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Educational Leadership

Mission | Administrative Services Credential
School Busn Mgmt Certificate | M.S. in Education (Ed. Admin)
ED.D in Educational Administration and Leadership
Educational Administration Courses
Educational Administration and Leadership Doctoral Classes
Dept Homepage

COLLEGE OF EDUCATION DEAN
Claire C. Cavallaro

DEPARTMENT CHAIR
Dr. Louise Adler

DEPARTMENT OFFICE
College Park 520

DEPARTMENT WEBSITE
http://ed.fullerton.edu/edleadership

PROGRAMS OFFERED
Master of Science in Education
Concentration in Educational
Administration
Concentration in Higher Education
Preliminary Administrative Credential
Professional Administrative Credential
School Business Management
Certificate (University Extension)
Doctor of Education in Educational
Leadership
PreK-12 Leadership Concentration
Community College Leadership
Concentration

FACULTY
Louise Adler, Leigh Barton, Daniel Choi, Keni Cox, John Hoffman, Jerome Hunter, Joyce Lee, Christina Lunceford, Ron Oliver, Linda Orozco, Dawn Person, Ken Stichter

MISSION
Our mission is to prepare school leaders who demonstrate strategic, instructional, organizational, political and community leadership; and to provide the community a source of scholarship and assistance in interpretation and application of scholarship.

GOALS OF THE DEPARTMENT
The goals of the department are to prepare educational leaders who demonstrate a wide array of knowledge, skills, attributes and commitment.

Strategic Leadership
Leadership requires the ability to develop with others vision and purpose, utilize information, frame problems, exercise leadership processes to achieve common goals and act ethically for educational communities.¹

A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.²

A school administrator is an educational leader who promotes the success of all students by modeling a personal code of ethics and developing professional leadership capacity.²

Instructional Leadership
Leadership requires the ability to design appropriate curricula and instructional programs, develop learner-centered school cultures, assess outcomes, provide student personnel services and plan with faculty professional development activities aimed at improving instruction.¹

A school administrator is an educational leader who promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.²

Organizational Leadership
Leadership requires the ability to understand, initiate and/or improve the organization, implement operational plans, manage financial resources and apply effective management processes and procedures.¹

A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment.²

Political Leadership
Leadership requires the ability to act in accordance with legal provisions and statutory requirements, to apply regulatory standards, to develop and apply appropriate policies, to understand and act professionally regarding the ethical implications of policy initiatives and political actions, to relate public policy initiatives to student welfare, to understand schools as political systems.¹

A school administrator is an educational leader who promotes the success of all students by understanding, responding to and influencing the larger political, social, economic, legal and cultural context.²

Community Leadership
Leaders must collaborate with parents and community members; work with community agencies, foundations and the private sector; respond to community interests and needs in performing administrative responsibilities; develop effective staff communications and public relations programs; and act as mediators for the various groups and individuals who are part of the school community.¹

A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.²

PHILOSOPHY OF THE DEPARTMENT
Administration of schools for the 21st century demands that education leaders demonstrate:

Commitment to high standards
Strong ethical values
Credible instructional leadership
Understanding of social and political trends and the changing role of education in our society
Problem solving ability and the skills necessary to promote and adapt to change and use collaboration to build a shared vision for schools and colleges
Capacity to collaborate effectively with a wide range of non-school agencies and community organizations which can help schools achieve their mission
Commitment to lifelong learning that empowers students, staff and themselves

We believe that:

Every person must achieve academic success
We must educate for an American democracy that values the norms and practices of diverse groups and at the same, time celebrates shared community values
Educational leaders must be reflective practitioners
Knowledge is evolving and socially constructed and that learning is produced through an interaction of different perspectives that enable students to connect their education to their experiences

Policies of the Department
Candidates for our programs will be selected on the basis of leadership potential and commitment to the improvement of education, and will engage in a rigorous course of study.

The department is committed to a continual effort to plan and revise programs in collaboration with university colleagues, our students and the leaders of the schools and colleges in the communities we serve.
The courses offered by the department are arranged in a specific order, which must be followed by all students. Cohorts of students are formed and move through the courses as a group.

The department expects every student to use their university email address and check their university portal regularly. The university has computing facilities that can be used by students to email or access the web.

Credential Requirements
Students who wish to apply for credential programs must complete a separate applicant portfolio. The requirements and information are available at http://ed.fullerton.edu/edleadership/admissions.htm.
Students applying for the Preliminary Administrative Credential Program are required to have three years teaching experience when entering the program. Waiver requests for 1-2 years of experience are considered for those starting a second career or under unusual circumstances.

The minimum GPA required to be recommended for a certificate of eligibility or a credential is an average of 3.0 for all classes taken in the credential program.

