from the course instructor.
Prerequisites: EDLL 726
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 1-2 semester hours.

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EDLL 728 Conceptual Framework

Content: Students will learn to generate clear, coherent, well-grounded conceptual frameworks and apply them to their work as emerging researcher-practitioners. Students will read and critique a variety of conceptual frameworks as well as collaboratively generate conceptual frameworks based on course readings. They will begin to develop a conceptual framework particular to their own practice and research interests.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 729 Dissertation Design

Content: Students will learn the acceptable formats, techniques, and approaches necessary for producing a defensible doctoral dissertation as well as the purpose and process of applying for permission to conduct studies involving human subjects. Students will complete a draft dissertation proposal and a human subjects research institutional review board (IRB) application, as well as understand their responsibilities to their dissertation committee.
Prerequisites: None.
Restrictions: Admission to the Ed.D program or consent of program director.
Credits: 3 semester hours.

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EDLL 730 Advancement to Candidacy Seminar

Content: Extends time and support for doctoral students to complete advancement to candidacy and institutional review board (IRB) process. Provides individualized coaching and writing assistance and allows students to work toward finalization of their dissertation proposal under faculty supervision while maintaining access to college services through continuous enrollment in the doctoral program.
Prerequisites: None.
Restrictions: Admission to doctoral program. Students may register for a maximum of 3 consecutive semesters of EDLL 730 beginning in the third summer of their program. Students must have completed all doctoral coursework, excluding EDLL 729 and EDLL 750.
Credits: 1-3 semester hours.

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EDLL 731 Equity-Focused Policy and Practice

Content: This course focuses on equity policy in education. Students will explore the sources of policy ideas, the processes of policy making, and the complex relationship between policy design and policy implementation. Students will read and critique equity-focused policies and learn to assess the strengths and constraints in policy designs using a variety of analysis approaches. Students will also read and critique policy implementation research.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 732 Higher Education Policy

Content: The purpose of this course is to critically examine higher education policy and the impacts of policy application. Class discussions will explore challenges faced by institutions of higher education in implementing policy, with a particular focus on issues related to access, affordability and student outcomes.
Prerequisites: None.
Restrictions: Admission to the EdD program or approval of instructor
Credits: 3 semester hours.

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EDLL 733 Educational Leadership Field Experience

Content: Provides authentic, in-situ opportunities for candidates to synthesize and apply theory and research to their leadership development and growth as practitioner-scholars. In concert with their dissertation work and in collaboration with a university and field supervisor, candidates spend sustained time in the field gathering and analyzing data around a pressing problem of practice. Through their field experiences, candidates are expected to: (1) identify and engage with the key contact points and people within their schools, districts, organizations, and/or communities in ways that facilitate robust and ethical data gathering; (2) explore how dissertation data and findings illuminate critical questions and themes in leadership work, and (3) make recommendations for improving leadership practice and spurring organizational change.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 734 Educational Leadership Field Experience II

Content: Provides authentic, sustained, in-situ opportunities for candidates to synthesize and apply theory and research from program coursework to their development as practitioner-scholars. In concert with the doctoral program mission, candidates' field experiences center on the practice of transformative social change in educational settings, through research and inquiry. The experiences are designed to support candidates in two critical phases of their dissertation work, including formulating and articulating a problem (year 1) and applying methodologies to explore and understand a problem of practice (year 3). Field experiences are planned and guided collaboratively by the Lewis Clark supervisors and school, district, and agency personnel for graduate credit. They culminate in a presentation at the end of the program, where candidates share what they have learned about leadership and organizational change through the practicum process.
Prerequisites: EDLL 733.
Credits: 1 semester hour.

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EDLL 735 Pasar La Batuta: Success Through Intention

Content: When participating in a track and field relay race, it is important that each of the sprinters speedily covers their portion of the race. Equally important is the fluidity of transferring responsibility from one runner to the next, the critical passing of the baton, or "pasar la batuta". It is in this moment when all of the effort given by one runner helps jump start their teammate in a seamless fashion, or when the work is abruptly halted because the hand off is faulty. This critical transfer can define the outcome of the race. The analogy of "pasar la batuta" well articulates the responsibility educational leaders in P-12 and higher education settings have for fashioning a seamless transition for students to navigate. As it stands, the movement between primary and secondary education into postsecondary education is disjointed. This course will explore why the transition across the educational pipeline is choppy, what factors need to be considered in order to facilitate a smoother move, and the opportunities for leaders to foster that change.
Prerequisites: None.
Restrictions: Admission to doctoral program or approval of instructor
Credits: 2 semester hours.

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EDLL 741A Qualitative Research Methods

Content: Overview and application of qualitative research methods. Through course readings, discussion, and practical application, candidates explore: (1) different approaches in qualitative research and epistemologies and common theoretical perspectives that undergird qualitative inquiry, and (2) various methods and techniques for gathering, interpreting, and making meaning of in-depth and rich information about things as they occur in their natural settings. Candidates gain the skills necessary to review and critique qualitative research and to design and undertake their own qualitative research.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 741B Quantitative Research Methods

Content: Overview and application of quantitative research methods. Through course readings, discussion, and practical application, we examine basic designs and methods associated with quantitative research and become acquainted with descriptive and inferential statistical analyses and relevant analysis software, as well as learn how to interpret and present statistical findings. Candidates gain the skills necessary to review and critique quantitative research and to design and undertake their own quantitative research.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 742 Quantitative Research Methods II

Content: Practice quantitative research skills. Through reading, discussion, and four practicum workshops students will practice: (1) designing researchable quantitative questions; (2) collecting quantitative data; (3) cleaning and structuring data for analysis; (4) conducting descriptive and inferential statistical analyses; and (5) writing up results in APA style.
Prerequisites: EDLL 741B
Credits: 1 semester hour.

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EDLL 743 Qualitative Research Methods II

Content: Students practice foundational skills necessary for conducting qualitative research. Through reading, discussion, and four practicum workshops students will practice qualitative research skills: (1) collecting observation field notes; (2) developing and piloting interview and/or focus group questions; (3) collecting and managing audio and video recorded data; (4) transcribing audio and/or video data; (5) developing and using analytic coding. Students will also be introduced to the human subjects review process and complete the CITI responsible research module and the human subjects module.
Prerequisites: EDLL 741A
Credits: 1 semester hour.

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EDLL 744 Research Development and Dissemination

Content: A core element of becoming a scholar-practitioner is learning to conduct, complete and disseminate one's research. In this course candidates gain skills and practice developing and delivering research presentations and writing conference proposals. Candidates attend research presentations, develop a conference proposal, and give and get critical feedback on presentations and proposals of their original research projects in professional and community-based settings.
Prerequisites: None.
Restrictions: Admission to the EdD or consent of instructor
Credits: 2 semester hours.

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EDLL 750 Doctoral Dissertation

Content: Completion of dissertation research under the direction of the chair of the candidate's dissertation committee. Candidates must be enrolled in this course during the term in which they defend their dissertations, and must complete at least 12 semester hours of EDLL 750. Grades are deferred until the candidate has successfully defended and uploaded the final edited and approved dissertation.
Prerequisites: None.
Restrictions: Admission to EdD program. Advancement to candidacy, and successful defense of a dissertation proposal.
Credits: 1-12 semester hours.

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EDLL 780 Social Justice Leadership Retreat

Content: Leaders of school communities and agencies must be able to work effectively with individuals and groups representing diverse cultures and backgrounds; these skills are at the core of leading and serving all members of the community. This retreat will provide an opportunity to explore and learn about issues of diversity in a mutually supportive environment led by trained diversity facilitator(s). The retreat builds experientially on the academic emphasis on social justice and equity threaded through the doctoral program curriculum and leads to a practical application component during the ensuing academic year.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 1-2 semester hours.

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EDLL 798 Special Studies: New or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis.
Prerequisites: None.
Credits: 1-4 semester hours.

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EDLL 799 Independent Study

Content: This course is an Independent Study course. Independent Study enables a student to pursue, in collaboration with a faculty member, an academic course not currently offered. To receive credit for Independent Study, the student consults with the faculty member before registration to define the course content, title, amount of credit, and academic evaluation. As a general rule, a graduate student may apply no more than three courses of Independent Study toward a graduate degree or licensure.
Prerequisites: None.
Restrictions: Consent of instructor and submission of application for Independent Study to academic department office.
Credits: 1-3 semester hours.

Student Affairs Administration (SAA) Courses

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SAA 501 Foundations of Higher Education and Student Affairs

Content: This course introduces students to the history and foundational philosophies of higher education with a focus on Student Affairs as a profession. It begins with an overview of the historical development of higher education in the United States and quickly moves to examining the integration of student affairs in the governance and administrative structure of higher education and explores the diversity of roles student affairs professionals play within colleges and universities. The course also introduces students to the function of a practitioner-scholar in the context of this field and informs the class the sense of purpose and culture of student affairs with a focus on the roles held within various offices and departments. Finally, contemporary issues and trends will be explored as student affairs administrators serve as guest speakers introducing their functional areas and discussing the nature of the issues they face.
Prerequisites: None.
Restrictions: Admission to the M.A. in Student Affairs Administration program.
Credits: 3 semester hours.

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SAA 509 Equity and Social Justice in Higher Education

Content: This course introduces the attitudes, beliefs, values, skills, knowledge, and self-awareness necessary for student affairs professionals to serve diverse student populations. In contemporary higher education, diversity plays an increasingly important role in the experience of students, affecting both their full access to various aspects of the college experience and the quality of that experience. For the purposes of this course, diversity shall be defined to include: gender, class, race and ethnicity, language, nationality, sexual orientation, gender identity, age, religion or spirituality, and disability.
Prerequisites: None.
Credits: 3 semester hours.

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SAA 523 Higher Education Governance and Administration

Content: This course introduces students to governance and administrative structures in American higher education. Students will explore how changes in the demographic, legal, financial, and social landscape have impacted the ways that colleges and universities operate. Students will also become familiarized with the use of data and research as it relates to governance and administration.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 525 Higher Education Finance

Content: This three-semester hour course introduces students to financial, economic, and budgetary issues within Higher Education with particular emphasis on student affairs. Students will review the primary political, economic, and social issues influencing higher education finance; examine revenue streams and expenditure patterns; survey tuition and financial aid policies; develop the ability to examine and analyze financial information; and assess the budget as an instrument of strategic planning, resource allocation, and control. This course is grounded in literature, theories, and examples specific to higher education. The goal for this class is to provide students with the knowledge and abilities that empower them to make appropriate decisions as higher education leaders. Through assigned readings, lectures, and webcast materials, and by active course participation, including completion of assigned activities, students will have the opportunity to demonstrate their familiarity with the following topics: financing higher education; political influences; higher education revenue sources and uses; and institutional budgeting and planning.
Prerequisites: None.
Credits: 3 semester hours.

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SAA 530 Critical Pedagogies and Student Affairs

Content: This class explores the following propositions from the tradition of critical pedagogy: learning is a shared and collective process that is shaped by social structures and norms of social interaction; higher education institutions fundamentally shape the process of learning, as well as what counts as knowledge; higher education institutions can sustain and reproduce inequitable political and economic relationships; higher education institutions can also provide opportunities to resist oppression, build autonomy, and create a more just society. This class will explore the central concepts and arguments that underlay these claims, and consider their implications for student affairs practitioners who seek to create inclusive learning environments that lead to equitable educational outcomes.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 535 Legal Issues in Higher Education

Content: This course is designed to introduce students to legal issues in higher education. Issues related to the various constituents - faculty, staff, students, and administration - will be addressed. Students will also explore current legal issues facing the higher education community.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 540 Student Development Theory I

Content: Having a deep understanding of student development is necessary for anyone who wants to be successful as an administrator or instructor in higher education. You must be aware of factors that affect the development of adults and be able to work with individuals, groups, and organizations within a diverse campus community. This is essential to establishing environments conducive to the development of students from a variety of backgrounds. This course introduces students to practitioner-based student development theories within higher education. Ultimately, the understanding and application of these theoretical frameworks to your work will enable you to enhance student outcomes vis-a-vis programs, services, curricula, and pedagogical techniques.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 541 Student Development Theory II

Content: This course is designed to build upon Student Development Theory I and is considered to be second in a two-part series. Coursework will enhance students' understanding of processes of student learning, growth, and development during college. Special focus will focus on recent theories including diversity in development and the extent to which these theories are used to guide empirical research and institutional decision-making.
Prerequisites: SAA 540.
Credits: 3 semester hours.

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SAA 542 Student Development Theory

Content: As student development theory continues to evolve and has entered the "third wave" of scholarship, having an understanding of the variations of the theory is critical to serving diverse students on college campuses. This course applies a critical lens to introduce practitioner-based student development theories within higher education. Topics discussed will be informed by current issues in higher education. The main objectives for this course are: to examine theories, to explore how theories inform your praxis, and to demonstrate your intellectual understanding of systems of equity and inclusion in higher education settings.
Prerequisites: Take SAA 501 and SAA 509
Credits: 3 semester hours.

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SAA 544 Practicum

Content: Supervised, on-site, pre-designed professional experience along with campus seminars involving discussions and presentations. Students explore the essential content knowledge, leadership, collaboration, and research skills of successful educators under the supervision of experienced field and campus supervisors.
Prerequisites: None.
Restrictions: Consent of instructor and submission of application for independent practicum to department office.
Credits: 1-4 semester hours.

