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SUMMARY

This list is not a guide for course selection. It was created to give you a peek at the program’s academic offerings. For official program requirements, please see the current course catalog.

Core Courses (12 units)

As the first course in the Masters of Arts in Education program, Leader-Educator in a Global Community focuses on two primary areas. First, candidates will learn foundational educational practices that will equip and prepare them for roles as transformational-servant leaders. Second, candidates will also overview the content covered in subsequent courses including: Thesis requirements, administrative roles/responsibilities, and course development. Master educators are being prepared to serve not only across the USA, but internationally, as well. This course will survey leadership and organizational structure for both public (government run) and private educational organizations. Styles and functions of various leadership roles will be synthesized into a philosophy for educational leadership, regardless of professional role (i.e. administrator, teacher, scholar researcher, corporate/non-profit organizations, et cetera). Education law in the USA will also be introduced and considered.

The Pedagogy of Teaching and Learning is a course designed to introduce and explore the educational paradigm historically and philosophically from various frames of reference including classroom teachers, administrators, researchers/higher education, and outside of traditional educational modes. Students survey curriculum practices, teacher effectiveness, and the concepts & issues related to education. Development of personal knowledge base and understanding of the following areas will be enhanced: 1) the nature of education and learning in our society, 2) the role of leader/instructor as a facilitator of knowledge and servant leadership 3) educational issues related to policies and practices within the organization/educational system 4) the impact of globalization on learning outcomes and 5) effective instructional design. The candidates will be introduced to the vital character traits associated with effective teachers.

This course focuses on educational leadership explanations of how people learn, including people of ethnic and cultural diversity. Theories and research are included with emphasis on practical applications, such as methods used to improve learning and teaching, and how learning relates to motivation, personality, development, creativity, and perception through ethical leadership. The appropriate developmental needs associated with child, adolescent, and young adult years within grades PreK-12 will be evaluated. Current brain-based research and its application are reviewed. A main focus of this class includes exemplifying ethics and integrity. Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard.

Social & Cultural Impact on Context and Policy encourages candidates to carefully consider and advocate for a wide range of beneficial policy decisions while engaging learners, staff, community, and stakeholders. Candidates utilize technology to gather data and improve communication skills through a variety of mediums. By gathering and sifting through available information, candidates will learn to interpret and utilize data to better understand the social and cultural aspects of the population they strive to serve. Going beyond merely complying with state and local regulations, candidates promote policy changes and resources beneficial to their learners and institutions context while modeling ethics and integrity.

Leadership and Research Concentration (20 units)

Curriculum Development, Design, and Assessment is a graduate level course focused on research-based planning, designing, and assessment of learning experiences. Candidates will facilitate the integrated stages of the instructional loop targeting curriculum, lesson design, and assessment/data in order to create effective educational environments. Emphasis is placed on the planning and development of effective lessons that include alignment with institutional mission/vision/goals, state/government standards, and evidence-based assessments. Candidates will involve staff in setting and measuring professional growth, learner improvement, and overall institutional outcomes. Candidates will be encouraged to incorporate the trait of gentleness in their curriculum.

Teaching, training, coaching, and mentoring are not acts performed in isolation but are best performed in collaboration with other professionals as well as with the learners themselves. This course reviews the strongest rationales for working in collaboration with others as leader‐educators to promote best practices to enhance the process and outcomes of leading in a collaborative coaching and mentoring environment. Coaching and mentoring philosophies, approaches, and strategies will be reviewed and applied. Course content will also focus on adult learning (andragogy) and how leadership styles interact with learning.

This course introduces and investigates how education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources. In education, community and family engagement is crucial to accomplishing vision, equity, and sustained resources/support. Through a range of communication strategies, a welcoming environment is created and promoted that recognizes family goals and aspirations for students. Course content will analyze how effective community involvement includes building trust, working collaboratively with the communities/families, and accessing community programs to assist all learners including those that require additional assistance. Candidates will learn that community involvement is an essential ongoing process that develops and utilizes strategies for effectively resolving conflict to reach consensus on key issues as well as communicating the importance of stakeholder support in meeting organizational vision and mission. Candidates will explore how to integrate best practices with biblical principals in leadership roles.

This course is designed to provide an understanding of research writing and data analysis techniques in research and specifically for the completion of their own Thesis. Topics covered include (1) theory construction, (2) hypothesis formulation, (3) measuring and evaluating variables, (4) organizing and cleaning data for analysis, (5) descriptive and inferential statistics, (6) data analysis using sophisticated tools (Excel – Data Analysis Tools), (7) data interpretation, (8) describing results and (9) presenting and defending research. The course covers basic statistical tests: z-test, t-test, correlation, and analysis of variance. During this course, candidates will simultaneously draft chapter one and three of the Thesis, obtain data from their research site/data source, & receive IRB approval for their topic in coordination with their Project Mentor as part of the Project course (if also enrolled in the Project course).

This course is designed to provide an overview of quantitative and qualitative research methods in the social sciences. Topics covered include (1) identifying and creating a research problem and purpose, (2) hypothesis formulation and theory construction, (3) locating, evaluating, summarizing and synthesizing scholarly literature (4) the measurement and evaluation of research variables, and (5) quantitative and qualitative data collection techniques. By the end of this course, you should be able to conceptualize a research problem and develop a number of complementary designs for data collection approaches to address that problem. You should be able to prepare a research proposal, and critically evaluate the quality of evidence in published research. Furthermore, candidates should appreciate both the strengths and the limitations of research techniques, and will have a solid foundation for beginning to form a vision and conduct research on their own. Utilize others in collecting, analyzing, and sharing data to support learning institutional goals and equitable learning opportunities for all.

In this course, candidates will propose/complete their thesis, coordinate with their thesis mentor, and present a structured thesis defense. In coordination with EDU 590 Data Analysis and Research Statistics, this cooperative-mentor study course guides students through the process of designing and defending their thesis research proposal by meeting specified thesis milestones. Working directly with their assigned thesis mentor and structured on each candidate’s individual passions, topics are developed and explored by candidates with support and oversight from their mentor. Proper APA citation of sources, tables, and figures are also covered. Individualized mentor and peer support opportunities are an integral part of this capstone course.

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