Educational Leadership Course Descriptions

This course explores current issues with regard to organizational culture and change. Topics to be explored include how organizational culture influences such things as making staffing decisions, using data-driven professional development, understanding the barriers to organizational reform, managing and changing culture, understanding governance structures for public and private schools and other organizations, and creating principles of equity, diversity, inclusivity, and accountability as well as researching future educational visions.

This course focuses on curriculum planning, implementation, and evaluation; and meeting the needs of a diverse learning community through content, social climate, instructional strategies, and the role of the learner. Current movements in curriculum and instruction and the use of technology in the curriculum as an educational tool are studied; assessment and issues related to supervision, program evaluation, program development, implementation, staff development, and support services are considered. The course course includes hands-on as well as theoretical/analytical side of redefining curriculum; the role of staff, parents, students, and the community at large in curriculum development and planning are considered.

This course prepares future administrators with theory, knowledge, skills, and sensibilities to attract, select, and develop personnel; create policies and conditions to retain the best; and provide opportunities for their growth and advancement to enhance the quality of education for students. This course draws from the substantial literature on the management of human resources, organizational development, human relations, professional development, and other areas of study relevant to the purposes of this course.

This course explores in depth the concept of leadership for school, family, community partnerships and their respective roles in creating inclusive schools and school spaces. Starting with an examination of the role of prior schooling and lived experiences, the course asks students to critically reflect on their own “ghosts” around schooling and education. Drawing from asset-based approaches to family and community engagement grounded in critical frameworks, the content supports student understanding of how leaders can best serve families communities through deep listening and learning, developing solidarity with marginalized communities, and political clarity in this process. Student leaders in the course will gain a deep understanding of strategies and approaches for developing culturally responsive relationships with families and in developing relational approaches with the broader community.

Topics and activities in this course include gathering of comparative information and results through program evaluation; placement of results within the context for judgment, size, and worth; ways in which evaluation results can be made more credible through careful choice of the design including research and theories associated with a program; creating a systematic evaluation of a program and developing pragmatic steps to establish improvements; and the ability to read and interpret test scores. (3 units)

This course focuses on (Participatory) Action Research (PAR) which is becoming increasingly popular for social sciences disciplines. PAR, with its inherent emphasis on equalizing power relationships between the researcher and the researched, emphasizes the importance of respecting the situated knowledge of local informants. It draws from Paulo Freire’s pedagogical framework for liberatory education which seeks to help marginalized peoples to empower themselves through research and knowledge production for the purpose of political action. PAR methodology stresses the significance of working with community informants and working toward social change. Rather than being isolated in the ivory tower, university-based researchers link scholarship, praxis, and social change as essential components of their research. Knowledge and action that is of use to local communities is of primary concern in PAR research. PAR has always been conducted with the social sciences but it has been devalued and marginalized. In this class, we will familiarize ourselves with PAR literature, examine the intellectual foundations of PAR, and seek to understand how PAR can be used by graduate students, university faculty and local community members to effect social and political change.

This course examines the links between schools and the social structure—the social, economic and political factors that have shaped conditions in urban schools and communities. For instance, the socioeconomic context of urban schools provides an important examination of the role of schooling in a stratified society and provides the theoretical grounding for the course. Critical Social Theories of race/ethnicity, class, gender, and culture will be utilized as frameworks through which to explore the development and current conditions of urban communities, schools, and society. (3 Units)

 This course focuses on the role of diversity, equity, and inclusion across the K–16 educational system. The course will provide both historical and contemporary examination of how diversity, equity, and inclusion practices have evolved and shaped the U.S. educational system. Throughout the course students will explore theories of diversity, equity, and inclusion (e.g., race, ethnicity, culture, ability, etc.) to discuss the current landscape, organizational successes and shortcomings, and future needs of educational leaders to address institutional and day to day problems of practice.  

