THE UNIVERSITY OF ALABAMA GRADUATE CATALOG
Table of Contents > College of Education > Courses

10.6.1 DEPARTMENT OF EDUCATIONAL LEADERSHIP, POLICY, AND TECHNOLOGY STUDIES COURSES

Course Descriptions (CAT)

CAT 520 Computer Graphics Education. Three hours.
Prerequisite: CAT 531 or CAT 532.
Application course dealing with the use of graphics in learning, including implications for designing materials for education and training applications. Core of course is student's individual product development and research.

CAT 531 Computer-Based Instructional Technologies. Three hours.
An introductory course for teacher educators in the fundamentals of computer applications for educational use. It covers historical and social contexts of computer development, fundamentals in computer systems, Macintosh and DOS, configuring hardware, and the use of word-processing, database, and spreadsheet software applications for personal productivity and educational uses.

CAT 532 Current and Emerging Instructional Technologies. Three hours.
Prerequisite: CAT 531.
The course focuses on the educational applications of emerging chronologies, including Internet, fax, bulletin boards, voice mail, and networks. Students will use electronic mail and transfer files through Internet. Production skills are required in desktop publishing and use of graphics, including draw and paint programs and animation. A significant part of the course concerns production in hypermedia software. Also, students will engage in the uses of telecommunications other than computer, such as one-way interactive satellite class, two-way video phone course sequence transmission, and two-way IITS instructional event.

CAT 533 Curriculum Integration of Technology. Three hours.
Prerequisite: CAT 532.
This course is a culminating course that will involve the production of technological pieces and uses of existing technologies for the development of learning activities appropriate for the student's grade level and subject matter.

CAT 534 Issues and Trends in Educational Technology. Three hours.
Study of current issues and trends affecting educational computing. Examines emerging technologies; legal, social, and ethical issues affecting technology; technology funding and grants; technology planning; professional development; and multicultural issues.

CAT 589 Practicum Research Educational Computer Technology. Three hours.
Prerequisites: CAT 531, and either CAT 532 or CAT 533.
Students pursue individual research in educational computer technology; they are required to implement, analyze, and report findings in APA format.

 

 

Course Descriptions (AEL)
 

AEL 500 Intro Educ Organ & Admin. Three hours.

An analysis of the general concepts and issues of organization, administration, and leadership in education.

 

AEL 505 The Educational Leader. Three hours.

An exploration of the relationship between leadership theory and the roles, functions, and tasks of school leaders. Emphasis on developing competencies required for leadership in the N–12 educational setting.

 

AEL 510 Prin Curriculum Instruct. Three hours.

An examination of foundations, principles, and concepts inherent in the field of curriculum. Focuses on knowledge of and understanding about learning, and methods and strategies for program planning, design, implementation, and evaluation. The fit between the needs of the learner, a planned program of instruction, and an implemented program of instruction is examined critically.


AEL 520 Leadership for Communities and Stakeholders. Three hours.

Prerequisite: admission to MA degree program in Instructional Leadership.
A study of individual and group leadership skills for purposes of addressing issues that impact student learning, engaging families in decisions at the school and district levels, and building community support for schools.

 

AEL 521 Leadership for Continuous Improvement. Three hours.

Prerequisite: admission to MA degree program in Instructional Leadership.
This course is designed to prepare prospective educational administrators for grades P-12 to provide the instructional leadership for continuous improvement of schools. The course focuses on knowledge and understanding about learning, methods, and strategies for program planning, design, implementation, and evaluation. The fit among the needs of the learner, a planned program of instruction, and an implemented program of instruction is examined critically.

AEL 522 Leadership for Teaching and Learning. Three hours.

Prerequisites: admission to MA degree program in Instructional Leadership and AEL 521.
The course places emphasis on developing the school leader’s knowledge of teaching and learning, and her/his abilities to lead, coach, participate in, and enhance teacher dialogue about student learning. It includes study of newer research on learning (i.e., constructivist learning theory), leadership for collaborative learning communities, and study of strategies that teachers can use to ensure that all students learn, as well as use of lesson and test data to diagnose, plan and design targeted learning activities for individual and groups of students.