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SAA 550 Practicum I

Content: Practicum I provides you with an opportunity to apply what you have learned in your coursework in the authentic context of a student affairs office or related students affairs position. Central to this approach is your progress toward becoming a practitioner-scholar, a professional who can apply research and scholarship in the field to the everyday demands of a position in student affairs.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 551 Practicum II

Content: Practicum II provides you with an opportunity to apply what you have learned in your coursework in the authentic context of a student affairs office or related students affairs position. Central to this approach is your progress toward becoming a practitioner-scholar, a professional who can apply research and scholarship in the field to the everyday demands of a position in student affairs. Practicum II builds on Practicum I by focusing in more depth on a specific career role, objective, or competency.
Prerequisites: SAA 550.
Credits: 3 semester hours.

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SAA 557 Student Affairs Program Planning, Assessment, and Evaluation

Content: This course is designed to introduce students to planning, assessment, and evaluation in higher education, with a particular emphasis in student affairs. The course will focus on methodologies used to assess student learning outcomes and program evaluation. Student will also become familiar with the fundamentals of strategic planning, as well as data collection, analysis, and reporting.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 580 Proseminar in Student Affairs Administration

Content: This course is designed to prepare students in their transition from student to practitioner. The course will provide a reflection, synthesis, integration, and application of prior and concurrent coursework. The focus of the course will be on examining the student's role as a practitioner-scholar and their application of theory to practice. The course will utilize a case-study approach to addressing current as well as future issues in higher education graduates will face once they complete the program.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 598 Special Studies: New Or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis. Prerequisites: None.
Prerequisites: None.
Credits: 1-4 semester hours.

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SAA 599 Independent Study

Content: Independent Study enables a student to pursue, in collaboration with a faculty member, an academic course not currently offered. To receive credit for independent study, the student consults with the faculty member before registration to define the course content, title, amount of credit, and academic evaluation. As a general rule, a graduate student may apply no more than three courses of independent study toward a graduate degree or licensure.
Prerequisites: None.
Restrictions: Consent of instructor and submission of application for Independent Study to academic department office.
Credits: 1-4 semester hours.

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SAA 698 Special Studies: New Or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis. Prerequisites: None.
Prerequisites: None.
Credits: 1-4 semester hours.

School Counseling

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SCED 500 Introduction to School Counseling

Content: This course will address the following school counseling topics: history of the school counseling profession, professional organizations, leadership for educational equity, perspectives and practices for school counseling in the 21st century, professional identity, personhood of the counselor, systemic racism and social justice issues impacting school counseling, and comprehensive school counseling program development.
Prerequisites: None.
Restrictions: Admission to the school counseling program
Credits: 3 semester hours.

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SCED 501 Academic Development and Consultation

Content: First of three courses addressing national standards for comprehensive school counseling programs and the role of the school counselor in consultation. Skill development with an emphasis on resiliency/asset-building using solution-focused, cognitive-behavioral, client-centered, reality/choice, and microskills counseling as applied to the academic development of a diverse population of students to eliminate achievement gaps. Topics include developmental assets as identified by the Search Institute. Participants practice consultation skills with students and faculty.
Prerequisites: Recommended co-requiste SCED 502
Corequisites: Recommended co-requiste SCED-502
Credits: 2 semester hours.

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SCED 502 Internship: Academic Development and Consultation

Content: Direct experience in school settings working with students and faculty. Candidates conduct classroom activities to support academic success based on the national standards for academic competencies. Under the direction of the school counselor, participants consult with students and faculty on academic issues and the elimination of achievement gaps between and ethnic and racial groups.
Prerequisites: SCED 501
Corequisites: Recommended co-requisite SCED 501.
Credits: 1.5 semester hours.

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SCED 503 Career Development and Consultation

Content: Second of three courses addressing National Standards for Comprehensive School Counseling Programs and the role of the school counselor in consultation. Continued skill development with an emphasis on resiliency/asset-building using solution-focused, cognitive-behavioral, client-centered, reality/choice, and microskills counseling as applied to the career development of a diverse population of students. Topics include developmental assets as identified by the Search Institute. Content knowledge is enhanced by technology. Participants practice consultation skills with students and faculty.
Prerequisites: None.
Credits: 2 semester hours.

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SCED 505 Personal/Social Development and Consultation

Content: Third of three courses addressing National Standards for Comprehensive School Counseling Programs and the role of the school counselor in consultation. Continued skill development with an emphasis on resiliency/asset-building using solution-focused, cognitive-behavioral, client-centered, reality/choice, and microskills counseling as applied to the personal/social development of a diverse population of students. Topics include developmental assets as identified by the Search Institute. Participants practice consultation skills with students and faculty.
Prerequisites: SCED 501, SCED 502.
Credits: 2 semester hours.

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SCED 506 Internship: Personal/Social Development and Consultation

Content: Direct experience in school settings working with students and faculty. Candidates conduct classroom activities to support personal/social success based on national standards for personal/social competencies. Under the direction of the school counselor, participants consult with students and faculty on personal/social issues.
Prerequisites: Take SCED 501, SCED 502.
Corequisites: Recommended co-requisite SCED 505.
Credits: 1.5 semester hours.

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SCED 507 Development of the Learner: Children and Adolescents

Content: Discussion, critique, and application of theories of child and adolescent development and learning. Application of theory to the school setting in the areas of learner development, learner styles/differences, the nature of the learner, and learner motivation. Topics include the impact of culture and diversity on learning. Examines from the perspective of the school counselor the contribution of internal/external asset developments that help today's youths thrive.
Prerequisites: None.
Credits: 2 semester hours.

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SCED 508 Social Justice, Diversity, and Cultural Issues

Content: Strategies for interacting and working with diverse communities as identified by race, ethnicity, gender, class, sexual orientation, age, disability, or religion. Addresses methods for positively impacting social and cultural diversity and equity issues including the possible effects of culture, race stereotyping, family, socioeconomic status, gender, sexual identity, language, and values on student development and progress in the school setting. Content and methodology emphasize small-group activities, collaboration, and use of data to create equity for all students. Candidates practice taking an active role in supporting all students and focus on eliminating the achievement gap.
Prerequisites: None.
Credits: 2 semester hours.

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SCED 509 Ethical and Legal Issues in Education and School Counseling

Content: Study of sources of law under which educators operate. Case law, lectures, and discussions concentrate on legal rights and responsibilities of all individuals attending or employed by public schools. Examination of areas of educational governance (e.g., courses of law and the courts, schools, and the states). Explores the ethical codes of the American School Counselor Association and the American Counseling Association using case studies. Meets the requirement of the Oregon Teacher Standards and Practices Commission for knowledge of federal and state laws prohibiting discrimination.
Prerequisites: None.
Credits: 3 semester hours.

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SCED 510 Family Dynamics, Community Resources, and Consultation

Content: Effective ways to include family members as active contributors in their children's education. Examines concepts of family dynamics and dysfunction requiring referral and use of community resources. Topics include developmental assets as applicable to the family setting and impact of the special-needs child on the family organizational structure. Explores diversity inherent in families and focuses on ways of relating to families who differ from each other in terms of age, race, socioeconomic background, and/or family form.
Prerequisites: None.
Credits: 3 semester hours.

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SCED 511 Group Counseling Skills for School Counselors

Content: This counseling skill development course will cover principles and practices of group counseling in the school context, theories of group counseling, addressing group dynamics, group counseling skills and group counseling processes. Candidates will learn to assess students' needs, plan, organize, facilitate and evaluate the success of small groups within the K-12 educational setting. Ethical considerations in group work with all children and adolescents will be addressed utilizing the ASCA and ACA Code of Ethics. In addition, the ASGW: Multicultural and social justice competence principles for group workers will be infused throughout the course.
Prerequisites: None.
Credits: 2 semester hours.

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SCED 512 Critical Disability Perspectives in Counseling

Content: This course provides burgeoning counselors an opportunity to develop awareness of social, cultural, and political histories of disability, and to develop a nuanced understanding of the meanings and consequences of how disability is defined, constructed, and represented in society. Emphasis will be placed on challenging and countering hegemonic narratives of disability, especially the view that disabled individuals are somehow defective or deficient in some way and need to be "fixed". Students will be encouraged to develop awareness of their own ableism, identify various models of disability, and learn skills and strategies for effective and affirmative counseling with youth and adults with disabilities.
Prerequisites: None.
Credits: 2 semester hours.

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SCED 513 Educational Research, Assessment, and Technology

Content: The major uses and components of classroom or school-based research processes, academic test interpretation, and limitations. Participants explore quantitative and qualitative research methods, critiques of research studies, assessment and evaluation, integration of assessment with instruction, portfolios, comprehensive school counseling programs, and what it means to be a practitioner-researcher. Topics include cultural assumptions held by researchers and the effects of these assumptions on research practices and results. Candidates develop a database, PowerPoint presentation, and webpage for data display.
Prerequisites: None.
Restrictions: Restricted to students who are eligible for SCED 516 School Counseling Internship (Macro).
Credits: 1-3 semester hours.

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SCED 514 Fundamental Counseling Skills and Techniques

Content: This course provides foundational education in core counseling skills and techniques from therapeutic listening and empathy to invitational, reflecting, and challenging skills. The course is aimed at helping counselors develop a foundation as strong, effective, and multiculturally attuned therapeutic agents for their work with youth and adults. Students can expect to examine multidimensional aspects of their own racial, social, and cultural identities, intrapersonal issues, and their potential impact on helping relationships. This course is experiential, and learning experiences include observing, practicing, and applying various skills and techniques in the helping process, and giving peer and receiving peer and instructor feedback.
Prerequisites: None.
Restrictions: Admission to the school counseling program
Credits: 2 semester hours.

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SCED 515 Theoretical Foundations of Counseling

Content: This course is designed to help students master the key components of the major dominant counseling theories and approaches. A thoughtful, consistent theoretical orientation is a fundamental component of effective counseling. This course allows students to explore a variety of established theoretical orientations and examine them for personal congruence and applicability for diverse populations. Students will become familiar with the central tenets of each theory and engage in practical application and skill development exercises. Moreover, theoretical exploration will facilitate students' evolving understanding of human behavior and psychological development. Emphasis will be placed on understanding and analyzing the applications of these theories in school counseling practice. This course is designed to stimulate critical thinking, discussion, and promote self-exploration. Students will be encouraged to view theories and the counseling process within a cultural context, not only from the counselor's perspective, but from the client point of view.
Prerequisites: SCED 514
Credits: 2 semester hours.

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SCED 516 School Counseling Internship

Content: School counseling internship is designed as a supervisory experience integrating theory and research at the school placement site. Weekly supervision will provide: support, feedback, case review, continuation of skill development, and opportunities for reflective inquiry. The internship seeks to enhance the development of counseling and consulting skills that are grounded in theory and research and necessary to facilitate positive human development within a school setting.
Prerequisites: Completion of all required coursework.
Restrictions: Portfolio meeting and sign-off with advisor.
Credits: 4 semester hours.

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SCED 517 Practicum in Classroom Instruction

Content: Foundations of education and curriculum. Classroom instruction is complemented by a teaching practicum, allowing the candidate to integrate theory and practice. Participants complete student teaching and prepare a work sample. Students take three semester hours in fall and two in spring, for a total of five semester hours.
Prerequisites: None.
Credits: 2-3 semester hours.

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SCED 520 Motivational Strategies for School Counselors

Content: This course will introduce students to a variety of strategies school counselors can utilize to enhance students' intrinsic motivation to change and achieve in the academic, personal/social, and career domains.
Prerequisites: None.
Credits: 1 semester hour.

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SCED 521 Family Dynamics, Community Resources, and Consultation

Content: The ASCA Ethical Standards and ACA Code of Ethics state that counselors should practice only within the boundaries of their competence, based on education, training, supervised experience, state and national credentials, and appropriate experience. Professional school counselors' relationships with families is vital to the consulting and collaborating duties expected of school counselors, therefore, it is necessary that school counseling students gain knowledge and understanding of family systems to utilize in their work as future school counselors.
Prerequisites: None.
Restrictions: Admission to the SCED program
Credits: 2 semester hours.

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SCED 523 Counseling Practicum

Content: The counseling practicum experience is designed to provide school counseling candidates 100 hours of direct experience in a K-12 school setting working with students and staff. Under the direction of the site supervisor/licensed school counselor, the candidate will support a small caseload of students, continue to develop conceptual and professional skills related to their transformative school counseling practice, engage in a variety of counseling program interventions and activities, provide individualized support for students and staff, and attend a variety of school counseling program activities. The counseling practicum weekly course is designed as a supervisory experience integrating theory and research at the school placement site. Weekly supervision will provide: support, feedback, case review, case conceptualization, video review, role play, continuation of skill development/practice, and opportunities for reflective inquiry.
Prerequisites: SCED 514
Restrictions: Admission to the school counseling program
Credits: 3 semester hours.

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SCED 524 Fundamental Counseling Skills and Techniques

Content: This course provides foundational education in core counseling skills and techniques from therapeutic listening and empathy to invitational, reflecting, and challenging skills. The course is aimed at helping counselors develop a foundation as strong, effective, and multiculturally attuned therapeutic agents for their work with youth and adults. Students can expect to examine multidimensional aspects of their own racial, social, and cultural identities, intrapersonal issues, and their potential impact on helping relationships. This course is experiential, and learning experiences include observing, practicing, and applying various skills and techniques in the helping process, and giving peer and receiving peer and instructor feedback.  
Prerequisites: None.
Restrictions: Admission to the school counseling program
Credits: 3 semester hours.