This course will provide educational leaders with an opportunity to explore learning in the contemporary, technologically enhanced world. How should the “encyclopedia in our pocket” change the content and process of teaching and learning in our classrooms? What do contemporary students need to learn, what are the ways they should learn, and how can we assess that learning in the 21st century? In this course, leaders are asked to explore and rethink their assumptions about what kids should learn in school and how we should structure everything from our classrooms, our support services, to our school day. (3 Units)

EDUC - 377 Issues in Higher Education

This hands-on and team- and project-based course offers students new ways to be intentional and collaborative when designing solutions to a wide range of challenges. Students will explore the design thinking process in multiple projects, working in diverse teams to solve real-world challenges. Key principles of design thinking include being human-centered, prototype-driven, collaborative, and mindful of the process. Topics include need finding, human factors, visualization, rapid prototyping, team dynamics, and storytelling and storyboarding, to mention just a few. This course is an invitation to rediscover your creativity and experiment with the design process in a joyful and open way. It will be an opportunity for you to enhance your skills and empower you to create innovative solutions that are meaningful and will make a difference. It will energize you to tackle challenges differently and you will experience how Design Thinking can add a new perspective to your leadership. (3 Units)

This course will provide a theoretical and empirical overview of educational issues pertinent to racially minoritized groups in the U.S.  Special emphasis will be placed on understanding the separate and intersecting effects of race, class, gender, and immigrant status on racially minoritized groups’ educational attainment and achievement. The course will also provide a critical understanding of how historical, social, political, and economic forces impact on racially minoritized groups with regard to their experience in the PreK through higher educational systems.  (3 Units)

EDUC - 391 Educational Ethics

Using a socio-emotional framework this course will help future educational leaders to understand and respond to the educational opportunity gaps that exist in public schools and how to counteract them. This course will examine the opportunity gaps in PreK-20 education for low-income Latino, Native American, and African-American students. Further, we will examine theoretical lenses, research studies, case studies, policies, and practices that promote the maintenance and reproduction of the opportunity gap as well those that seek to eliminate the opportunity gap. In particular, structural issues related to the financing of public education, resource allocations, culture and language, poverty, segregation, school choice, high stakes accountability, and teachings and learning environments will be emphasized. (3 Units)

Financial Management is an introduction to resource allocation, management, and reporting in schools and nonprofit institutions. The course focuses on the budget process, nonprofit and government accounting and finance, information technology, and property management. The course then considers school funding models, site planning, as well as reporting and other requirements. School business management is situated in the economics of the school enterprise, explores the role of innovation and entrepreneurship, and applies these concepts to the development of business models and plans.

Leaders of all organizations are increasingly asked to identify and utilize data to shape planning, decision-making, and to inform a leader's understanding of the organization, its impact, and to strategically plan for the future. Intrinsic to leading colleges and organizations is leading culture and change. In this course, students will explore how to frame questions, identify data, and to use that data to set goals and move programs, organizations, schools or colleges forward. This course will primarily serve students in higher education or other social enterprise organizations.  

This hands-on and team- and project-based course offers students new ways to be intentional and collaborative when designing solutions to a wide range of challenges. Students will explore the design thinking process in multiple projects, working in diverse teams to solve real-world challenges. Key principles of design thinking include being human-centered, prototype-driven, collaborative, and mindful of the process. Topics include need finding, human factors, visualization, rapid prototyping, team dynamics, and storytelling and storyboarding, to mention just a few. This course is an invitation to rediscover your creativity and experiment with the design process in a joyful and open way. It will be an opportunity for you to enhance your skills and empower you to create innovative solutions that are meaningful and will make a difference. It will energize you to tackle challenges differently and you will experience how Design Thinking can add a new perspective to your leadership.

This course will provide a theoretical and empirical overview of educational issues pertinent to racially minoritized groups in the U.S.  Special emphasis will be placed on understanding the separate and intersecting effects of race, class, gender, and immigrant status on racially minoritized groups’ educational attainment and achievement.  The course will also provide a critical understanding of how historical, social, political, and economic forces impact on racially minoritized groups with regard to their experience in the educational system.

Social change begins with the development and transformation of individuals. This class offers an in-depth understanding of the role of leadership in the nonprofit and social sector, including models, strategies and practices that the student can adopt and apply in their day-to-day practice of leading social impact work. The course addresses a shift in the paradigm of change leadership that recognizes that leaders are more effective when they stand within, not beyond, the system they are working to impact. Using this as a basis, the course explores theories and models of leadership and their application to one's own leadership style and ways of working with teams, organizations and communities.