AEL 523 Human Resource Development.  Three hours.

Prerequisites: admission to MA degree program in Instructional Leadership, AEL 521 and AEL 522
A comprehensive study of the basic concepts of effective supervision, including supervisory roles and functions, communicative interaction, and formative and summative strategies for improving instruction. Focuses on practical application of approaches to, organization of, and techniques of supervision for use with individuals and groups to facilitate continued professional development and contribution to the educational enterprise. Graduate standing required.

 

AEL 524 Ethics and Law.  Three hours.

Prerequisite: admission to MA degree program in Instructional Leadership.

A study of ethics and law as it relates to the educational leader’s role as the “first citizen” of the school/district community. Emphasis is on the development of effective instructional leaders who demonstrate honesty, integrity, and fairness to guide school policies and practices consistent with current legal and ethical standards for professional educators.

AEL 525 Management of Learning Organizations. Three hours.

Prerequisite: admission to MA degree program in Instructional Leadership
This course is a study of the theories, principles, and practices of managing an educational organization. Emphasis will be on the practical management of the local school.

AEL 526 Data-Informed Decision-Making. Three hours.
Prerequisite: admission to MA degree program in Instructional Leadership

AEL 526 is a course that uses school-based data as a vehicle to illustrate the applicability of decision-making models in the resolution of school problems.

AEL 527 Internship in Instructional Leadership. One and a half hours.
Prerequisite: admission to MA degree program in Instructional Leadership

The course is designed to apply theory, knowledge, and skills in meaningful and practical experiences in actual school settings. A residency of uninterrupted service of no less than ten consecutive full days with students present is required.

AEL 552 Found Instruct Supervision. Three hours.

AEL 600 Introduction to Educational Law. Three hours.
An introduction to how legal methods and kinds of laws, such as torts, contracts, agency, equity, and constitutional law, apply to educational situations. Students will be exposed to research and will be tested on state and federal statutes, state and federal administrative law, and case law.

AEL 602 Educational Leadership and School Restructuring. Three hours.
Prerequisites: permission of instructor
An inquiry into identification, analysis, and application of leadership theories and interpersonal dynamics and the relationship of leadership theories to other disciplines. Implications of these for school restructuring and change for the improvement of instruction are emphasized.

AEL 605 Internship in Educational Leadership. Three hours.
The application of theory, knowledge, and skills in authentic educational settings. Students are required to complete two consecutive semesters of internship for a total of 6 hours of credit.

AEL 608 Educational Finance: Theory and Practice. Three hours.
A study of litigation, legislation, and implementation of public-school finance programs in the 50 states. Concentrates on four aspects of equity: resource equity, input equity, output equity, and tax equity.

AEL 610 Personnel Administration: Theory and Practice. Three hours.
A comprehensive analysis of personnel functions in educational administration, including dimensions of personnel needs, fulfillment of those needs, and the maintenance and improvement of personnel services.

AEL 611 Superintendency and the Leadership Team. Three hours.
An inquiry—utilizing the perspectives of effective delegation and participation—into the nature of the superintendency and the development of a leadership team.

AEL 612 Instructional Supervision and Mentoring: Theory and Practice. Three hours. Prerequisite: AEL 523 or permission of the instructor.
A comprehensive critical examination of advanced philosophy, theory, and research of instructional supervision, including an interdisciplinary focus on forces impinging upon instruction. Implications of these findings for individual and group development and the improvement of instruction and the instructional environment are emphasized.

AEL 616 Operational and Strategic Planning: Theory and Practice. Three hours.
A focus on the major strategies and tactics of long-term and short-term planning for education and other organizations. Integration of various planning functions is stressed. The course includes 6 hours of field experience.