Review at the End of the First and Second Semester

Any faculty member who may have concerns about the progress of a student in the program or their suitability to be recommended for leadership positions in schools or colleges may request a department review of the student’s performance at the end of the student’s first or second semester in the program. The issue will be considered at a department meeting.

Should the consensus of the faculty confirm the concerns, the department chair will provide specific written information to the student as to the nature of the concerns and the steps necessary to resolve the concerns. The chair will meet with the student and the adviser to discuss the concerns and necessary steps to resolve the concerns.

In situations where the continued participation of the student in the program is not recommended by the department, the policy and procedures for removing a student from the program will be followed.

ADMINISTRATIVE SERVICES CREDENTIAL
The Administrative Services Credential programs of the Department of Educational Leadership are approved by the California Commission on Teacher Credentialing. Because regulations governing these programs change, students should contact the department office for current information and requirements.

Preliminary Credential
The Preliminary Administrative Services Certificate/Credential is the “Tier I” administrative credential in California, requiring a total of 26-31 units of work (which may be incorporated into the master’s degree program). Upon receipt of the Preliminary credential, one is eligible for employment as an administrator in California public schools. A master’s degree is required for California State University to recommend a candidate for this credential.

Professional Credential
The Professional Administrative Services Credential is the “Tier II” administrative credential.
Candidates with strong administrative experience and a strong professional portfolio can complete the Demonstration of Mastery Program at CSUF in as little as one semester. Candidates must hold a Master’s Degree in Educational Administration and/or completed an accredited Preliminary Administrative Credential Program.
Students enrolled in the Ed.D. program complete the standards-based program requiring a total of 26 semester hours. Please note that holding a job as administrator and the Preliminary Credential are prerequisites to entry to the program for the Professional Credential.

SCHOOL BUSINESS MANAGEMENT CERTIFICATE
This certificate is offered through Cal State Fullerton’s University Extended Education program. It provides a 25-unit specialization for people who work in or want to move into the field of school business management. Classes reflect general skills and specific functions of school business management, capped by a practicum designed to demonstrate what has been gained in classroom study. The instructors are practitioners with successful experience as school business managers.

For further information on the program including program objectives, eligibility and registration, please visit the University Extended Education website at http://www.csufextension.org.

MASTER OF SCIENCE IN EDUCATION (EDUCATIONAL ADMINISTRATION)
The principal objective of the curriculum is to prepare carefully selected individuals for leadership positions in public schools. The program is designed to help these individuals gain the technical knowledge and scholarship requisite to high achievement in these positions.

Application Deadlines
To assure full consideration, please complete the online applications before March 1 for the fall semester and October 1 for the spring semester (http://www.csumentor.edu).
Application deadlines change depending on demand and enrollment allocations. Check with the department for current information.

Admission to Graduate Standing: Conditionally Classified
University requirements include a baccalaureate degree from an accredited institution and a grade-point average of at least 3.0 in the last 60 semester units attempted (see “Graduate Regulations” section of this catalog for complete statement and procedures). In addition, an applicant should have a successful teaching experience in an elementary or secondary school. (If such experience is not available, other experience in related fields is an alternative if approved by a graduate adviser before starting the program.) A candidate portfolio is also required.

Graduate Standing: Classified
A student who meets the admission requirements and has a minimum 3.0 GPA in previous academic work may be granted classified graduate standing upon approval of a study plan.

Study Plan
The study plan must include 30 units of coursework. Course requirements include field experience and a project.
No more than nine units of postgraduate work taken prior to classified standing may be applied to a student’s master’s degree program.

The adviser-approved 30 units (minimum) on the study plan will include:

Core Coursework (10 units)
Ed Admin 503 Organizational Leadership (3)
Ed Admin 505 Instructional Leadership (4)
Ed Admin 510 Research Design (3)

Concentration Coursework (17 units)
Ed Admin 561 Policy, Governance, Community Relations (3)
Ed Admin 563 Human Resource Administration (2)
Ed Admin 564 School Law and Regulatory Process (3)
Ed Admin 565 School Finance (3)
Ed Admin 566 Leadership in Public Schools (3)
Ed Admin 567 K-12 Fieldwork (1,1,1)

Project (3 units)
Ed Admin 597 Project (1,1,1)
For advisement and further information, consult the graduate program adviser, Dr. Ron Oliver (roliver@fullerton.edu).
Cohort Order of Classes
Once students are admitted to the Tier I/Preliminary Administrative Credential Program, they are required to take all of the courses in a prescribed order shown below.

Fall Start	Spring Start
Fall 597	Spring 597*
Fall 505	Spring 505
Fall 567	Spring 567
Spring 510*	Summer 561
Spring 503	Summer 503
Summer 565	Fall 510*
Summer 561	Fall 565
Summer 597*	Fall 567
Fall 563	Spring 563
Fall 564	Spring 564
Fall 567	Spring 597
Spring 566	Summer 566
Spring 567	Summer 567
Spring 597*	Summer 597*

* May not be required of credential only students.
Prior approval is required from the cohort leader and department chair to change the order or timing of courses.