Educational leaders must be able to respond and adapt to political and policy changes. This course will examine a variety of policies impacting the educational system. Students will consider the tensions in policy implementation and outcomes.

This course provides an introduction to theories of student development and the application of said theories to student affairs practice and understanding of U.S. college student experiences and outcome.

This course focuses on the role of gender and sexuality across the K–16 educational system. The course will provide both historical and contemporary examination of gender and sexuality as social constructs that often operate to shape students' experiences in the U.S. educational system. Throughout the course students will explore theories of gender and sexuality (e.g. critical feminism, decoloniality, relational privilege, transgender theories) to discuss the current landscape, organizational successes and shortcomings, and current push back from social conservatives. The unapologetic commitment of social justice leaders to create spaces of inclusion, belonging, and affirmation in schooling spaces is warranted, and ongoing. This course will bridge personal reflection, clear analysis, and develop academic positionally to approach critical assessment of policies, processes, and protocols in education, that continue to uphold various forms of institutional oppression. Most importantly, this course will model pedagogical approaches for educators and school leaders to implement with the intent to create equitable spaces towards holistic inclusion.

This course presents a theoretical and empirical overview of Chicanx/Latinx educational issues in the U.S.  The course will examine the fundamental theories, concepts, methods, and data used in the multidisciplinary study of Chicanx/Latinx in the U.S. Special emphasis will be placed on utilizing a critical race theoretical analysis and understanding the intersecting effects of race, gender, class, and immigrant status on Chicanx/Latinx educational attainment and achievement. The course will also provide a critical understanding of how historical, social, political, economic, and spatial forces impact on the Chicanx/Latinx educational experience along the PK-PhD pipeline. Students will examine the relationship between family, school, community, and workplace within a Chicanx/Latinx context

Foundational course offering a history and overview of US higher education and changing purpose and mission of higher education. Students will examine persistent tensions and questions in higher education (private vs. public value; access vs. elitism; liberal arts vs. professional preparation) and the ways these ideas are playing out in current higher education institutions -- including community colleges, public and private 4-year institutions.

This course will explore the social, cultural, economic, pedagogical, and psychological experiences of race and ethnicity in k‐12 schools and university classrooms. We will focus on: (1) developing a deeper understanding of the ways race and ethnicity shape students’ educational experiences, (2) why even well‐meaning educational reforms often fail to adequately address racial and ethnic inequity in education, and (3) explore effective efforts to better address the needs of students of color and their families across the educational pipeline.

This course explores the history, functions, and importance of student affairs (SA) leadership across the higher education landscape. Particular emphasis will be paid to student affairs issues, financing, precarity, and transition challenges. This seminar will provide an overview of the foundation and the delivery of student services, introduce core legislation, compliance, and student rights in post-secondary education. We will survey the evolution of student affairs, with particular focus on how colleges evolve to address their long histories of exclusion. Students enrolled in this course will learn how the role of theoretical frameworks, research and assessment contribute to Student Affairs and have an impact on student development and educational outcomes. Together we will create a space for critical self-reflection on our own journey as educational leaders while wrestling with contemporary issues in higher education.

No matter where you are going in the future, you will likely participate in groups and organizations that will consistently ask or expect you to lead. The best leader is authentic, has integrity, is self- and other-aware, and acts with this awareness firmly in mind. Good leaders act mindfully with respect for the people and world around them. This course explores your development as a mindful leader today—and tomorrow—focusing inward and outward, reflecting on where you have come from and where you are going, what type of world you want to live in, what your relationships with others are like, and how you can be an effective leader. We will engage this topic through active class involvement with mindfulness practices, numerous written assignments, lots of “good conversation” in which you raise issues important to you, and many in-class activities and exercises, and exploration of the leadership of people known to you and whom you admire in the world.