AEL 618 Advanced Educational Law. Three hours.
Prerequisite: AEL 524 or permission of the instructor.
Emphasizes original legal research by the student. After reviewing general principles of educational law, each student selects a topic for intense research. With the instructor's assistance, each student will prepare a publishable article on some area of educational law. Proper use of legal notations, forms, and research methods is stressed.

AEL 619 Politics of Education. Three hours.
Prerequisite: Advanced graduate standing.
Study of politics as it relates to educational decision making, with emphasis on political theory, history of politics in education, and the legislative process. Offered once during the academic year.

AEL 620 Curriculum: Theory and Practice. Three hours.
Prerequisite: AEL 521 or permission of the instructor.
Presents a synoptic overview of historical and contemporary discourses necessary to understand curriculum as a synergetic field of study and an area of professional practice. Emphasis is placed on the contributions of individual scholars and the 1970s shift in the field from traditionalist to reconceptualist perspectives. Applications to practice are explored.

AEL 622 Staff Development. Three hours.

Prerequisite: AEL 612.

A study of principles and techniques for the continued professional development of individuals and groups who are responsible for establishing learning environments. The course is designed for those in instructional leadership positions who are responsible for the development, implementation, and evaluation of staff development (in-service) programs, including conferences, workshops, single sessions, and comprehensive programs.

 

AEL 624 Practicum in Educational Leadership. Three hours. 
Prerequisite: Completion of all AEL required courses.
Directed opportunities to use educational leadership knowledge and skills to design projects and solve problems. Students develop a field-based project that includes the identification and analysis of a local school or district problem and the implementation and evaluation of a solution to the identified problem.

 

AEL 630 School-Community Partnerships. Three hours.

This advanced course examines basic principles, strategies, and components of school and community partnerships and the obstacles to forging effective and successful partnerships from a solid theoretical foundation in community sociology and its relationship to school reform. In addition, it analyzes how social and cultural differences impact the ways in which business, schools, families/parents, and communities interact, relate, and conflict.

 

AEL 631 Strategic Leadership. Three hours.

Application of leadership theories to district level leadership practice, with an emphasis on strategies and tactics for planning. Includes field experience.

Prerequisites: Class A principal certificate and/or instructor permission 

 

AEL 632 Leading Learning Through the Curriculum. Three hours.

This course emphasizes knowledge, skills, and understandings about curriculum discourses, and assumptions underlying historical, social, and contemporary thought, practice and research applying to curriculum leadership.

Prerequisites: Class A principal certification and AEL 521 or equivalent

 

AEL 633 Leading Adult Learners. Three hours.

Emphasis is on advanced study of leading learning communities, developing adult learners, and strategies for teachers to ensure all students learn.

Prerequisites: Class A principal certification and AEL 522, AEL 631, and/or instructor permission

 

AEL 634 Develop. & Supervision of HR. Three hours.

Analysis of personnel functions, emphasizing philosophy, theory, skills, and research on professional development for adult learners in professional learning communities.

Prerequisites: Class A principal certification and AEL 523, AEL 632, and/or instructor permission.

 

AEL 635 Ethical and Legal Issues. Three hours.

Advanced ethics and law for school administrators with emphasis on relationships between these and policy for school leaders.

Prerequisites: Class A principal certification and/or instructor permission

 

AEL 636 School Finance and Financial Mgmt. Three hours.
This course provides an overview of school and school system business management and related technologies.

Prerequisites: Class A principal certification and/or instructor permission

AEL 637 Leadership and Social Systems. Three hours.

A study of the interplay between leader behavior and schools from social systems theory and practical implications for improving instruction.

Prerequisites: Class A principal certification and/or instructor permission

 

AEL 638 Solving Problems of Practice. Three hours.

Directed opportunities to use educational leadership knowledge and skills to design field-based projects and evaluate solutions.