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SCED 526 Theoretical Foundations in Counseling

Content: This course is designed to help students master the key components of the major dominant counseling theories and approaches. A thoughtful, consistent theoretical orientation is a fundamental component of effective counseling. This course allows students to explore a variety of established theoretical orientations and examine them for personal congruence and applicability for diverse populations. Students will become familiar with the central tenets of each theory and engage in practical application and skill development exercises. Moreover, theoretical exploration will facilitate students' evolving understanding of human behavior and psychological development. Emphasis will be placed on understanding and analyzing the applications of these theories in school counseling practice. This course is designed to stimulate critical thinking, discussion, and promote self-exploration. Students will be encouraged to view theories and the counseling process within a cultural context, not only from the counselor's perspective, but from the client point of view.
Prerequisites: Prerequisite SCED 524.
Restrictions: Admission to the school counseling program
Credits: 3 semester hours.

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SCED 527 Human Development Across the Lifespan

Content: The lifespan development course will include discussion: critique of developmental theories, and appropriate application of theories of development and learning. Application of theory to the school setting in the areas of human development across the lifespan, learner styles/differences, the nature of the learner, and learner motivation will be explored through a social justice lens. In addition, considerations for counseling individuals and small groups are addressed and connected to developmental stages. Topics include: the oppressive, systemic, affirming and environmental factors that affect human development, functioning, and learning. The role of the school counselor will be embedded in all course discussions and instruction.
Prerequisites: None.
Restrictions: Admission to the school counseling program
Credits: 3 semester hours.

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SCED 531 Group Counseling Skills for School Counselors

Content: This advanced counseling skills course covers, in-depth, both the practice and process of group work in the school context. The course content includes: principles and practices of group counseling, group dynamics, group leadership and group processes. The course will specifically address group approaches for promoting academic, college/career and emotional/social success for all students. Candidates will learn to plan, organize, facilitate and evaluate the success of small groups within the educational setting. Self exploration of one's own group leadership style and group member experiences will be woven throughout all class sessions. Ethical and social justice considerations in group work, including an intentional focus on the empowerment and affirming practices, will be discussed in depth. Under-served and marginalized populations will be addressed utilizing ASGW Multicultural and Social Justice Competence Principles for Group Workers and ASCA Code of Ethics.
Prerequisites: SCED 524
Restrictions: Admission to the School Counseling program
Credits: 3 semester hours.

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SCED 544 Practicum

Prerequisites: None.
Restrictions: Consent of instructor and submission of application for Independent Practicum to academic department office. .
Credits: 1-4 semester hours.

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SCED 550 Clinical Issues in School Counseling

Content: This course will address various clinical issues frequently encountered by school counselors in a K-12 setting. Conducted as a seminar, the course is an overview primer of mental health issues affecting children and adolescents (for example, depression, anxiety, self mutilating behavior, behavioral disorders, PTSD). Clinical issues will be discussed in terms of etiological factors, symptomotology, biopsychosocial factors, treatment issues, and cultural and diversity perspectives. The use and limitations of the DSM-5 diagnostic system will be addressed. The school counselor's role in referral and long term treatment for clinical issues will be addressed in the context of the ASCA National Model.
Prerequisites: None.
Restrictions: Admission to the School Counseling program or instructor consent.
Credits: 2 semester hours.

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SCED 565 College Planning to Promote Equity and Access for All Students

Content: This course will introduce school counselors to issues and strategies relating to the college counseling needs of high school students and their families. In addition, techniques for infusing college-going beliefs, attitudes, and behaviors in all schools (K-12) will be examined. Participants will develop educationally appropriate perspectives and useful techniques for maximizing education opportunities for all students.
Prerequisites: None.
Restrictions: Admission to the School Counseling program or instructor consent.
Credits: 1 semester hour.

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SCED 589 Professional Studies: Special Topics

Content: In-depth examination of topics relevant to practicing professionals. Course content is based upon recent research and directly informs practice.
Prerequisites: None.
Credits: 1-4 semester hours.

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SCED 598 Special Studies: New or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis.
Prerequisites: None.
Credits: 1-4 semester hours.

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SCED 599 Independent Study

Content: Independent Study enables a student to pursue, in collaboration with a faculty member, an academic course not currently offered. To receive credit for independent study, the student consults with the faculty member before registration to define the course content, title, amount of credit, and academic evaluation. As a general rule, a graduate student may apply no more than three courses of independent study toward a graduate degree or licensure.
Prerequisites: None.
Restrictions: Consent of instructor and submission of application for Independent Study to academic department office.
Credits: 1-5 semester hours.

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SCED 649 Independent Study

Prerequisites: None.
Credits: 1-4 semester hours.

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SCED 689 Professional Studies: Special Topics

Content: In-depth examination of topics relevant to practicing professionals. Course content is based upon recent research and directly informs practice.
Prerequisites: None.
Credits: 1-4 semester hours.

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SCED 698 Special Studies: New or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis.
Prerequisites: None.
Credits: 1-4 semester hours.

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SCED 699 Independent Study

Content: Independent Study enables a student to pursue, in collaboration with a faculty member, an academic course not currently offered. To receive credit for independent study, the student consults with the faculty member before registration to define the course content, title, amount of credit, and academic evaluation. As a general rule, a graduate student may apply no more than three courses of independent study toward a graduate degree or licensure.
Prerequisites: None.
Restrictions: Consent of instructor and submission of application for Independent Study to academic department office.
Credits: 1-5 semester hours.

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SCED 989 Professional Studies: International Special Topics

Content: In-depth examination of topics relevant to practicing professionals. Course content is based upon recent research and directly informs practice.
Prerequisites: None.
Credits: 1-4 semester hours.

Educational Administration (EDAD)

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EDAD 501 Educational Leadership for Equity and Social Justice

Content: This foundational course is designed to introduce the theories, practices, core responsibilities, and issues associated with leadership and social justice in educational organizations. Aspiring principals and other educational practitioners move toward acquiring and affirming requisites and capacities to engage in social justice praxis (critical reflection and action) towards improving conditions and culture in schools in authentic and collaborative ways. Candidates learn about instructional, organizational, community, ethical, and sociopolitical functions of leadership. Using research and reflection, candidates analyze and clarify internal and external conceptions of and attitudes toward leadership at the intersection of social injustice including but not limited to: systemic racism, whiteness as privilege and power, gender and class biases, ableism, and deficit minded decision-making to guide them in leadership work.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 502 Instructional Leadership

Content: Focus on instructional leadership and how it connects to the complex relationships between teacher growth and development (supervision/evaluation), professional development, and standards-based school improvement. Draws from research on effective teaching to assist leaders in improving instructional practices. Students learn to capitalize on the diversity of the school community to improve teaching for all students.
Prerequisites: None.
Credits: 1-3 semester hours.

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EDAD 503 Achieving Equitable School Change Through Data-Driven Inquiry and Improvement

Content: Overview of foundations and techniques for collecting and using data for inquiry-based school improvement. Introduces several levels of data use and application, moving from state accountability requirements to equalizing access to high standards for all students. The course is designed to prepare the Principal practitioner to conduct high quality improvement cycles aimed at classroom and school environments. Participants will use improvement science practices to collect, analyze, communicate, and use various forms of data in school visioning, collaborative improvement planning, and decision making. Thorough coverage of these topics is designed to equip school leaders with the knowledge and skills necessary to select, evaluate, and apply findings from extant research related to personnel, classroom, school, or district levels problems of practice.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 504 Ethics, Policy, and the Law

Content: Study of the principles of ethical leadership and working successfully in the larger political, social, economic, legal, and cultural environment of an educational system. Examination of landmark legal cases, federal policies, state and local laws, and regulations impacting school systems. Exploration of social justice avocation through access and equity issues that promote equitable learning for students. Discussions of the roles and responsibilities of policy makers and stakeholders.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 506 Ethics, Policy, and the Law

Content: Study of the principles of ethical leadership and working successfully in the larger political, social, economic, legal, and cultural environment of an educational system. Examination of landmark legal cases, federal policies, state and local laws, and regulations impacting school systems. Exploration of social justice avocation through access and equity issues that promote equitable learning for students. Discussions of the roles and responsibilities of policy makers and stakeholders.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 508 Engaging Families & Community for Inclusive Schools

Content: Research shows students perform better when school leaders have strong family and community relationships. This course defines family and community engagement for inclusive schools, identifies the critical stakeholders, and develops inclusive engagement and collaborative strategies. District demographic data and needs assessments are used for developing family and community engagement plans while taking into account categories of diversity (cultural, ethnic, racial, economic, ability). The course includes discussions of successful family and community engagement models.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 509 Using Data for School Improvement

Content: Builds a common knowledge base for understanding the critical role data plays in school improvement efforts. Introduces several levels of data use and application, moving from state accountability requirements to equalizing access of high standards for all students. Participants collect, analyze, communicate, and use various forms of data in school visioning, improvement planning, and decision making.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 510 Cultivating Human, Organizational and Financial Resources for Equity

Content: School leaders are charged with developing and managing the resources, processes, and systems that ensure equitable access to opportunities for students and a healthy workplace and professional culture for staff. Equitable resource allocation of materials, fiscal resources, personnel, technology, interventions, time, and high-quality teachers and support staff all contribute to an equitable and effective school culture. Students in this course will explore the basic concepts of school finance and operational management at the state and district levels, while also acquiring the skills to lead and collaborate with others in the efficient and equitable allocation of school resources. This will include the skills for developing and implementing equitable processes to recruit, hire and retain culturally responsive, caring, and diverse school building personnel. The course will also examine specific a) systems of supervision and evaluation and b) systems that support and retain newly-assigned educators and BIPoC educators.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 511 Budgeting and Operations for Equity

Content: Reviews the basic concepts of school finance and operational management at the state and district levels, and explores how to apply them when leading a school. Students acquire skills to lead and collaborate with others in the efficient and equitable allocation of resources--human, fiscal, and technological--to achieve equity and social justice, as well as academic success for diverse learners.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 512 Engaging Families & Community for Inclusive Schools

Content: Research shows students perform better when school leaders have strong family and community relationships. This course defines family and community engagement for inclusive schools, identifies the critical stakeholders, and develops inclusive engagement and collaborative strategies. District demographic data and needs assessments are used for developing family and community engagement plans while taking into account categories of diversity (cultural, ethnic, racial, economic, ability). The course includes discussions of successful family and community engagement models.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 518 Pre-Practicum for School Leadership

Content: Preparation for a supervised, onsite, pre-designed administrative experience, along with campus seminars involving activities, discussions, and presentations. Students explore the content knowledge, leadership, collaboration, and research skills necessary for successful school administration in early childhood/elementary and middle-level/high school settings under the direction of experienced site and campus supervisors.
Prerequisites: None.
Restrictions: Enrollment in another course in the Principal License Program
Credits: 1 semester hour.

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EDAD 519 Practicum for School Leadership

Content: Supervised, onsite, pre-designed administrative experience along with campus seminars involving activities, discussions, and presentations. Students explore the essential content knowledge, leadership, collaboration, and research skills necessary for successful school administration in early childhood/elementary and middle-level/high school under the supervision of experienced site and campus supervisors. Total of 3 semester hours required for the program.
Prerequisites: EDAD 518
Restrictions: Admission to the Principal License Program and enrollment in another Principal License Program course.
Credits: 1-2 semester hours.

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EDAD 520 Organizational Leadership for Equity, Inclusion, and Justice

Content: Organizational leadership for equity requires leaders to understand how institutional systems, structures, practices and policies serve to counter or reinforce educational inequities. Transformative leaders must use this understanding to build collective organizational capacity to disrupt and change these structures and practices. In this course, students will engage in critical self-reflection about their own identity, analyze how historical roots of inequity and bias exist within institutional systems and their own personal leadership; explore how to collaboratively develop, promote, and advocate for a district vision that is rooted in social justice; and understand the theories, skills, and commitments that are needed to cultivate and model district values, norms, and practices that promote and sustain achievement, inclusion, and well-being for every district stakeholder regardless of race, ability, gender, economic status, or personal identity.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 521 Instructional Leadership for Inclusion and Improvement

Content: Disrupting instructional systems and practices that reproduce inequitable learning opportunities requires educational leaders to develop systems and processes to recognize, confront, and change institutional biases. As part of this work, district level leaders must work to build and maintain a district culture that sustains the collective and individual development of culturally responsive instructional and institutional practices that allow all students the opportunity to learn, thrive, and belong. This includes guiding the supervision, evaluation, and improvement of teachers and school leaders, developing coherent systems of academic and social supports, supporting personal and organizational critical reflection, and effectively using assessments, data, and research-based analysis that allows for continuous, equity-focused improvement. In this course, students will understand and apply research around developing coherent systems of support for new and veteran educators, including effective supervision and evaluation, coaching, professional learning, and data-informed continuous improvement processes that develop and support culturally responsive teachers and principals.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 523 Communication Skills for Inclusion and Engagement

Content: Effective and inclusive communication with staff, families, and the community is a foundational skill required of all educational leaders. This course examines best practices in communication processes as they apply to personnel and group effectiveness in a variety of settings. Students will analyze how communication and engagement are impacted by power dynamics and systemic inequity, and will critically reflect on the skills and practices that will allow them to be effective and inclusive communicators within their context. Students will explore the dynamics of communication that occur at the individual and organizational level, understand best practices in establishing effective two-way communication between leaders and stakeholders, and examine the role of communication, dialogue, and listening as it relates to trust and credibility in different settings.
Prerequisites: None
Credits: 2 semester hours.