MASTER OF SCIENCE IN EDUCATION (HIGHER EDUCATION)
The purpose of this concentration is to prepare students with the practical skills, knowledge and experience to become entry and mid-level professionals and leaders in higher education institutions, national/international professional associations and organizations, and government agencies. The program provides a strong foundation for career advancement..

Application Deadlines
To assure full consideration, please complete the online applications before March 1 for the fall semester (http://www.csumentor.edu).

Application deadlines change depending on demand and enrollment allocations. Check with the department for current information.

Study Plan
The study plan must include 30 units of coursework. Course requirements include field experience and a comprehensive exam.
No more than nine units of postgraduate work taken prior to classified standing may be applied to a student’s master’s degree program.
The adviser-approved 30 units (minimum) on the study plan will include:
Core Coursework (10 units)
Ed Admin 503 Organizational Leadership (3)
Ed Admin 505 Instructional Leadership (4)
Ed Admin 510 Research Design (3)
Concentration Coursework (17 units)
Ed Admin 521 History and Philosophy of Higher Education (3)
Ed Admin 522 College Students’ Characteristics and Cultures (3)
Ed Admin 523 Student Learning and Development (3)
Ed Admin 524 Diversity Access and Equity (2)
Ed Admin 568 Higher Education Fieldwork (400 hours) (3,3)

Culminating Experience-Comprehensive Exam
Ed Admin 595 Professional Seminar in Higher Education (3)
For advisement and further information, consult the graduate program adviser, Dr. Dawn Person (dperson@fullerton.edu).

Cohort Order of Classes
Semester 1
Ed Admin 521 History and Philosophy of Higher Education (3)
Ed Admin 503 Organizational Leadership (3)

Semester 2
Ed Admin 510 Research Design (3)
Ed Admin 505 Instructional Leadership (4)

Semester 3 (Summer)
Ed Admin 522 College Students’ Characteristics and Cultures (3)
Ed Admin 524 Diversity Access and Equity (2)

Semester 4
Ed Admin 523 Student Learning and Development (3)
Ed Admin 568 Fieldwork (3)

Semester 5
Ed Admin 595 Professional Seminar in Higher Education (3)
Ed Admin 568 Fieldwork (3)

DOCTOR OF EDUCATION (ED.D.) IN EDUCATIONAL LEADERSHIP
The mission of the Ed.D. Program at CSUF is to prepare educational leaders who ethically apply critical skills of evaluation, analysis, synthesis and action to insure excellence and equity in educational practice as they serve as stewards to the education community. A distinguishing feature of the program is its emphasis on the integration of theory, research and practice in preparing leaders to plan, initiate and assess local reforms to improve educational programs and outcomes. Attention to field-based study of educational problems is intended to improve linkages between graduate preparation, research and practice and contribute to both the knowledge base in education and the improvement of public education.

The program prepares leaders for PreK-12 and community college education who understand the critical changes educational institutions are facing; who can create, lead and study innovative reforms; and who are committed to critical examination of educational practices and policies. It achieves this goal in large part through the active involvement of a distinguished and multi-disciplinary group of faculty, a strong group of scholars committed to this innovative graduate program and its purpose of transforming educational institutions for the 21st century.
The distinctive features of the program are:

Addressing regional needs through partnerships with PreK-12 and community college leaders in which the partners participate substantively in program design, candidate recruitment and admissions, teaching, and program assessment and evaluation
Using pedagogical practices that recognize needs and contributions of professionals enrolled in the program
Focus on problems of educational practice addressing important educational needs.
Involvement of faculty with varied disciplinary perspectives and integration of different perspectives in examining field-based problems
Use of a range of research methods to focus on actions to improve educational outcomes for all students
Focus on addressing curricular, instructional, assessment and governance reforms and the implications for diverse educational settings

Admissions Requirements
Minimum requirements for admission include:

An earned baccalaureate degree and master’s degree from accredited institutions of higher education with a GPA in upper division and graduate study of 3.0 or above
Sufficient preparation and experience pertinent to educational leadership to benefit from the program
Submission of Graduate Record Examination (GRE) scores on the three GRE tests, taken within the last five years
Demonstrated educational leadership potential and skills, including successful experience in school, postsecondary, community and/or policy leadership
Demonstrated academic excellence, problem-solving ability and an interest in critically assessing and bringing about improvements within current educational policies and practices
Three confidential recommendation forms attesting to the leadership ability and scholarship of the candidate
A written statement of purpose reflecting understanding of the challenges facing the public schools or community colleges/institutions of higher education in California;
Professional resume
Examples of professional writing
Response to a writing prompt administered on-campus prior to the interview
Interview with the Admissions Committee

Meeting the minimum requirements qualifies an individual for consideration, but does not guarantee admission to the Program. Admission will be granted on a competitive basis. The Ed.D. in Educational Leadership will not include a foreign language requirement.