Prerequisites: Class A principal certification and/or instructor permission

 

AEL 645 Int Comm & Collaboration. Three hours.

Study of research, literature, theory, and skills involved in interpersonal communications, conflict resolution, and collaboration within school settings. Prepares leaders to work in collaborative teams.

Prerequisites: Graduate status in ELPTS or permission


AEL 649 Advanced Research. Variable credit.
Directed research activities related to educational leadership topics. Enrollment is subject to program regulations and permission of the student's program committee. Credit is based on the nature and degree of student involvement.

AEL 650 Organizational Theory. Three hours (core course for PhD/EdD in educational administration).
An exploration of the relationship among concepts, generalizations, and theoretical models found in the behavioral and social sciences. The application of these to administrative practice in educational settings is addressed.

AEL 655 Human Resource Development: Theory and Practice. Three hours.
Prerequisite: AEL 610 or permission of the instructor.
An analysis of the major functions involved in administering a staff personnel program. Stresses the interrelationship of functions and focuses on the administrative level and the organizational development/human resource development relationship.

AEL 661 Major Issues and Trends. Three hours.
An advanced analysis of current issues and trends impacting educational organizations and the leaders of those organizations.

AEL 664 The Dynamics of Change. Three hours.
Components of change will be identified and theories of social and personal dynamics will be adapted and applied to planned programs of change in education.

AEL 667 Multicultural and Social Education for Leadership Personnel. Three hours.
An advanced inquiry into contemporary social and cultural dimensions of education and their relationships to leadership. Includes issues of diversity, gender, ethnicity, pluralism, and equality.

AEL 669 Curriculum and the Study of Schooling. Three hours.
An inquiry into the curriculum of schooling. Critical analysis of the relationship of curricular decision making to social and political systems and other school context variables is emphasized. Application is made to contemporary issues and problems in school leadership and restructuring.

AEL 671 Survey of Instructional Supervision. Three hours.
Prerequisite: AEL 612 or permission of the instructor.
A critical examination, interpretation, and evaluation of significant current and classical writings in the field of instructional supervision with particular emphasis on research findings, the emergence of instructional trends and issues across the literature, and applications for effective leadership of instructional supervision.

 

AEL 675 Adv. Org. Theory. Three hours.

This is a course in organizational theory that continues the work begun in AEL 650. The course presents current theoretical perspectives and develops skills in reading research literature and framing dissertation problems.


AEL 681 Ethics and Education. Three hours.
Doctoral core course. An exploration and examination of traditional and contemporary ethical issues confronting educational leaders, managers, and teachers at all levels of the educational process. Emphasis on an interdisciplinary approach to foundations in ethical theory and establishing a conceptual framework for the resolution of moral and ethical questions prevalent across the education spectrum.

AEL 682 Leadership and Organizations: Theory and Applications. Three hours (core course for PhD/EdD in educational administration).
Prerequisite: AEL 602 or permission of the instructor.
An examination of historical and contemporary theories, models, concepts, and practices for effective and efficient approaches to leadership within organizations and how these apply to educational settings.

AEL 683 Contemporary Political and Economic Issues in Education. Three hours (core course for PhD/EdD in educational administration).
An exploration of contemporary economic and political dimensions of education and their relationships to leadership. Includes issues related to issues of democracy, governance, power, equity, and choice.

AEL 695 Seminar in Curriculum Leadership. Three hours.
An advanced seminar for students to explore, discuss, and interpret contemporary curriculum practice and research. Provides students with opportunities for critical inquiry into an area of specialized need and interest.

AEL 697 Seminar in Instructional Leadership. Three hours.
An advanced seminar for students to explore, discuss, and interpret contemporary curriculum practice and research in instructional leadership. Provides students with opportunities for critical inquiry into an area of specialized need and interest.