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EDAD 525 Equitable Management of Systems and Resources

Content: District level leaders are charged with managing the systems and processes that ensure a healthy and effective district. Leaders need to be prepared to cultivate the equitable use of educational resources through establishing collaborative and inclusive procedures, guidelines, norms, and policies. Part of this work involves the ability to assess district needs and priorities and then equitably allocate opportunities and resources across the district according to these needs. Leaders need to understand that equitable resource allocation of materials, fiscal resources, personnel, technology, interventions, time, and high-quality teachers, leaders, and supporting staff all contribute to a healthy and effective district culture. Leaders must be equipped with the skills to use data to evaluate systems for inequities and then work collaboratively to align and improve these systems so that they are coherent, cohesive, and focused on supporting the learning, improvement, and well-being of students and staff.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 527 Advocacy, Communication, and Inclusive Leadership for Engaging Community

Content: Equity-oriented district leaders must work collaboratively and inclusively with stakeholders, with a particular focus on partnering effectively and authentically with historically marginalized communities whose voices and perspectives are a vital part of enacting systemic change. District leaders must develop and sustain these partnerships through communicating and enacting an inclusive and equity-focused district mission that values and prioritizes the diverse interests, needs, and resources of the community. District leaders must sustain relationships with district stakeholders through effective, two-way communication that fosters family engagement and allows all community members to learn about and participate in the development of equity-focused work that supports the achievement and well-being of students and staff. District leaders must focus on understanding how community stakeholders are impacted by the social, cultural, economic, legal, and political contexts within districts, as well as provide representation and advocacy, within and outside of the district, for their district's current and future needs.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 531 Administrators' Colloquium for School Equity

Content: The lenses of equity and social justice are applied to contemporary school issues that impact student learning and school success. Administrators examine their own cultural heritage and perspectives to understand how personal experiences influence administrative behaviors and leadership. The course is designed for administrators in their beginning years of administrative experience.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 532 Using Supervision and Evaluation to Develop Culturally Responsive Teachers and Leaders

Content: Students will engage in critical reflection about how their own personal attitudes and beliefs about competence and success can influence supervision, with a particular focus on how personal assumptions and implicit bias can influence the evaluation process. The course is not a clinical supervision course. Course topics include effective hiring and retention practices, supervision and evaluation that promotes culturally responsive practice, objective documentation of employee performance, assessing for competence and the potential for growth, the legal basis for supervising and evaluating classified, certified, and administrative employees, review of and familiarization with district evaluation documents, and analysis of personal leadership approaches and behaviors, and developing and using culturally responsive supervision and evaluation systems.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 533 Leadership for Learning

Content: What is professional learning? Given the complex array of expectations for schools to improve and for teachers and principals to learn to do new work, a necessary skill is continuous inquiry with school leaders in the role of "lead learner," figuring out new and often unknown practices. Students will understand research on professional learning and evaluate the efficacy of the current models for professional development for accomplishing a variety of professional learning needs. Topics include research on adult development, learning theory, relational trust, collective efficacy and responsibility, and developing a professional learning environment that supports and sustains culturally responsive practices. This research provides a basis for developing systematic, culturally responsive professional development programs that are sensitive to changing school cultures, that cultivate continuous learning, and promote the well-being of staff and students.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 535 Equitable Management of Resources

Content: School and district leaders are charged with doing more than simply managing students and learning. The management of school boards, personnel, the school environment, physical plant, and ancillary services play a critical role in student learning and staff effectiveness. The distribution of limited resources requires leaders to wear a lens of equity. This course focuses on the management and oversight of the critical resources that contribute to the success of schools. Areas of focus for the course include the equitable decisions required for management and operations of: school boards, personnel, offices, auxiliary services, special services, finances, student behavior, time and other resources. Case studies and real examples from participating students will contribute to course topics.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 536 Leading With Instructional Technology

Content: This course is designed to provide hands-on experience using educational and management technology strategies to support traditionally underrepresented and minoritized students using technology. We will investigate how building administrators can implement learning and development strategies utilizing technology to present PD content, engage learners, support families and create a culture of innovation.
Prerequisites: None.
Credits: 1 semester hour.

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EDAD 537 Educational Research and Assessment

Content: Qualitative and quantitative interpretation of educational research with emphasis on applying action research principles to promote achievement for diverse student groups. Students analyze achievement data and alternative forms of assessment in their schools and districts. Emphasis on mandates for certificates of mastery, portfolio construction, task building, scoring rubrics, and the need to focus on assessment for learning.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 540 Organizational Change for Action

Content: Examine the factors and influences that move organizations to change. Students will explore creating conditions for change, planning for change, implementing change, and sustaining change. Successfully engaging others in change initiatives will also be explored.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 541 Courage to Lead--Sustaining a Vision

Content: This hybrid course includes two seminars and online discussions with an opportunity for participants to explore and develop a personal leadership vision, a basis for exploring the difficult dilemmas experienced in their work. Each student is responsible for developing a personal platform based on their reflection on seminar readings and the investigation of a particular issue or dilemma in their administrative work life. The participant prepares a 3-5 page paper illustrating a work dilemma and shares it during the second seminar. The two seminars and online reflections focus on practicing the generation of open and honest questions.
Prerequisites: None.
Restrictions: In administrative position.
Credits: 2 semester hours.

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EDAD 542 Courage to Lead for Democracy

Content: This hybrid course meets in two seminars with online discussions to explore the powerful practice of self-reflection and personal change related to supporting democracy in schools. It offers a context for participants to explore the difficult dilemmas related to working with diverse students and adults. Each member of the seminar group is responsible for the investigation of a particular issue or dilemma in that person's administrative work life. The participant prepares a case study and an overview document for the seminar group. Participants learn how to ask honest, open questions to assist in understanding and resolving the dilemma.
Prerequisites: None.
Restrictions: In administrative position.
Credits: 2 semester hours.

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EDAD 544 Practicum

Content: Two semesters of supervised, on-site, pre-designed professional experience along with campus seminars involving discussions and presentations. Students explore the essential content knowledge, leadership, collaboration, and research skills of successful school administration in early childhood/elementary or middle-level/high school under the supervision of experienced field and campus supervisors.
Prerequisites: Successful completion of at least two EDAD courses.
Restrictions: Admission to Initial Administrator License Program, consent of instructor, and submission of application for Independent Practicum to academic department office.
Credits: 1-4 semester hours.

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EDAD 546 Negotiation, Collective Bargaining, and Contract Management

Content: The superintendent, central office personnel and school building administrators must be familiar with the labor agreement governing employment practices within each school. Bargaining between different parties inherently involves mediating multiple perspectives, problem solving and decision-making skills, communication, and an understanding of how a leader's personal identity and assumptions influence contract management and negotiation. There are clear responsibilities for maintaining agreements reached through the collective bargaining process, and an obligation to ensure that contract management and negotiation remains equity-centered. When the provisions of the collective bargaining agreement (also known as the employment contract) are violated or are alleged to have been violated, a grievance procedure is initiated. Administrators must be familiar with the grievance procedure for resolving the dispute, and the role grievances play in bargaining proposals and contracts, including binding arbitration as a final step.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 547 Ethical Leadership and Decision-Making

Content: During this course, we will explore a variety of questions that relate to ethical dilemmas we face as education leaders. Students will explore how ethical beliefs are influenced by cultural norms and assumptions, how values and ethics are established in individuals and across organizations, how ethical practices are supported or constrained by organizational norms, and the inevitable tensions that exist in the practice of an ethical leader and across educational systems. Students will apply different ethical frameworks and decision-making models in order to critically reflect upon their responsibilities as an ethical leader and develop their own ethical practice.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 548 Transforming Culture and Inspiring Innovation

Content: Advancing social justice, eliminating systemic inequities, and fostering inclusive and culturally responsive school and district cultures that support the achievement and well-being of staff and students requires bold changes and collaboratively designed, system-wide solutions that ensure deep learning and equitable opportunities for all. Administrators are charged with building and sustaining coherent, innovative, forward-thinking, and courageous organizational cultures that are focused on transforming school systems to be equitable and democratic institutions. This course pushes practicing administrators to examine dilemmas of professional life and leadership, to review current educational innovations in leadership and organizational change, to critically reflect on who they are as learners and leaders for equity and transformation.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 549 Professional Mentorship and Seminar

Content: The Professional Mentorship and Seminar course is one academic year in length (two consecutive terms). Students must have a minimum of 3 years as a practicing administrator in order to enroll in the class. Students will apply the essential content knowledge, leadership, collaboration, and research skills necessary for district level leadership. As part of this experience, students will complete a capstone project in which they apply concepts and skills learned in previous coursework. This capstone will involve action research, an equity audit, or in-depth research and the creation of an action plan regarding a professional problem of practice. Upon successful completion of the capstone project, the 220 hour practicum, and the compilation of a portfolio demonstrating competency in each of the administrative standards a credit/no credit grade will be submitted to the campus advisor who will audit the student's transcript and determine their eligibility for Professional Administrator License program completion.
Prerequisites: At least 9 credits of completed Professional Administrative License Coursework
Restrictions: Principal Administrator License; minimum of three years as a practicing administrator. Course to be taken near the end of the Professional Administrator License coursework sequence.
Credits: 1-3 semester hours.

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EDAD 550 Superintendent Bridge Professional Mentorship

Content: This one-year supervised mentor seminar at the school district level provides the culminating experience in the Superintendent Bridge Program, which allows candidates with a Standard Administrator license to earn an Oregon Continuing Administrator License as designated by the Oregon Teacher Standards and Practices Commission (TSPC). This course is designed to establish a formal mentor relationship within a school district or other educational system. The mentorship will encourage collaboration and joint problem-solving on issues faced by current practicing administrators. The requirements and objectives created by TSPC and implemented by Lewis Clark are intended to give candidates practical, useful, and timely experiences in school and district leadership.
Prerequisites: None.
Restrictions: Students must hold a Standard Administrator License and have a minimum of 3 years as a practicing administrator to enroll in the class.
Credits: 1 semester hour.

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EDAD 551 Leading for Inclusion and Access: SPED, 504, TAG

Content: Leaders are responsible for fostering an inclusive school and district culture where each and every child is a valued and fundamental member and participant in classrooms and the community. This course will address how disability is socially constructed, and how assumptions about a student's perceived ability can be reinforced by exclusionary school and district practices. This course will provide opportunities for administrators to use current, relevant research to increase their understanding of leadership practices that foster an inclusive school culture for students with Special Education and TAG designations, as well as developing and supporting students in need of 504 plans. Additionally, students in this class will develop the knowledge and skills to enact high leverage practices in the areas of effective collaboration and communication, assessment and accountability, social, emotional, and behavior supports, instruction, program/service support, and supervision and legal requirements.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 552 Culturally Responsive Practices for School Leaders

Content: This course will provide administrators with opportunities to investigate assumptions that guide behavior and to gain firsthand knowledge of the family life and culture of students from various ethnic and socioeconomic groups. Through planned readings, learning activities, and self assessments, participants examine their own attitudes about individuals from other cultures and groups. Topics include ways to improve school programs that provide services to students from diverse populations. Participants will also have the opportunity to reflect on their own culture, assumptions, and beliefs.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 555 Building Positive Climate: Policy and Practice

Content: In the past, school-wide zero-tolerance policies have focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies. Research during the past 20 years has shown that school-wide behavior systems that are positively focused on desired behaviors can result in a substantive lifestyle impact for all members of a school community. Additionally, these school wide initiatives must be supported by district-wide systems of multi-tiered interventions and equitable policies that focus on reducing exclusionary discipline, increasing attendance, and sustaining positive, inclusive, and hate-free school and district cultures. This course will examine the systems-based approach for implementing culturally proficient, multi-tiered, school-wide behavior supports, and the critical role that school leaders have in building positive learning environments for each student.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 559 Collaborative Leadership and Team-Building

Content: The term "collaborative leadership" describes an emerging body of theory and management practice that is focused on the leadership skills needed to deliver results across organizational boundaries. This course focuses on the intensification of leadership as a means to increase engagement with the organization. Collaborative leadership styles and techniques will be analyzed, compared, and tested in different contexts to determine their efficacy and applicability to educational settings. Diagnosing school cultures, developing alliances, creating networks to promote healthy schools, and developing culturally responsive leadership mindsets and skill sets will be explored. Students will engage in critical reflection about their own positionality, and how this influences and constrains their ability to collaborate authentically. The art of collaboration will be modeled and practiced.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 560 Using Data for School Improvement

Content: Builds a common knowledge base for understanding the critical role data plays in school improvement efforts. Introduces several levels of data use and application, moving from state accountability requirements to equalizing access of high standards for all students. Participants collect, analyze, communicate, and use various forms of data in school visioning, improvement planning, and decision making.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 567 Leading Intelligently in Schools and Community

Content: "Intelligence lenses" aid administrators in sorting problems from external influences and personal perceptions. A variety of exercises and activities will be practiced throughout the course to sharpen various intelligence lenses--emotional, social, political--necessary for sound leadership decisions and processes. The class will explore authentic school, district, and community real-world dilemmas and apply personal leadership skills to resolve them.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 574 Leading for Inclusion and Access: Supporting Linguistically and Culturally Diverse Students

Content: The ever-increasing number of students who are English/dual language learners requires schools and districts to become skilled at designing and implementing inclusive, asset-oriented systems and practices that support English language development, equitable access, and equal opportunity for all students. This course is designed to prepare administrators with the skills and mindsets required to support the cultural, linguistic, and academic needs of English/dual language learners. The course will include an overview of an administrator's legal obligations for English/dual language students, an explanation of cultural competency through the lens of race, culture, and language, and review of best practices and policies for providing culturally responsive instruction and support to students and families who are dual language learners. An overview of language acquisition theory with a focus on program components will be provided. Program design, models, and approaches will also be explored.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 576 Integrated Administrative Seminar

Content: In a capstone/culminating project of the Ed.S. in Administration program, students will synthesize and integrate their learning over time into a written report and public demonstration. For this project, students will: assess their growth as a leader for equity across the Principal and Professional Administrative Licensure standards; demonstrate their ability to enact equity-centered practices that align with the Oregon School Administrator Standards at both the building and district levels; tie their growth to the professional literature, coursework, and their experiences; report their findings, including recognized areas of strength and challenge; and craft a long-range practitioner plan for continued improvement. Students will present their work to a faculty panel in written and oral formats.
Prerequisites: None.
Restrictions: Admission to EdS program, completion of the Principal License courses, and completion of the three core required Professional Administrator Licensure courses
Credits: 1-4 semester hours.