Aspects of popular culture function as cultural texts that depict real-life experiences and practices that carry meaning and significance about particular functions, issues, and phenomena in society. Education can be understood through their representation in cultural texts (e.g., television, movies, etc.). These may be texts of the institution’s own creation (e.g., brochures, websites, promotional videos, social media), or television shows and films (Reynolds, 2014). Films and television shows can be leveraged by educators to understand the everyday challenges of our students, educational systems, and society as a whole. In this class, we will use media to answer questions like: What education issues are covered and why? What is included and what is left out, and who is left out in the telling of the story? How are notions of race, class, gender, sexuality, ability, etc., touched on and addressed? What can educational leaders take away from a more robust analysis of educational issues and cases?  

This course will explore leadership using an intersectional lens grounded in Black and feminist perspectives. We will draw from the narratives of Black and women leaders in various types of organizations. The course will survey local and national Black and women leaders in education and learn different approaches and challenges of leadership. We will also explore current events in leadership and students will begin building their own personal models of leadership.

This course focuses on the development and history of American colleges and universities. We will explore the origin of higher education in the U.S., the historical natures of various institutional types, the historical inclusion and exclusion of people of diverse backgrounds, and how the historical context of higher education is relevant to contemporary higher education and emergent professional practice.

Immigrant-origin students comprise a large portion of students in PK-12 and higher education. This course will provide a historical and contemporary examination of immigrant-origin students' experiences across educational systems.

This course seeks to enhance students' knowledge about urban schools by providing them with a broad overview of urban education, as a field of inquiry. To that end, the course explores three key issues:

1) The social and economic contexts of urban schools;

2) The social, economic, and political oppression of (mostly Black and Brown) students in urban spaces experience;

3) the challenges of urban school reform.

Understanding the history and context of social impact innovation provides context for future action. In this course, you will examine the history and heritage of social change in a global context and will analyze social issues to find points of leverage to participate in change-making and determine where you might choose to engage. You will also research, analyze, and synthesize philosophies of social change, leadership styles and competencies, and articulate your own. By the end of the course, you will better understand where you fit into the landscape of social change and consider the ways in which you will engage

 This introductory course prepares doctoral students for success in the program, focusing on balance and cohort identity building, communities of practice, leadership and innovation, action research, and leadership within complex organization systems

 Mission and values-driven organizations require servant leaders with a deep understanding of the community the organization is serving and a theory of action that articulates what change is envisioned and how to facilitate change. Grounded in Jesuit values of accompaniment -- accompanying others in their suffering -- students begin to articulate a collaborative and visionary model of leadership to support communities as part of community. Students will explore leadership frameworks that support this work. Students will also learn tools and strategies for better understanding and develop a theory of action for having an impact on the social problems the organization seeks to address.

This course is organized around the concept of education as a moral enterprise and of the role of educational leadership in modern society, and provides students with opportunities to examine their own values, beliefs, and attitudes in relationship to their leadership responsibilities and practice. Emphasis is given to the exercise of leadership in the service of the school community. Presents various ethical frameworks and perspectives on ethics, including the importance of ethical principles in decision making.

Leaders of mission- and values-driven service organizations need to think about how to keep the money coming in: Will it be through fundraising, building a business model that allows for subscription income, or something else? Key concepts of fundraising approaches, the pros and cons of the “angel” investor, and ensuring that finances move your organization forward rather than holding it back.

This one-credit course will focus on examining what and how values help to shape and enhance leadership, and will provide opportunities for students to reflect the values that drive them when their decisions will impact multiple stakeholders.  This class is organized as a workshop.  How do we lead with our values? How do we respect the values of others in a diverse organization? How do we design organizations that help ourselves and others act in line with our values? Through exercises, discussions, and personal reflection participants will clarify their own values and discover the diversity of viewpoints among their classmates.

 This first course in the research methods sequence supports students in the framing of an actionable research question for their investigation. These questions primarily focus on “What do you want to learn?”  “How do you want to learn it?” Students expand their researcher “tool kits” through action research methods of inquiry

The second course in the research methods sequence focuses on the formalizing of a research project. What do we already know? Using existing literature to define and refine a meaningful question and defining how to collect data to answer that question. At the   completion of this course students will have completed an initial review of the literature on their topic of choice.  