AEL 699 Dissertation Research. Variable credit.
Twelve semester hours (EdD) or 24 semester hours (PhD) required. Directed dissertation research in the area of educational leadership. Student must maintain continuous enrollment for a minimum of 3 semester hours per semester until the dissertation is completed. Enrollment is subject to program regulations and permission of the student's dissertation committee.
 

 

Course Descriptions (AHE)

AHE 500 Perspectives on Higher Education Administration. Three hours.
How higher education has been shaped by the major trends in American society, how it has contributed to the development of this country, and what may be expected of higher education in the future. Higher education is also viewed in institutional and conceptual forms from the perspective of students, faculty, and administrators.
 

AHE 507 Student Development Theory I. Three hours.

Introduction to the theoretical basis for the delivery of services through organizational student development, and a study of the research basis for student development.


AHE 510 The Community and Junior College. Three hours.
An overview of the development, format, issues, and purposes of the contemporary community and junior college.

AHE 520 The Student in Higher Education. Three hours.
A survey of the needs, characteristics, and cultures of the American college student within various types of higher education institutions.

 

AHE 521 Student Affairs.  Three hours.

An overview of the organization, personnel, and practices of student affairs and related higher education functions in U.S. colleges and universities. The course is designed to increase student understanding of how student services, student activities, and student development tasks are organized, administered, and assessed. Students will explore the main issues, roles, constituencies and expectations affecting individual professionals as well as the profession as a whole.

AHE 530 Law in Higher Education. Three hours.
Investigates and explicates the structure and background of law and equity in higher education, with emphasis on how statutory law, administrative law, and case law respond to and affect faculty, students, administrators, and trustees. Constitutional law, contracts, torts, the law of private associations, civil rights statutes, executive orders, injunctions, specific performance, corporate and partnership law, law of agency, and laws on liability are studied as they apply to higher education.

AHE 540 Organization and Administration of Higher Education. Three hours.
Overview of the organization, administrative roles and positions, administrative process, and administrator relationships within various institutions of higher learning.

 

AHE 548 Leadership in Higher Education. Three hours.
Overview of the theory, practice, and issues related to leadership in American Higher Education.

AHE 550 Finance and Business Affairs in Higher Education. Three hours.
An overview of the budgeting processes, sources of revenue, types of expenditures, and issues and innovations in financing various types of contemporary institutions of higher education. Also a survey of the various business and planning operations vital to the operation of colleges and universities.

AHE 560 Comparative Higher Education. Three hours.
This course is designed to provide a cross-cultural perspective on issues related to higher education throughout the world. The course will focus on topics such as reform, students and student activism, internal and external governance of universities, unions, and the academic profession in key world regions.

 

AHE 561 Case Studies in Higher Education. Three hours.

This course is designed to enhance an understanding of decision making in higher education. Based on case studies, students will analyze, propose policies, generate action plans and implementation procedures, and assess the potential consequences of their administrative decisions. 


AHE 590 Independent Study in Higher Education. Three hours.
Prerequisite: Permission of the instructor.
Directed independent study in the literature of higher education, designed for the student seeking a minor or pursuing master's work in the program in higher education (AHE).

AHE 591 Seminar in Higher Education. Three hours.
A topical seminar on a current issue or problem in higher or postsecondary education. On occasion, the seminar involves travel or on-site visitations to institutions or oversight bodies.

AHE 592 Internship in Higher Education. Three hours.

Prerequisite: Admitted to the Higher Education Program

The application of theory, knowledge, and skills in authentic educational settings. Students are required to complete one semester of internship for a total of three hours credit.

AHE 593 Student Affairs Capstone Seminar. Three hours.

The Student Affairs Capstone Seminar will be the final course for students in the Higher Education Master’s Program. The course focuses on leadership and organizational change in student affairs in postsecondary education.

 

AHE 599 Thesis Research. Three to six hours.
Directed thesis research.

AHE 601 Professional Seminar in Higher Education. Three hours.
This course is designed for students newly admitted to the doctoral program in higher education administration. As such, the seminar concentrates on issues and concerns that arise as part of the doctoral experience. Course activities and experiences may vary according to the professional experience and academic background of course participants.