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EDAD 577 Special Leadership Topics Seminar

Content: In-depth examination of current topics and challenges that are relevant to practicing administrators. Students will explore in-the-moment challenges within their leadership landscape and learn to apply current research and equity-centered leadership skills to understand and respond to these dilemmas in an equitable manner. Students will develop peer support networks and professional connections to assist them in making difficult decisions and sustaining high quality educational leadership. Course content will be variable and will be built to respond to current challenges to equity-centered leadership and practice.
Prerequisites: None.
Credits: 1-2 semester hours.

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EDAD 584 Critical Restorative Justice

Content: Leading a just community, in an unjust social and political context, is complicated. Educational leaders need an array of protocols for engaging their adult professional community in continuously renewing and restoring norms of peace and justice throughout the school community. This course is for educational leaders wanting practical skills to generate peace (dignity, connection, belonging, understanding and forgiveness and bridging across significant differences) and justice (forms of fairness) in the adult community of school during times of injustice, uncertainty, fear and expressions of hate in the broader community. The restorative justice practices taught in this course focus on the adult community of the school and are appropriate for staff meetings, community meetings, and can be translated into classroom practices. In this class, students will learn from experience to design and facilitate a variety of restorative processes that will strengthen and continuously restore a sense of justice in their professional community.
Prerequisites: None
Corequisites: None
Restrictions: None
Credits: 2 semester hours.

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EDAD 585 Recentering Circles

Content: This course is designed for educators, counselors, and administrators interested in learning to facilitate restorative practice in professional settings where deficit model thinking, victim blaming and other forms of power and privilege derail equitable professional practice. These circles can be used in a variety of settings including human resource procedures, school staff meetings, parent meetings, community meetings. Students will be introduced to circle practices for a variety of purposes where unfair forms of interaction can alienate colleagues and subvert productive and creative work including program design, decision-making, problem- solving. These practices help establish trust in professional relationships and integrity in the use of restorative practices with students. Each class we will try out new circle practices and students will leave each class with new practices to try in their setting.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 589 Professional Studies: Special Topics in School Leadership

Content: In-depth examination of topics relevant to the practicing Principal and issues in schools. Course content is based upon recent research and directly informs practice.
Prerequisites: None.
Credits: 1-2 semester hours.

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EDAD 597 Capstone Project

Content: In a capstone/culminating project of the MEd with Principal License program, students will integrate and apply what they have learned throughout their experience. In consultation with the instructor, students will design a leadership and advocacy project that addresses and seeks to resolve an inequitable dilemma that is unique to their professional context and focused on demonstrating their equity-centered leadership skills. The project will use current research to create an action plan that is aimed at an audience beyond the classroom, with the goal of eventually sharing and applying it in the wider world. Students will present their work in written and oral formats.
Prerequisites: 27 semester hours of coursework from the Principal License Program and EDAD 533 or EDAD 633
Credits: 1 semester hour.

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EDAD 598 Special Studies: New or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis.
Prerequisites: None.
Credits: 1-4 semester hours.

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EDAD 599 Independent Study

Content: Independent Study enables a student to pursue, in collaboration with a faculty member, an academic course not currently offered. To receive credit for independent study, the student consults with the faculty member before registration to define the course content, title, amount of credit, and academic evaluation. As a general rule, a graduate student may apply no more than three courses of independent study toward a graduate degree or licensure.
Prerequisites: None.
Restrictions: Consent of instructor and submission of application for Independent Study to academic department office.
Credits: 1-5 semester hours.

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EDAD 601 Educational Leadership for Equity and Social Justice

Content: This foundational course is designed to introduce the theories, practices, core responsibilities, and issues associated with leadership and social justice in educational organizations. Aspiring principals and other educational practitioners move toward acquiring and affirming requisites and capacities to engage in social justice praxis (critical reflection and action) towards improving conditions and culture in schools in authentic and collaborative ways. Candidates learn about instructional, organizational, community, ethical, and sociopolitical functions of leadership. Using research and reflection, candidates analyze and clarify internal and external conceptions of and attitudes toward leadership at the intersection of social injustice including but not limited to: systemic racism, whiteness as privilege and power, gender and class biases, ableism, and deficit minded decision-making to guide them in leadership work.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 602 Instructional Leadership

Content: Focus on instructional leadership and how it connects to the complex relationships between teacher growth and development (supervision/evaluation), professional development, and standards-based school improvement. Draws from research on effective teaching to assist leaders in improving instructional practices. Students learn to capitalize on the diversity of the school community to improve teaching for all students.
Prerequisites: None.
Credits: 1-3 semester hours.

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EDAD 603 Achieving Equitable School Change Through Data-Driven Inquiry and Improvement

Content: Overview of foundations and techniques for collecting and using data for inquiry-based school improvement. Introduces several levels of data use and application, moving from state accountability requirements to equalizing access to high standards for all students. The course is designed to prepare the Principal practitioner to conduct high quality improvement cycles aimed at classroom and school environments. Participants will use improvement science practices to collect, analyze, communicate, and use various forms of data in school visioning, collaborative improvement planning, and decision making. Thorough coverage of these topics is designed to equip school leaders with the knowledge and skills necessary to select, evaluate, and apply findings from extant research related to personnel, classroom, school, or district levels problems of practice.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 604 Ethics, Policy, and the Law

Content: Study of the principles of ethical leadership and working successfully in the larger political, social, economic, legal, and cultural environment of an educational system. Examination of landmark legal cases, federal policies, state and local laws, and regulations impacting school systems. Exploration of social justice avocation through access and equity issues that promote equitable learning for students. Discussions of the roles and responsibilities of policy makers and stakeholders.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 606 Ethics, Policy, and the Law

Content: Study of the principles of ethical leadership and working successfully in the larger political, social, economic, legal, and cultural environment of an educational system. Examination of landmark legal cases, federal policies, state and local laws, and regulations impacting school systems. Exploration of social justice avocation through access and equity issues that promote equitable learning for students. Discussions of the roles and responsibilities of policy makers and stakeholders.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 608 Engaging Families & Community for Inclusive Schools

Content: Research shows students perform better when school leaders have strong family and community relationships. This course defines family and community engagement for inclusive schools, identifies the critical stakeholders, and develops inclusive engagement and collaborative strategies. District demographic data and needs assessments are used for developing family and community engagement plans while taking into account categories of diversity (cultural, ethnic, racial, economic, ability). The course includes discussions of successful family and community engagement models.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 609 Using Data for School Improvement

Content: Builds a common knowledge base for understanding the critical role data plays in school improvement efforts. Introduces several levels of data use and application, moving from state accountability requirements to equalizing access of high standards for all students. Participants collect, analyze, communicate, and use various forms of data in school visioning, improvement planning, and decision making.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 610 Cultivating Human, Organizational and Financial Resources for Equity

Content: School leaders are charged with developing and managing the resources, processes, and systems that ensure equitable access to opportunities for students and a healthy workplace and professional culture for staff. Equitable resource allocation of materials, fiscal resources, personnel, technology, interventions, time, and high-quality teachers and support staff all contribute to an equitable and effective school culture. Students in this course will explore the basic concepts of school finance and operational management at the state and district levels, while also acquiring the skills to lead and collaborate with others in the efficient and equitable allocation of school resources. This will include the skills for developing and implementing equitable processes to recruit, hire and retain culturally responsive, caring, and diverse school building personnel. The course will also examine specific a) systems of supervision and evaluation and b) systems that support and retain newly-assigned educators and BIPoC educators.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 611 Budgeting and Operations for Equity

Content: Reviews the basic concepts of school finance and operational management at the state and district levels, and explores how to apply them when leading a school. Students acquire skills to lead and collaborate with others in the efficient and equitable allocation of resources--human, fiscal, and technological--to achieve equity and social justice, as well as academic success for diverse learners.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 612 Engaging Families & Community for Inclusive Schools

Content: Research shows students perform better when school leaders have strong family and community relationships. This course defines family and community engagement for inclusive schools, identifies the critical stakeholders, and develops inclusive engagement and collaborative strategies. District demographic data and needs assessments are used for developing family and community engagement plans while taking into account categories of diversity (cultural, ethnic, racial, economic, ability). The course includes discussions of successful family and community engagement models.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 618 Pre-Practicum for School Leadership

Content: Preparation for a supervised, onsite, pre-designed administrative experience, along with campus seminars involving activities, discussions, and presentations. Students explore the content knowledge, leadership, collaboration, and research skills necessary for successful school administration in early childhood/elementary and middle-level/high school settings under the direction of experienced site and campus supervisors.
Prerequisites: None.
Corequisites: None
Restrictions: Enrollment in another course in the Principal Licensure program.
Credits: 1 semester hour.

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EDAD 619 Practicum for School Leadership

Content: Supervised, onsite, pre-designed administrative experience along with campus seminars involving activities, discussions, and presentations. Students explore the essential content knowledge, leadership, collaboration, and research skills necessary for successful school administration in early childhood/elementary and middle-level/high school under the supervision of experienced site and campus supervisors.
Prerequisites: EDAD 618
Restrictions: Admission to the Principal License program and enrollment in another Principal License program course.
Credits: 1-2 semester hours.

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EDAD 620 Organizational Leadership for Equity, Inclusion, and Justice

Content: Organizational leadership for equity requires leaders to understand how institutional systems, structures, practices and policies serve to counter or reinforce educational inequities. Transformative leaders must use this understanding to build collective organizational capacity to disrupt and change these structures and practices. In this course, students will engage in critical self-reflection about their own identity, analyze how historical roots of inequity and bias exist within institutional systems and their own personal leadership; explore how to collaboratively develop, promote, and advocate for a district vision that is rooted in social justice; and understand the theories, skills, and commitments that are needed to cultivate and model district values, norms, and practices that promote and sustain achievement, inclusion, and well-being for every district stakeholder regardless of race, ability, gender, economic status, or personal identity.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 621 Instructional Leadership for Inclusion and Improvement

Content: Disrupting instructional systems and practices that reproduce inequitable learning opportunities requires educational leaders to develop systems and processes to recognize, confront, and change institutional biases. As part of this work, district level leaders must work to build and maintain a district culture that sustains the collective and individual development of culturally responsive instructional and institutional practices that allow all students the opportunity to learn, thrive, and belong. This includes guiding the supervision, evaluation, and improvement of teachers and school leaders, developing coherent systems of academic and social supports, supporting personal and organizational critical reflection, and effectively using assessments, data, and research-based analysis that allows for continuous, equity-focused improvement. In this course, students will understand and apply research around developing coherent systems of support for new and veteran educators, including effective supervision and evaluation, coaching, professional learning, and data-informed continuous improvement processes that develop and support culturally responsive teachers and principals.
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 623 Communication Skills for Inclusion and Engagement

Content: Effective and inclusive communication with staff, families, and the community is a foundational skill required of all educational leaders. This course examines best practices in communication processes as they apply to personnel and group effectiveness in a variety of settings. Students will analyze how communication and engagement are impacted by power dynamics and systemic inequity, and will critically reflect on the skills and practices that will allow them to be effective and inclusive communicators within their context. Students will explore the dynamics of communication that occur at the individual and organizational level, understand best practices in establishing effective two-way communication between leaders and stakeholders, and examine the role of communication, dialogue, and listening as it relates to trust and credibility in different settings.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 625 Equitable Management of Systems and Resources

Content: District level leaders are charged with managing the systems and processes that ensure a healthy and effective district. Leaders need to be prepared to cultivate the equitable use of educational resources through establishing collaborative and inclusive procedures, guidelines, norms, and policies. Part of this work involves the ability to assess district needs and priorities and then equitably allocate opportunities and resources across the district according to these needs. Leaders need to understand that equitable resource allocation of materials, fiscal resources, personnel, technology, interventions, time, and high-quality teachers, leaders, and supporting staff all contribute to a healthy and effective district culture. Leaders must be equipped with the skills to use data to evaluate systems for inequities and then work collaboratively to align and improve these systems so that they are coherent, cohesive, and focused on supporting the learning, improvement, and well-being of students and staff.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 627 Advocacy, Communication, and Inclusive Leadership for Engaging Community

Content: Equity-oriented district leaders must work collaboratively and inclusively with stakeholders in the district, with a particular focus on partnering effectively and authentically with historically marginalized communities whose voices and perspectives are a vital part of enacting systemic change. District leaders must develop and sustain these partnerships through developing, communicating, and enacting an inclusive and equity-focused district mission that values and prioritizes the diverse interests, needs, and resources of the community. District leaders must sustain relationships with district stakeholders through effective, two-way communication that fosters family engagement and allows all community members to learn about and participate in the development of equity-focused systems, policies, and practices that support the achievement and well-being of students and staff. The work of district leaders must focus on understanding how their community stakeholders are impacted by the social, cultural, economic, legal, and political contexts within their districts, as well as to provide representation and advocacy--both
Prerequisites: None.
Credits: 3 semester hours.

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EDAD 631 Administrators' Colloquium for School Equity

Content: The lenses of equity and social justice are applied to contemporary school issues that impact student learning and school success. Administrators examine their own cultural heritage and perspectives to understand how personal experiences influence administrative behaviors and leadership. The course is designed for administrators in their beginning years of administrative experience.
Prerequisites: None.
Credits: 1-2 semester hours.