This is the third and final course in the social inquiry methods sequence, focusing on research design and implementation. Throughout the quarter we will explore a variety of methodological approaches to help you align your research questions (EDUC 431) and literature review (EDUC 432) to your dissertation study. As such, we will begin by revisiting your first two chapters with an eye towards methods. We will then identify the appropriate methods for your study, keeping in mind the research site/context, researcher positionality, potential participants, ethical issues, and data analysis. The course will conclude with a working draft of your dissertation methods chapter.

The overriding work of this course is to both introduce the elements of a dissertation proposal and work to write our own strong drafts.  We will examine the importance of varied aspects of proposal design. These elements include the development of the research question and problem statement, a review of relevant literature and a connection of that body of work to the research focus, formulation of conceptual and theoretical frameworks, a description and justification of research methods, and a consideration of ethical research practices. We will learn about these elements in the context of crafting our own dissertation proposals.

This course supports student learning by helping them in incorporating and refining materials from the prior course and finalizing the dissertation proposal. This course is structured primarily to scaffold the work of getting your dissertation proposal written. As such, there will be two important aspects to your participation. One is your engagement with your own writing. Specific draft pieces of the proposal are due throughout the quarter. At each class meeting you will be asked to communicate your specific place in the writing process (along with, of course, your struggles and questions). The second part of your engagement entails your collaborative commitment to your colleagues. Each class will be a combination of whole group instruction on dissertation proposal elements as well as small group collaboration that is structured to provide constructive critique and moral support throughout the writing process.   Students during this course will defend their Dissertation Proposal  and complete an Institutional Review Board application to be authorized to conduct research.

Independent study in which a student nested within a small group, under the supervision of a faculty member, conducts research that is expected to lead to a specific project such as a dissertation, report, or publication. Assignments might include data collection, experimental work, data analysis, or preparation of a manuscript. The Communities of Inquiry meet during the 2nd and 3rd years and serve as thematic seminars and advisement support communities as students advance toward the dissertation while helping to build a collaborative culture of accountability and support. The dissertation committee chair is a faculty member assigned by the college.

In the second course of Communities of Inquiry sequence you will write your data findings and develop implications based on your research. Having developed an outline of chapter 4 in the first Community of Inquiry course, throughout the quarter you will write a narrative of your findings. You will utilize your data to support your claims and take the steps necessary to ensure your claims are credible and trustworthy. Having completed this process, you will return to the literature to determine how your findings connect to existing research and to identify implications. The primary goal of this course is to WRITE! By the end of this quarter you will have a full draft of chapter 4 and an outline of your discussion and implications of chapter 5. To do so, we will set benchmarks throughout this quarter. This will also require frequent communication with your dissertation chair. Class time will be utilized to discuss the writing of findings as well as individual and small group workshop time.

The third Communities of Inquiry course places an emphasis on extracting meaning from the research findings. As educational leaders in positions of power across a variety of organizations, there is a considerable emphasis on the implications of the research findings. Students are asked to reflect on strengths and weaknesses of this project and how it can inform action at their school, organizational, or community based sites. Students are also encouraged to devote extensive time to the writing of the various dissertation findings chapters.

Dissertation research hours are taken during the third, and final year of the program. The courses consist of supervised research focused on the preparation of the dissertation, including literature review, research, data collection and analysis, and writing. Students work closely with their dissertation chair, as well as the second member and external member of the committee. The Dissertation ends with an oral presentation of the final dissertation and after making final edits and revisions to the written dissertation document. A minimum of 9 units, or 3 units each quarter in students’ final year, is required. Students may enroll for additional quarters if the dissertation is not completed.

This course prepares future administrators with theory, knowledge, skills, and sensibilities to attract, select, and develop personnel; create policies and conditions to retain the best; and provide opportunities for their growth and advancement to enhance the quality of education for students. This course draws from the substantial literature on the management of human resources, organizational development, human relations, professional development, and other areas of study relevant to the purposes of this course.

The primary focus of this course is on supporting educational leaders defining and refining the difference in education or in other endeavors that they wish to make. A special emphasis is placed on helping them plan for professional growth and long term impact. This course supports educational leaders craft and develop their Leadership vision statement.

Your budget is your vision. Students learn to read, understand, develop and manage budgets and to ensure budgets represent their priorities. Ensuring funds are used appropriately and following legal requirements for fund management, use, and reporting in social-impact organizations.