AHE 602 Problems in Higher Education. Three hours.
Seminar studying the current issues and trends related to higher education.

AHE 603 College and University Teaching. Three hours.
An intensive graduate seminar that provides an overview of the issues, principles, and practices associated with effective college teaching. Topics include learning and diversity; teaching models and strategies; teacher and student behaviors and learning outcomes; and instructional improvement strategies.

AHE 607 Student Development Theory II. Three hours. Provides a comprehensive study of student growth and development during the college years. The course is designed to address professionals in student affairs and higher education administration.

AHE 610 Academic Cultures and Learning in Academe. Three hours.
An intensive examination of the student, faculty, and administrative cultures in higher education environments. The impact of various internal and external factors on institutional culture and behavior will also be studied, particularly as they relate to teaching, learning, research, and service.

AHE 621 Power, Politics, and Change in Higher Education Systems. Three hours.
A study of higher education institutions as complex organizations within a framework of local, state, and federal domains. Attention is focused on the institution as a dynamic political entity that continually undergoes change. State-level coordination and systems behavior are also examined.
 

AHE 625 Community College Leadership. Three hours.

This course provides an overview of issues pertaining to leadership in American community colleges.

 

AHE 640 Organizational Change in Higher Education. Three hours.

Colleges and universities face tremendous challenges; the need for change—and for change agents—has never been greater. This course examines organizational change both theoretically and practically in higher education.

 

AHE 641 Personnel and Human Resource Management in Higher Education. Three hours.

Need for and types of personnel; recruitment, advancement, and security of personnel; salaries, wages, and benefits; and problems peculiar to college personnel.

AHE 642 Institutional Research and Assessment in Higher Education. Three hours.
An overview of the institutional research and analysis techniques utilized in contemporary higher education. The course is configured for those with an interest in conducting institutional research and/or working in offices of institutional research on the campus, system, and/or state level.

AHE 643 Grant Writing and Contract Management. Three hours.
Prerequisite: AHE 630 or permission of the instructor.
An introduction to the legal principles of contracts and grants in higher education, including how to identify funding sources, make the proposal, and manage the project. Statutory, administrative, and case law will be studied as they relate to making the proposal and managing the project.

AHE 644 Academic Program Development and Evaluation in Higher Education. Three hours.
Design and management of academic programs; study of institutional structures for academic affairs; practice in program review for instructional improvement; and overview of graduate programs (general and liberal education, as well as occupational and professional education).

AHE 670 Higher Education Policy. Three hours.

This course will introduce students to the essential elements of higher education policy and finance. Students will examine the main financing options of colleges and universities, college costs and pricing, financial aid policy, and emerging policy issues. 

 

AHE 680 Reading Research in Higher Education. Three hours.

The purpose of this course is to provide students with skills that enable them to understand and synthesize current research in higher education.

 

AHE 688 Mentored Teaching. Three hours.

This course provides students with a mentored experiential learning opportunity to develop competency and mastery in course construction and delivery in the higher education environment. 

 

AHE 689 Mentored Research. Three hours.

This course provides students with a mentored experiential learning opportunity to develop competency and mastery in research and analytical skills. To be taken at or near the end of student’s research requirements. (To be taken at or near the end of student’s research requirements.)

 

AHE 690 Directed Doctoral Study in Higher Education. Two to six hours.
Prerequisites: Permission of the instructor and prior approval of study topic.
Directed individual study and analysis of a problem confronting higher education. Note: Frequently, special one-time-only seminars focusing on a particular aspect of higher education are offered by program faculty under this course number.

AHE 699 Dissertation Research. Three to twelve hours.
Directed dissertation research in the field of higher education. Enrollment is subject to program regulations and permission of the student's dissertation committee chairperson. Also offered in summer school.