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EDAD 632 Using Supervision and Evaluation to Develop Culturally Responsive Teachers and Leaders

Content: Students will engage in critical reflection about how their own personal attitudes and beliefs about competence and success can influence supervision, with a particular focus on how personal assumptions and implicit bias can influence the evaluation process. The course is not a clinical supervision course. Course topics include effective hiring and retention practices, supervision and evaluation that promotes culturally responsive practice, objective documentation of employee performance, assessing for competence and the potential for growth, the legal basis for supervising and evaluating classified, certified, and administrative employees, review of and familiarization with district evaluation documents, and analysis of personal leadership approaches and behaviors, and developing and using culturally responsive supervision and evaluation systems.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 633 Leadership for Learning

Content: What is professional learning? Given the complex array of expectations for schools to improve and for teachers and principals to learn to do new work, a necessary skill is continuous inquiry with school leaders in the role of "lead learner," figuring out new and often unknown practices. Students will understand research on professional learning and evaluate the efficacy of the current models for professional development for accomplishing a variety of professional learning needs. Topics include research on adult development, learning theory, relational trust, collective efficacy and responsibility, and developing a professional learning environment that supports and sustains culturally responsive practices. This research provides a basis for developing systematic, culturally responsive professional development programs that are sensitive to changing school cultures, that cultivate continuous learning, and promote the well-being of staff and students.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 635 Equitable Management of Resources

Content: School leaders are charged with doing more than simply managing students and learning. The school environment, physical plant, and ancillary services play a critical role in student learning and staff effectiveness. This course focuses on the management and oversight of a school's physical plant and ancillary services that contribute to the maintenance and operation of such a facility. Areas of focus for the course include: facilities management, personnel management, student management, office management, auxiliary services, management of special services, fiscal management, time management, and resource management. Case studies and real examples from participating students will contribute to course topics.
Prerequisites: None.
Restrictions: Principal Administrator License.
Credits: 2 semester hours.

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EDAD 636 Leading With Instructional Technology

Content: This course is designed to provide hands-on experience using educational and management technology strategies to support traditionally underrepresented and minoritized students using technology. We will investigate how building administrators can implement learning and development strategies utilizing technology to present PD content, engage learners, support families and create a culture of innovation.
Prerequisites: None.
Credits: 1 semester hour.

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EDAD 637 Educational Research and Assessment

Content: Qualitative and quantitative interpretation of educational research with emphasis on applying action research principles to promote achievement for diverse student groups. Students analyze achievement data and alternative forms of assessment in their schools and districts. Emphasis on mandates for certificates of mastery, portfolio construction, task building, scoring rubrics, and the need to focus on assessment for learning.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 640 Organizational Change for Action

Content: Examine the factors and influences that move organizations to change. Students will explore creating conditions for change, planning for change, implementing change, and sustaining change. Successfully engaging others in change initiatives will also be explored.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 641 Courage to Lead--Sustaining a Vision

Content: This hybrid course includes two seminars and online discussions with an opportunity for participants to explore and develop a personal leadership vision, a basis for exploring the difficult dilemmas experienced in their work. Each student is responsible for developing a personal platform based on their reflection on seminar readings and the investigation of a particular issue or dilemma in their administrative work life. The participant prepares a 3-5 page paper illustrating a work dilemma and shares it during the second seminar. The two seminars and online reflections focus on practicing the generation of open and honest questions.
Prerequisites: None.
Restrictions: In administrative position.
Credits: 1-2 semester hours.

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EDAD 642 Courage to Lead in a Democracy

Content: There has never been a more critical time for leaders to examine their capacity to build and support our democracy. This hybrid online course meets in one initial seminar/retreat followed by online content and discussions to explore the powerful practices of self-reflection and the personal and organizational change needed to create and sustain a healthy democracy. The course offers a context for participants to explore the difficult dilemmas related to effectively supporting diverse students, staff and community members within an inequitable education context. Leaders will explore ways of seeing, being and responding to life within their organizations in order to make these critical changes. Learning to deeply listen and to ask open, honest questions will assist in holding the tensions inherent in leadership today. Students are responsible for the investigation of a particular issue or dilemma in their administrative work life related to powerful habits that support a healthy democracy.
Prerequisites: None.
Restrictions: In administrative position.
Credits: 2 semester hours.

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EDAD 642B Courage to Lead

Content: Offers a context for participants to explore the dilemmas experienced in their work. Participants investigate a particular issue or dilemma in their administrative work life and prepare a verbal case study and written document for the members of the seminar group. Participants ask honest, open, attentive questions of the presenters. All students are responsible for particular "core" readings; each participant is also directed to specific books focused on their special area of question and concern.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 644 Practicum

Content: Two semesters of supervised, on-site, pre-designed professional experience along with campus seminars involving discussions and presentations. Students explore the essential content knowledge, leadership, collaboration, and research skills of successful school administration in early childhood/elementary or middle-level/high school under the supervision of experienced field and campus supervisors.
Prerequisites: Successful completion of at least two EDAD courses.
Restrictions: Admission to Initial Administrator License Program, consent of instructor, and submission of application for Independent Practicum to academic department office.
Credits: 1-4 semester hours.

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EDAD 646 Negotiation, Collective Bargaining, and Contract Management

Content: The superintendent, central office personnel and school building administrators must be familiar with the labor agreement governing employment practices within each school. Bargaining between different parties inherently involves mediating multiple perspectives, problem solving and decision-making skills, communication, and an understanding of how a leader's personal identity and assumptions influence contract management and negotiation. There are clear responsibilities for maintaining agreements reached through the collective bargaining process, and an obligation to ensure that contract management and negotiation remains equity-centered. When the provisions of the collective bargaining agreement (also known as the employment contract) are violated or are alleged to have been violated, a grievance procedure is initiated. Administrators must be familiar with the grievance procedure for resolving the dispute, and the role grievances play in bargaining proposals and contracts, including binding arbitration as a final step.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 647 Ethical Leadership and Decision-Making

Content: During this course, we will explore a variety of questions that relate to ethical dilemmas we face as education leaders. Students will explore how ethical beliefs are influenced by cultural norms and assumptions, how values and ethics are established in individuals and across organizations, how ethical practices are supported or constrained by organizational norms, and the inevitable tensions that exist in the practice of an ethical leader and across educational systems. Students will apply different ethical frameworks and decision-making models in order to critically reflect upon their responsibilities as an ethical leader and develop their own ethical practice.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 648 Transforming Culture and Inspiring Innovation

Content: Advancing social justice, eliminating systemic inequities, and fostering inclusive and culturally responsive school and district cultures that support the achievement and well-being of staff and students requires bold changes and collaboratively designed, system-wide solutions that ensure deep learning and equitable opportunities for all. Administrators are charged with building and sustaining coherent, innovative, forward-thinking, and courageous organizational cultures that are focused on transforming school systems to be equitable and democratic institutions. This course pushes practicing administrators to examine dilemmas of professional life and leadership, to review current educational innovations in leadership and organizational change, to critically reflect on who they are as learners and leaders for equity and transformation.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 649 Professional Mentorship and Seminar

Content: The Professional Mentorship and Seminar course is one academic year in length (two consecutive terms). Students must have a minimum of 3 years as a practicing administrator in order to enroll in the class. Students will apply the essential content knowledge, leadership, collaboration, and research skills necessary for district level leadership. As part of this experience, students will complete a capstone project in which they apply concepts and skills learned in previous coursework. This capstone will involve action research, an equity audit, or in-depth research and the creation of an action plan regarding a professional problem of practice. Upon successful completion of the capstone project, the 220 hour practicum, and the compilation of a portfolio demonstrating competency in each of the administrative standards a credit/no credit grade will be submitted to the campus advisor who will audit the student's transcript and determine their eligibility for Professional Administrator License program completion.
Prerequisites: At least 9 credits of completed Professional Administrator License Coursework
Restrictions: Principal Administrator License; minimum of three years as a practicing administrator. Course to be taken near the end of the Professional Administrator License coursework sequence.
Credits: 1-3 semester hours.

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EDAD 650 Superintendent Bridge Professional Mentorship

Content: This one-year supervised mentor seminar at the school district level provides the culminating experience in the Superintendent Bridge Program, which allows candidates with a Standard Administrator license to earn an Oregon Continuing Administrator License as designated by the Oregon Teacher Standards and Practices Commission (TSPC). This course is designed to establish a formal mentor relationship within a school district or other educational system. The mentorship will encourage collaboration and joint problem-solving on issues faced by current practicing administrators. The requirements and objectives created by TSPC and implemented by Lewis Clark are intended to give candidates practical, useful, and timely experiences in school and district leadership.
Prerequisites: None.
Restrictions: Students must hold a Standard Administrator License and have a minimum of 3 years as a practicing administrator to enroll in the class.
Credits: 1 semester hour.

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EDAD 651 Leading for Inclusion and Access: SPED, 504, TAG

Content: Leaders are responsible for fostering an inclusive school and district culture where each and every child is a valued and fundamental member and participant in classrooms and the community. This course will address how disability is socially constructed, and how assumptions about a student's perceived ability can be reinforced by exclusionary school and district practices. This course will provide opportunities for administrators to use current, relevant research to increase their understanding of leadership practices that foster an inclusive school culture for students with Special Education and TAG designations, as well as developing and supporting students in need of 504 plans. Additionally, students in this class will develop the knowledge and skills to enact high leverage practices in the areas of effective collaboration and communication, assessment and accountability, social, emotional, and behavior supports, instruction, program/service support, and supervision and legal requirements.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 652 Culturally Responsive Practices for School Leaders

Content: This course will provide administrators with opportunities to investigate assumptions that guide behavior and to gain firsthand knowledge of the family life and culture of students from various ethnic and socioeconomic groups. Through planned readings, learning activities, and self assessments, participants examine their own attitudes about individuals from other cultures and groups. Topics include ways to improve school programs that provide services to students from diverse populations. Participants will also have the opportunity to reflect on their own culture, assumptions, and beliefs.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 655 Building Positive Climate: Policy and Practice

Content: In the past, school-wide zero-tolerance policies have focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies. Research during the past 20 years has shown that school-wide behavior systems that are positively focused on desired behaviors can result in a substantive lifestyle impact for all members of a school community. Additionally, these school wide initiatives must be supported by district-wide systems of multi-tiered interventions and equitable policies that focus on reducing exclusionary discipline, increasing attendance, and sustaining positive, inclusive, and hate-free school and district cultures. This course will examine the systems-based approach for implementing culturally proficient, multi-tiered, school-wide behavior supports, and the critical role that school leaders have in building positive learning environments for each student.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 659 Collaborative Leadership and Team-Building

Content: The term "collaborative leadership" describes an emerging body of theory and management practice that is focused on the leadership skills needed to deliver results across organizational boundaries. This course focuses on the intensification of leadership as a means to increase engagement with the organization. Collaborative leadership styles and techniques will be analyzed, compared, and tested in different contexts to determine their efficacy and applicability to educational settings. Diagnosing school cultures, developing alliances, creating networks to promote healthy schools, and developing culturally responsive leadership mindsets and skill sets will be explored. Students will engage in critical reflection about their own positionality, and how this influences and constrains their ability to collaborate authentically. The art of collaboration will be modeled and practiced.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 667 Leading Intelligently in Schools and Community

Content: "Intelligence lenses" aid administrators in sorting problems from external influences and personal perceptions. A variety of exercises and activities will be practiced throughout the course to sharpen various intelligence lenses--emotional, social, political--necessary for sound leadership decisions and processes. The class will explore authentic school, district, and community real-world dilemmas and apply personal leadership skills to resolve them.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 670 A Foundation for Racial Equity

Content: This course will establish the framework for year-long equity work for a community of learners. Students will closely examine the personal, institutional, cultural, and structural conditions that perpetuate racial inequities in education and the broader community. Participants will also connect with the program purpose, agreements, working definitions, and overall approach to learning in a cross-cultural environment. Additionally, participants will begin to develop the passion, urgency, and skills necessary to lead for equity in their buildings and communities while deepening their understanding of their own racial and cultural experiences, filters, and biases.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 671 Understanding Cultural Frameworks and De-Centering Dominant Culture

Content: In this course, we explore the personal orientation necessary to work effectively in cross-cultural learning environments. We dissect dominant culture through unpacking the cultural values, beliefs, communication style, learning orientation, and cultural preferences that often remain unconsciously perpetuated or privileged in educational institutions. Then we will continue to explore the historical creation of a racial hierarchy via policies, systems, institutions, and laws and the legacy of discrimination, bias, and white privilege it creates today. Lastly, we explore nondominant cultural beliefs, communication styles, and learning styles as well as the basic tenets of culturally responsive teaching in order to begin de-centering dominant culture in schools and classrooms to truly create inclusive learning environments.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 672 Facilitating Learning in Diverse Communities

Content: This course will focus on the actual culturally inclusive facilitation skills needed to situate both students and adults as learners in diverse communities. In addition to concrete facilitation skill development, participants will explore the value and role of community in non-dominant learning as well as specific ways to enhance an authentic community orientation in schools today both for students and educators. Participants will also develop an approach to observing and offering feedback to one another as part of a learning community as well as create a facilitation plan for adult professional development. Participants will choose a focus area to target their community learning process on over the course of the school year.
Prerequisites: None.
Credits: 1 semester hour.

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EDAD 673 Engaging and Empowering Families

Content: In this course participants explore the role of family in the education of children in school systems today and delve into the often painful realities nondominant families' experiences in schools. Students explore how to create inclusive, empowering, and authentic partnerships with students, families, and communities and learn how to draw upon students' home worlds to create rigorous and relevant curriculum and instruction. Lastly, participants learn how to empower families to advocate effectively for their children in schools.
Prerequisites: None.
Credits: 1 semester hour.