 

 

Course Descriptions (AIL)

AIL 600 Integration of Technology in Education and Training. Three hours.
An examination of advanced applications of current and emerging instructional technological applications in a variety of settings and in the context of various fields of study and job environments. Technologies and applications addressed in current course include computers, the Internet, presentation media, and multimedia. Cognitive, product, and skill competencies are included. Cognitive competencies are integrated into product and skills evaluations. Products are required to reflect some competencies, while skills competencies are either observed directly or inferred from the products.
 
AIL 601 Theories of Learning Applied to Technological Instruction. Three hours.
Advanced theory and applications of educational technology. Including the effects of technology on thinking and learning, and the effects of technology in problem solving and other higher-level thinking skills, the course examines current research on computerized learning (CAI, simulation, and tutorials) and other relevant topics such as virtual reality, games and gaming theory, hypertext (design and comprehension), presentation software, groupware for cooperative learning, and telecommunications (distant and/or distributed learning).

AIL 602 Electronic Instructional Design. Three hours.
Designed to develop basic knowledge and skills for electronic instructional design—analysis, design, production, evaluation, and revision—for specific electronic projects.

AIL 603 Telecommunications and Networking. Three hours.
Designed to explore design, layout, and installation of local and wide area networks. Addresses topologies, ethernet standards, physical layer, network operating software, data-link layer, file server, network cards, hubs, peripherals, routers, and other network operations.

AIL 604 Distance Technologies. Three hours.
Prepares students with knowledge and skills in methods of distance education, which incorporates telecommunications and computer technology to instruct students at remote locations or to serve as an adjunct to classroom instruction. The technology used includes telephony, cable television, satellite communications, videocassettes, videoconferencing, computer-mediated instruction, and/or online computer communication via the Internet.

AIL 605 Interactive Multimedia Process. Three hours.
Prepares students with knowledge and skills in modeling, simulation, testing, or analysis or training in real-world contexts using interactive multimedia processes.

AIL 606 Software Technology. Three hours.
Intended for students who have had some prior programming experience; otherwise, students will need to develop competencies prior to taking this course. Issues include matching the capabilities of the medium to the intellectual structure of the subject, who directs the interaction between human and computer; the size of the intellectual field; and pedagogical concerns in choosing the operations of a software environment. Students are expected to design and complete a project at the end of the course.

 

AIL 607 Readings in Instruct. Tech. Three hours.

This course is designed to aid students in understanding and synthesizing research and developing theoretical approaches to the study of instructional technology.

Prerequisites: Admission to the Graduate School

 

AIL 630 Technology Management. Three hours.

This course introduces learners to theories and models for managing technology as an instrument of change and performance improvement in schools and organizations.

 

AIL 631 Administrative Technology. Three hours.

This course introduces learners to the primary administrative technologies available for administrators and the critical technology issues educational and organizational leaders face.

 

AIL 689 Practicum Instructional Tech. Three to six hours.

Students pursue research in the Instructional Technology program. They are required to develop, implement, and analyze research; and report findings in APA format.

 

AIL 690 Sem Instructional Technology. Three hours.

Provides a critical analysis of technology, focusing on the ways (positive and negative) it affects society and schooling. Provides analysis of technology’s role in informing/reforming educational practices, policy, and theory. Provides practical application of technology for educators (administrators, teachers, and other leaders in the education field). Provides an examination of extant literature of technology in educaiton, including its uses, effectiveness, and drawbacks.

 

AIL 691 Doc Seminar: Inst Tech. One hour.

This doctoral seminar presents opportunities to study or work independently on topics or projects of collective concern in the IT doctoral program.


 

Course Descriptions (BEF)

BEF 503 History of American Education. Three hours.
An interpretive history of the educational and social movements and conflicts leading to understanding contemporary issues of educational aims, curriculum, teaching methodology, administrative policy, and the professionalization of teaching.