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EDAD 674 Leading for Inclusion and Access: Supporting Linguistically and Culturally Diverse Students

Content: The ever-increasing number of students who are English/dual language learners requires schools and districts to become skilled at designing and implementing inclusive, asset-oriented systems and practices that support English language development, equitable access, and equal opportunity for all students. This course is designed to prepare administrators with the skills and mindsets required to support the cultural, linguistic, and academic needs of English/dual language learners. The course will include an overview of an administrator's legal obligations for English/dual language students, an explanation of cultural competency through the lens of race, culture, and language, and review of best practices and policies for providing culturally responsive instruction and support to students and families who are dual language learners. An overview of language acquisition theory with a focus on program components will be provided. Program design, models, and approaches will also be explored.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 675 Leading for Equity-Building Inclusive School Systems & Creating Syst Change

Content: During this course, teacher leaders, aspiring administrators, and current building and district administrators will explore themes and concepts of leadership and management essential to creating and sustaining equitable systemic change in today's diverse school buildings. This culminating course will build on a strong conceptual and experiential knowledge base of equity and explicitly develop the leadership lens and skills critical to inspiring and empowering others to join in creating equitable, lasting change that improves the academic achievement of all students, especially students of color who continue to be underserved by our educational system. This course honors that while this work is a moral imperative, leading for equity at the building and district level is deeply challenging and requires unrelenting passion as well as a deep leadership skill set and conceptual understandings.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 676 Integrated Administrative Seminar

Content: In a capstone/culminating project of the Ed.S. in Administration program, students will synthesize and integrate their learning over time into a written report and public demonstration. For this project, students will: assess their growth as a leader for equity across the Principal and Professional Administrative Licensure standards; demonstrate their ability to enact equity-centered practices that align with the Oregon School Administrator Standards at both the building and district levels; tie their growth to the professional literature, coursework, and their experiences; report their findings, including recognized areas of strength and challenge; and craft a long-range practitioner plan for continued improvement. Students will present their work to a faculty panel in written and oral formats.
Prerequisites: None.
Restrictions: Admission to EdS program, completion of the Principal License courses, and completion of the three core required Professional Administrator Licensure courses
Credits: 1-4 semester hours.

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EDAD 677 Special Leadership Topics Seminar

Content: In-depth examination of current topics and challenges that are relevant to practicing administrators. Students will explore in-the-moment challenges within their leadership landscape and learn to apply current research and equity-centered leadership skills to understand and respond to these dilemmas in an equitable manner. Students will develop peer support networks and professional connections to assist them in making difficult decisions and sustaining high quality educational leadership. Course content will be variable and will be built to respond to current challenges to equity-centered leadership and practice.
Prerequisites: None.
Credits: 1-2 semester hours.

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EDAD 684 Critical Restorative Justice

Content: Leading a just community, in an unjust social and political context, is complicated. Educational leaders need an array of protocols for engaging their adult professional community in continuously renewing and restoring norms of peace and justice throughout the school community. This course is for educational leaders wanting practical skills to generate peace (dignity, connection, belonging, understanding and forgiveness and bridging across significant differences) and justice (forms of fairness) in the adult community of school during times of injustice, uncertainty, fear and expressions of hate in the broader community. The restorative justice practices taught in this course focus on the adult community of the school and are appropriate for staff meetings, community meetings, and can be translated into classroom practices. In this class, students will learn from experience to design and facilitate a variety of restorative processes that will strengthen and continuously restore a sense of justice in their professional community.
Prerequisites: None
Corequisites: None
Restrictions: None
Credits: 2 semester hours.

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EDAD 685 Recentering Circles

Content: This course is designed for educators, counselors, and administrators interested in learning to facilitate restorative practice in professional settings where deficit model thinking, victim blaming and other forms of power and privilege derail equitable professional practice. These circles can be used in a variety of settings including human resource procedures, school staff meetings, parent meetings, community meetings. Students will be introduced to circle practices for a variety of purposes where unfair forms of interaction can alienate colleagues and subvert productive and creative work including program design, decision-making, problem- solving. These practices help establish trust in professional relationships and integrity in the use of restorative practices with students. Each class we will try out new circle practices and students will leave each class with new practices to try in their setting.
Prerequisites: None.
Credits: 2 semester hours.

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EDAD 689 Professional Studies: Special Topics in School Leadership

Content: In-depth examination of topics relevant to the practicing Principal and issues in schools. Course content is based upon recent research and directly informs practice.
Prerequisites: None.
Credits: 1-2 semester hours.

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EDAD 697 Capstone Project

Content: In a capstone/culminating project of the M.ED with Principal License program, students will integrate and apply what they have learned throughout their experience. In consultation with the instructor, students will design a leadership and advocacy project that addresses and seeks to resolve an inequitable dilemma that is unique to their professional context and focused on demonstrating their equity-centered leadership skills. The project will use current research to create an action plan that is aimed at an audience beyond the classroom, with the goal of eventually sharing and applying it in the wider world. Students will present their work in written and oral formats.
Prerequisites: 27 semester hours of coursework from the Principal License Program and EDAD 533 or EDAD 633
Credits: 1 semester hour.

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EDAD 698 Special Studies: New or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis.
Prerequisites: None.
Credits: 1-4 semester hours.

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EDAD 699 Independent Study

Content: Independent Study enables a student to pursue, in collaboration with a faculty member, an academic course not currently offered. To receive credit for independent study, the student consults with the faculty member before registration to define the course content, title, amount of credit, and academic evaluation. As a general rule, a graduate student may apply no more than three courses of independent study toward a graduate degree or licensure.
Prerequisites: None.
Credits: 1-5 semester hours.

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EDAD 989 Professional Studies: International Special Topics

Content: In-depth examination of topics relevant to practicing professionals. Course content is based upon recent research and directly informs practice.
Prerequisites: None.
Credits: 1-4 semester hours.

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EDAD TR Graduate Level Transfer Credit

Prerequisites: None.
Semester credits: 1-12.

Educational Leadership (EDLL) Doctoral Program Courses

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EDLL 701 History of Leadership in Education

Content: In 1837, Horace Mann said, "A nation could not long remain ignorant and free." Mann argued for universal public education, supported by tax funds. The major questions of the day: Who is to be educated? Who will teach them? What will they learn? These have since been answered many times over. In the 21st century we are raising those questions again, and inquiring further to ask: Is postsecondary education also a public good? Who gets to access a college education? What dictates a quality higher education experience? Explore how leadership, organization, and ethical and political issues relate to these fundamental questions, which are the bedrock of America's systems of education.
Prerequisites: None.
Restrictions: Admission to EdD program or consent of program director.
Credits: 2 semester hours.

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EDLL 702 Organizational Theory and Leadership

Content: This course introduces students to core concepts of organizational theory relevant to a large range of organizations e.g., PK-12 schools, colleges and universities, community groups, manufacturing businesses, hospitals) as well as organizational issues confronting leaders (e.g., design, improvement, accountability). Students will become adept at thinking critically and analytically about the organizational contexts in which they work. The course will also help students new to doctoral-level research learn how to interact with scholarly literature and apply it usefully to their work.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 704 Culturally Responsive Leadership

Content: Provides theoretical and practical guidance to support candidates in enacting culturally relevant approaches to leadership. Explores how policies and practices can enable effective interactions within culturally diverse environments. Participants will learn how to analyze their values, beliefs, and behavior in this context and will reflect on their own cultural awareness and critical consciousness.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 708 Ethics and Leadership for Social Justice

Content: Leaders face opportunities and challenges when implementing policies and practices regarding equity and social justice. Explore ethical issues dealing with leadership, governance, and policy development pertaining to P-20 institutions. Develop an understanding of social justice leadership theory and practice designed to disrupt structural inequities and produce fairness in organizational conditions and outcomes for minoritized communities.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 709 Adult Development and Learning

Content: Understanding how people and organizations develop and learn is centrally important for organizational leaders, whether learning is about existing or new knowledge. In this course students will explore a variety of theories related to adult learning including transformational learning, critical and feminist theories, distributed cognition, and social practice theory. Students will apply these theories to their own experiences as learners, and to learning in the organizational settings in which they work.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 710 Introduction to Educational Research

Content: Introduction to epistemologies, paradigms, and methodologies in social science research. Students learn about different approaches used in education research and examine their underlying assumptions and values. The course addresses and critiques some of the long-standing traditions in education and social science research that have privileged certain values and viewpoints while marginalizing others. Students will read and critique a variety of education research articles and consider how education leaders can use research for advocacy and transformative social action.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 715 Intercultural Community Collaboration

Content: Building collaborative relationships between schools and the diverse families and communities they serve is critical. By analyzing nontraditional forms of parent and guardian involvement and learning to work with existing cultural traditions, education leaders will gain skills to support diverse students and strengthen community connections. The goal is to build on the diverse assets of families and to connect with valuable local resources in order to strengthen collaborative learning for the entire school community.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 1 semester hour.

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EDLL 716 Critical Theory and Pedagogy

Content: Education research sits at the intersection of debates about the philosophy of education (ontology), the role of education in (re)producing a pluralistic and free democracy (critical theories of education) what counts as a "just" society (critical social theory), what counts as knowledge production/construction (critical epistemology and critical research design), and ultimately what it means to educate a public (critical pedagogy). Therefore, education research focused on any one of these areas has implications in all of these areas. For education research focused on problems of (in)justice, with an interest in solving these problems, critical theory offers intellectual traditions and analytic tools. Using these intellectual tools, students will recognize, understand, discuss and apply the historical and current tenants of critical theory to form your own emerging conceptual framework for explaining and describing problems of practice in leadership and policy, organizing, pedagogy, and education research.
Prerequisites: None.
Restrictions: Admission to doctoral program or consent of program director.
Credits: 2 semester hours.

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EDLL 721 Legal Issues in Higher Ed

Content: This course is designed to advance students' understanding and navigation of legal issues in higher education. Issues related to the various constituents - faculty, staff, students, and administration - and in various institutional settings will be discussed and considered in the context of leadership in the face of these challenges. Starting from a broader perspective, students will explore the current legal issues facing the higher education community nationally, and move to more local contexts for managing these circumstances as an institutional administrator at a college or university. From both the national and local viewpoints, the primary focus will be on the law and how it impacts relationships with students. The course will explore the increasingly complex regulatory environment facing colleges and universities. Specific topics of discussion will include (among others): the rights and responsibilities of students in and outside the classroom; codes of conduct and due process; freedom of expression; freedom from discrimination; affirmative action; the roles of religion and politics in higher education; and the regulation of intercollegiate athletics.
Prerequisites: None.
Restrictions: Admission to EdD program or instructor approval
Credits: 3 semester hours.

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EDLL 725 Leadership in a Changing Global Society

Content: In this course we will explore education systems around the globe and the influences of globalization on education practices. Students will consider the interdependence of social, political, economic, and cultural phenomena within and across local and global social systems including education systems.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 1-2 semester hours.

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EDLL 726 Seminar in Scholarship and Writing

Content: Introduction to scholarly writing and the development of self-as-scholar in education and the social sciences. Students gain an understanding of the elements and processes of scholarly writing. The course also provides training in APA style and library and reference resources.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 727 Focused Literature Research

Content: This seminar is designed to prepare students to develop a critical review of pertinent academic literature focused on the problem or problems that will be addressed in their dissertation research. The seminar will provide instruction and support with the processes and techniques for scholarly discussion of controversial literature, and students will receive feedback on academic writing from the course instructor.
Prerequisites: EDLL 726
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 1-2 semester hours.

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EDLL 728 Conceptual Framework

Content: Students will learn to generate clear, coherent, well-grounded conceptual frameworks and apply them to their work as emerging researcher-practitioners. Students will read and critique a variety of conceptual frameworks as well as collaboratively generate conceptual frameworks based on course readings. They will begin to develop a conceptual framework particular to their own practice and research interests.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 729 Dissertation Design

Content: Students will learn the acceptable formats, techniques, and approaches necessary for producing a defensible doctoral dissertation as well as the purpose and process of applying for permission to conduct studies involving human subjects. Students will complete a draft dissertation proposal and a human subjects research institutional review board (IRB) application, as well as understand their responsibilities to their dissertation committee.
Prerequisites: None.
Restrictions: Admission to the Ed.D program or consent of program director.
Credits: 3 semester hours.

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EDLL 730 Advancement to Candidacy Seminar

Content: Extends time and support for doctoral students to complete advancement to candidacy and institutional review board (IRB) process. Provides individualized coaching and writing assistance and allows students to work toward finalization of their dissertation proposal under faculty supervision while maintaining access to college services through continuous enrollment in the doctoral program.
Prerequisites: None.
Restrictions: Admission to doctoral program. Students may register for a maximum of 3 consecutive semesters of EDLL 730 beginning in the third summer of their program. Students must have completed all doctoral coursework, excluding EDLL 729 and EDLL 750.
Credits: 1-3 semester hours.

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EDLL 731 Equity-Focused Policy and Practice

Content: This course focuses on equity policy in education. Students will explore the sources of policy ideas, the processes of policy making, and the complex relationship between policy design and policy implementation. Students will read and critique equity-focused policies and learn to assess the strengths and constraints in policy designs using a variety of analysis approaches. Students will also read and critique policy implementation research.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 732 Higher Education Policy

Content: The purpose of this course is to critically examine higher education policy and the impacts of policy application. Class discussions will explore challenges faced by institutions of higher education in implementing policy, with a particular focus on issues related to access, affordability and student outcomes.
Prerequisites: None.
Restrictions: Admission to the EdD program or approval of instructor
Credits: 3 semester hours.

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EDLL 733 Educational Leadership Field Experience

Content: Provides authentic, in-situ opportunities for candidates to synthesize and apply theory and research to their leadership development and growth as practitioner-scholars. In concert with their dissertation work and in collaboration with a university and field supervisor, candidates spend sustained time in the field gathering and analyzing data around a pressing problem of practice. Through their field experiences, candidates are expected to: (1) identify and engage with the key contact points and people within their schools, districts, organizations, and/or communities in ways that facilitate robust and ethical data gathering; (2) explore how dissertation data and findings illuminate critical questions and themes in leadership work, and (3) make recommendations for improving leadership practice and spurring organizational change.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 734 Educational Leadership Field Experience II

Content: Provides authentic, sustained, in-situ opportunities for candidates to synthesize and apply theory and research from program coursework to their development as practitioner-scholars. In concert with the doctoral program mission, candidates' field experiences center on the practice of transformative social change in educational settings, through research and inquiry. The experiences are designed to support candidates in two critical phases of their dissertation work, including formulating and articulating a problem (year 1) and applying methodologies to explore and understand a problem of practice (year 3). Field experiences are planned and guided collaboratively by the Lewis Clark supervisors and school, district, and agency personnel for graduate credit. They culminate in a presentation at the end of the program, where candidates share what they have learned about leadership and organizational change through the practicum process.
Prerequisites: EDLL 733.
Credits: 1 semester hour.

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EDLL 735 Pasar La Batuta: Success Through Intention

Content: When participating in a track and field relay race, it is important that each of the sprinters speedily covers their portion of the race. Equally important is the fluidity of transferring responsibility from one runner to the next, the critical passing of the baton, or "pasar la batuta". It is in this moment when all of the effort given by one runner helps jump start their teammate in a seamless fashion, or when the work is abruptly halted because the hand off is faulty. This critical transfer can define the outcome of the race. The analogy of "pasar la batuta" well articulates the responsibility educational leaders in P-12 and higher education settings have for fashioning a seamless transition for students to navigate. As it stands, the movement between primary and secondary education into postsecondary education is disjointed. This course will explore why the transition across the educational pipeline is choppy, what factors need to be considered in order to facilitate a smoother move, and the opportunities for leaders to foster that change.
Prerequisites: None.
Restrictions: Admission to doctoral program or approval of instructor
Credits: 2 semester hours.

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EDLL 741A Qualitative Research Methods

Content: Overview and application of qualitative research methods. Through course readings, discussion, and practical application, candidates explore: (1) different approaches in qualitative research and epistemologies and common theoretical perspectives that undergird qualitative inquiry, and (2) various methods and techniques for gathering, interpreting, and making meaning of in-depth and rich information about things as they occur in their natural settings. Candidates gain the skills necessary to review and critique qualitative research and to design and undertake their own qualitative research.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 741B Quantitative Research Methods

Content: Overview and application of quantitative research methods. Through course readings, discussion, and practical application, we examine basic designs and methods associated with quantitative research and become acquainted with descriptive and inferential statistical analyses and relevant analysis software, as well as learn how to interpret and present statistical findings. Candidates gain the skills necessary to review and critique quantitative research and to design and undertake their own quantitative research.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 2 semester hours.

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EDLL 742 Quantitative Research Methods II

Content: Practice quantitative research skills. Through reading, discussion, and four practicum workshops students will practice: (1) designing researchable quantitative questions; (2) collecting quantitative data; (3) cleaning and structuring data for analysis; (4) conducting descriptive and inferential statistical analyses; and (5) writing up results in APA style.
Prerequisites: EDLL 741B
Credits: 1 semester hour.

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EDLL 743 Qualitative Research Methods II

Content: Students practice foundational skills necessary for conducting qualitative research. Through reading, discussion, and four practicum workshops students will practice qualitative research skills: (1) collecting observation field notes; (2) developing and piloting interview and/or focus group questions; (3) collecting and managing audio and video recorded data; (4) transcribing audio and/or video data; (5) developing and using analytic coding. Students will also be introduced to the human subjects review process and complete the CITI responsible research module and the human subjects module.
Prerequisites: EDLL 741A
Credits: 1 semester hour.

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EDLL 744 Research Development and Dissemination

Content: A core element of becoming a scholar-practitioner is learning to conduct, complete and disseminate one's research. In this course candidates gain skills and practice developing and delivering research presentations and writing conference proposals. Candidates attend research presentations, develop a conference proposal, and give and get critical feedback on presentations and proposals of their original research projects in professional and community-based settings.
Prerequisites: None.
Restrictions: Admission to the EdD or consent of instructor
Credits: 2 semester hours.

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EDLL 750 Doctoral Dissertation

Content: Completion of dissertation research under the direction of the chair of the candidate's dissertation committee. Candidates must be enrolled in this course during the term in which they defend their dissertations, and must complete at least 12 semester hours of EDLL 750. Grades are deferred until the candidate has successfully defended and uploaded the final edited and approved dissertation.
Prerequisites: None.
Restrictions: Admission to EdD program. Advancement to candidacy, and successful defense of a dissertation proposal.
Credits: 1-12 semester hours.

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EDLL 780 Social Justice Leadership Retreat

Content: Leaders of school communities and agencies must be able to work effectively with individuals and groups representing diverse cultures and backgrounds; these skills are at the core of leading and serving all members of the community. This retreat will provide an opportunity to explore and learn about issues of diversity in a mutually supportive environment led by trained diversity facilitator(s). The retreat builds experientially on the academic emphasis on social justice and equity threaded through the doctoral program curriculum and leads to a practical application component during the ensuing academic year.
Prerequisites: None.
Restrictions: Admission to Ed.D. program or consent of program director.
Credits: 1-2 semester hours.

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EDLL 798 Special Studies: New or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis.
Prerequisites: None.
Credits: 1-4 semester hours.

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EDLL 799 Independent Study

Content: This course is an Independent Study course. Independent Study enables a student to pursue, in collaboration with a faculty member, an academic course not currently offered. To receive credit for Independent Study, the student consults with the faculty member before registration to define the course content, title, amount of credit, and academic evaluation. As a general rule, a graduate student may apply no more than three courses of Independent Study toward a graduate degree or licensure.
Prerequisites: None.
Restrictions: Consent of instructor and submission of application for Independent Study to academic department office.
Credits: 1-3 semester hours.

Student Affairs Administration (SAA)

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SAA 501 Foundations of Higher Education and Student Affairs

Content: This course introduces students to the history and foundational philosophies of higher education with a focus on Student Affairs as a profession. It begins with an overview of the historical development of higher education in the United States and quickly moves to examining the integration of student affairs in the governance and administrative structure of higher education and explores the diversity of roles student affairs professionals play within colleges and universities. The course also introduces students to the function of a practitioner-scholar in the context of this field and informs the class the sense of purpose and culture of student affairs with a focus on the roles held within various offices and departments. Finally, contemporary issues and trends will be explored as student affairs administrators serve as guest speakers introducing their functional areas and discussing the nature of the issues they face.
Prerequisites: None.
Restrictions: Admission to the M.A. in Student Affairs Administration program.
Credits: 3 semester hours.

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SAA 509 Equity and Social Justice in Higher Education

Content: This course introduces the attitudes, beliefs, values, skills, knowledge, and self-awareness necessary for student affairs professionals to serve diverse student populations. In contemporary higher education, diversity plays an increasingly important role in the experience of students, affecting both their full access to various aspects of the college experience and the quality of that experience. For the purposes of this course, diversity shall be defined to include: gender, class, race and ethnicity, language, nationality, sexual orientation, gender identity, age, religion or spirituality, and disability.
Prerequisites: None.
Credits: 3 semester hours.

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SAA 523 Higher Education Governance and Administration

Content: This course introduces students to governance and administrative structures in American higher education. Students will explore how changes in the demographic, legal, financial, and social landscape have impacted the ways that colleges and universities operate. Students will also become familiarized with the use of data and research as it relates to governance and administration.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 525 Higher Education Finance

Content: This three-semester hour course introduces students to financial, economic, and budgetary issues within Higher Education with particular emphasis on student affairs. Students will review the primary political, economic, and social issues influencing higher education finance; examine revenue streams and expenditure patterns; survey tuition and financial aid policies; develop the ability to examine and analyze financial information; and assess the budget as an instrument of strategic planning, resource allocation, and control. This course is grounded in literature, theories, and examples specific to higher education. The goal for this class is to provide students with the knowledge and abilities that empower them to make appropriate decisions as higher education leaders. Through assigned readings, lectures, and webcast materials, and by active course participation, including completion of assigned activities, students will have the opportunity to demonstrate their familiarity with the following topics: financing higher education; political influences; higher education revenue sources and uses; and institutional budgeting and planning.
Prerequisites: None.
Credits: 3 semester hours.

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SAA 530 Critical Pedagogies and Student Affairs

Content: This class explores the following propositions from the tradition of critical pedagogy: learning is a shared and collective process that is shaped by social structures and norms of social interaction; higher education institutions fundamentally shape the process of learning, as well as what counts as knowledge; higher education institutions can sustain and reproduce inequitable political and economic relationships; higher education institutions can also provide opportunities to resist oppression, build autonomy, and create a more just society. This class will explore the central concepts and arguments that underlay these claims, and consider their implications for student affairs practitioners who seek to create inclusive learning environments that lead to equitable educational outcomes.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 535 Legal Issues in Higher Education

Content: This course is designed to introduce students to legal issues in higher education. Issues related to the various constituents - faculty, staff, students, and administration - will be addressed. Students will also explore current legal issues facing the higher education community.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 540 Student Development Theory I

Content: Having a deep understanding of student development is necessary for anyone who wants to be successful as an administrator or instructor in higher education. You must be aware of factors that affect the development of adults and be able to work with individuals, groups, and organizations within a diverse campus community. This is essential to establishing environments conducive to the development of students from a variety of backgrounds. This course introduces students to practitioner-based student development theories within higher education. Ultimately, the understanding and application of these theoretical frameworks to your work will enable you to enhance student outcomes vis-a-vis programs, services, curricula, and pedagogical techniques.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 541 Student Development Theory II

Content: This course is designed to build upon Student Development Theory I and is considered to be second in a two-part series. Coursework will enhance students' understanding of processes of student learning, growth, and development during college. Special focus will focus on recent theories including diversity in development and the extent to which these theories are used to guide empirical research and institutional decision-making.
Prerequisites: SAA 540.
Credits: 3 semester hours.

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SAA 542 Student Development Theory

Content: As student development theory continues to evolve and has entered the "third wave" of scholarship, having an understanding of the variations of the theory is critical to serving diverse students on college campuses. This course applies a critical lens to introduce practitioner-based student development theories within higher education. Topics discussed will be informed by current issues in higher education. The main objectives for this course are: to examine theories, to explore how theories inform your praxis, and to demonstrate your intellectual understanding of systems of equity and inclusion in higher education settings.
Prerequisites: Take SAA 501 and SAA 509
Credits: 3 semester hours.

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SAA 544 Practicum

Content: Supervised, on-site, pre-designed professional experience along with campus seminars involving discussions and presentations. Students explore the essential content knowledge, leadership, collaboration, and research skills of successful educators under the supervision of experienced field and campus supervisors.
Prerequisites: None.
Restrictions: Consent of instructor and submission of application for independent practicum to department office.
Credits: 1-4 semester hours.

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SAA 550 Practicum I

Content: Practicum I provides you with an opportunity to apply what you have learned in your coursework in the authentic context of a student affairs office or related students affairs position. Central to this approach is your progress toward becoming a practitioner-scholar, a professional who can apply research and scholarship in the field to the everyday demands of a position in student affairs.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 551 Practicum II

Content: Practicum II provides you with an opportunity to apply what you have learned in your coursework in the authentic context of a student affairs office or related students affairs position. Central to this approach is your progress toward becoming a practitioner-scholar, a professional who can apply research and scholarship in the field to the everyday demands of a position in student affairs. Practicum II builds on Practicum I by focusing in more depth on a specific career role, objective, or competency.
Prerequisites: SAA 550.
Credits: 3 semester hours.

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SAA 557 Student Affairs Program Planning, Assessment, and Evaluation

Content: This course is designed to introduce students to planning, assessment, and evaluation in higher education, with a particular emphasis in student affairs. The course will focus on methodologies used to assess student learning outcomes and program evaluation. Student will also become familiar with the fundamentals of strategic planning, as well as data collection, analysis, and reporting.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 580 Proseminar in Student Affairs Administration

Content: This course is designed to prepare students in their transition from student to practitioner. The course will provide a reflection, synthesis, integration, and application of prior and concurrent coursework. The focus of the course will be on examining the student's role as a practitioner-scholar and their application of theory to practice. The course will utilize a case-study approach to addressing current as well as future issues in higher education graduates will face once they complete the program.
Prerequisites: SAA 501, SAA 509.
Credits: 3 semester hours.

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SAA 598 Special Studies: New Or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis. Prerequisites: None.
Prerequisites: None.
Credits: 1-4 semester hours.

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SAA 599 Independent Study

Content: Independent Study enables a student to pursue, in collaboration with a faculty member, an academic course not currently offered. To receive credit for independent study, the student consults with the faculty member before registration to define the course content, title, amount of credit, and academic evaluation. As a general rule, a graduate student may apply no more than three courses of independent study toward a graduate degree or licensure.
Prerequisites: None.
Restrictions: Consent of instructor and submission of application for Independent Study to academic department office.
Credits: 1-4 semester hours.

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SAA 698 Special Studies: New Or Experimental Courses

Content: In-depth study of a special topic offered by the graduate school for the first time or on a temporary basis. Prerequisites: None.
Prerequisites: None.
Credits: 1-4 semester hours.