BEF 504 Philosophy of Education. Three hours.
An examination into the meaning and purpose of education in light of major philosophical problems of knowledge, value, and reality.

BEF 507 Sociology of Education. Three hours.
A sociological emphasis on cultural factors (such as ethnic background; socioeconomic status; family, peers, and community; and sex-role stereotyping) that influence education in a pluralistic society.

BEF 510 Social and Philosophical Foundations of Education. Three hours.
Prerequisite: Admission to an alternative certification program or permission of the instructor.
Education is necessarily concerned with issues of value, knowledge, and reality—philosophy. Yet these concerns are always understood from the vantage point of cultures in transition within the framework of a social tradition—sociology and history. This course examines the development of the public school in relation to the social, cultural, and intellectual makeup of the nation as a whole.

BEF 512 Church, State, and the School. Three hours.
A critical interpretation of the First Amendment and the separation of church and state in American education.

BEF 534 Multicultural Education. Three hours.
Selected aspects of the anthropological and sociological foundations of education, with a critical evaluation of their relevance for increasing and/or enhancing multicultural understanding.

 

BEF 553 History of American Higher Education. Three hours.
An examination into the meaning and purpose of American higher education in light of the historical influences on the development of colleges and universities.

BEF 575 Foundations of Education through Film. Three hours.
One of the most powerful media for awakening and reflecting on ideas is film. This course uses various films with educational themes to examine social and philosophical issues in education.

BEF 581 Educational Policy and Reform. Three hours.
A focus on the relation of the public school to the state, on the principles of education, and on the possibilities for reform.

BEF 585 Language Politics and Education. Three hours.
Course covers the history and politics behind the English-only movement and its effect on education policy for language minority students. Informed by international comparisons, second language acquisition theory, and effectiveness studies, the pros/cons of bilingual and English-only policies are analyzed.

BEF 607 Readings in Sociology of Education. Three hours.
Individualized readings in the sociology of education, with a focus on the educator as reflective practitioner and facilitator of learning.

BEF 639 Educational Theory and Policy. Three hours.
A critique of educational theory—learning, curricular, instructional, administrative—and its implications for policy making.

BEF 640 Studies in the History of Education. Three hours. A critical examination of significant events, movements, or individuals in the history of education.

BEF 641 Studies in the Social Foundations of Education. Three hours.
A special topics course providing an in-depth analysis of important individuals, theories, and contemporary issues in the social foundations of education.

BEF 642 Studies in the Philosophy of Education. Three hours.
This course provides in-depth analyses of important individuals, ideas, or concepts that have helped to develop, expand, or shed light on our philosophical understandings of the myriad and contested purposes, policies, and practices of schooling.

BEF 644 Philosophy of Science and Its Relation to Educational Research. Three hours.
An inquiry into the basic assumptions and principles underlying scientific research in education.

 

BEF 650 Critical Race Theory in Educ. Three hours.

This course explores the history, theoretical underpinnings and implications of Critical Race Theory for the field of education.


BEF 653 History of American Higher Education. Three hours.
A critical interpretation of the institutional development of American higher education and its cultural and intellectual roots.

BEF 654 Philosophy and American Higher Education. Three hours.
An analysis of the language, concepts, and value judgments embedded in higher-education policy issues.

BEF 667 Multicultural and Social Educations for Leadership Personnel. Three hours.
An advanced inquiry into contemporary social and cultural dimensions of education and their relationships to leadership. Includes issues of diversity, gender, ethnicity, pluralism, and equality.

BEF 681 Ethics and Education. Three hours.
An exploration and examination of traditional and contemporary ethical issues confronting educational leaders, managers, and teachers at all levels of the educational process. Emphasis on an interdisciplinary approach to foundations in ethical theory and establishing a conceptual framework for the resolution of moral and ethical questions prevalent across the educational spectrum.

 

BEF 698 Non-Dissertation Research. One hour.

Individual research in history, philosophy, or sociology of education.

 


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