Specializations
Two specializations will focus on the development of leaders in education: PreK-12 Educational Leadership and Community College Leadership.

Program of Study
The program includes two summers and two complete academic years of coursework, followed by a period during which the candidate advances to candidacy and undertakes the dissertation. Classes will be held in the late afternoons and evenings and occasionally on weekends to accommodate the schedules of working professionals.
All candidates are required to be enrolled at CSUF for a minimum of six terms.

The courses offered throughout the program are expected to be taken by individuals who also hold full-time positions. Their full-time employment is viewed as an asset and as providing important opportunities to apply theoretical and empirical material covered in their coursework. The program of study distributed over 12 months will facilitate: (a) integration of graduate studies and practice; (b) periods of intensive study among candidates; and (c) opportunities to work with faculty from CSUF.

Dissertation
All students in the CSUF Ed.D. program will complete a rigorous research-based dissertation that integrates theory and research in the study of educational practice. The dissertation will include the results of the candidate’s independent research and will typically focus on examination of: (a) an educational problem; (b) a practice or program; or (c) an educational policy or reform. Most dissertations will be studies undertaken in the local context, having the potential to contribute to solutions of local educational problems. Dissertations will utilize a range of qualitative and quantitative research and evaluation methodologies. The dissertation will present the results of the candidate’s independent investigation in a manner that contributes both to professional knowledge in education and to the improvement of educational practice. Examples might include studies examining and/or evaluating reforms in curriculum and instruction, professional development, assessment and applications of technology.
Each Ed.D. student’s dissertation must conform to the CSU regulations and specifications with regard to format and method of preparation as described in Manuscript Preparation: Standards and Procedures for Dissertations. Candidates in the program will be expected to attend information sessions in which procedures for dissertation manuscript preparation and filing are presented.

Defense of Dissertation
During a final oral examination the candidate defends the dissertation. The dissertation defense will address the theoretical and conceptual background, relevant literature, data collection techniques, data analysis strategies and results and implications concerning the question(s) studied.

EDUCATIONAL ADMINISTRATION COURSES
Courses are designated as EDAD in the class schedule.
Students who desire only isolated courses from the program are normally denied admission to such courses.

GENERAL EDUCATION
364 Justice and Equity in California Education (3)
Prerequisite: completion of General Education Category III.C.1. Themes such as justice, equity, fairness, equal protection and duty of care are reflected in the laws that govern California public education and how those laws are used to deal with the social problems that beset our schools.

M.S. AND CREDENTIAL

EDAD 501A Collaborative Professional Portfolio Assessment of Competence for School Leaders

Description: Prerequisite: one year of experience as a school administrator. Comprehensive course for Professional Administrative Services (Tier II) credential candidates. Candidates will demonstrate mastery of fieldwork performance standards by preparing a professional portfolio of work-embedded artifacts, evidences and documentation. A collaborative assessment process (student, university faculty, mentor, colleagues in the course) will establish the candidate’s competency in each of the California Standards for Educational Leaders adopted by the California Commission on Teacher Credentialing. Successful completion of the course provides for university-approval and recommendation to the CTC for Professional Administrative Services Credential (Tier II). This course is a post-master’s credential course, offered credit/no credit only.

Units: (4)

EDAD 501B Collaborative Professional Portfolio Assessment of Competence for School Leaders

Units: (4)

EDAD 501C Collaborative Professional Portfolio Assessment of Competence for School Leaders

Units: (4)

EDAD 503 Organizational Leadership

Description: Prerequisite: admission to Preliminary Credential and/or master’s program. Using organizational theory and leadership studies to understand schools and how to bring about change in schools. Organization, structure and cultural context of schools and the study of techniques used to guide, motivate, delegate, build consensus and lead others in the achievement of goals.

Units: (3)

EDAD 505 Instructional Leadership

Description: Prerequisite: admission to credential and/or M.S. program. Approaches for advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and professional growth.

Units: (4)

EDAD 510 Research Design

Description: Prerequisites: admission to Preliminary Credential and/or master’s program and a grade of “B” (3.0) or better in Ed Admin 505. Introduction to major forms of quantitative and qualitative research used in education. How to select an appropriate research method and the characteristics of sound research. Making reasoned judgments as consumers of research, as well as selecting appropriate information collection strategies as school leaders.

Units: (3)

EDAD 521 History and Philosophy of Higher Education

Description: Evolution of US higher education, considering the diversity of the system, internal and external influence, and the evolution and development of student affairs and student learners

Units: (3)

EDAD 522 College Student’s Characteristics and Cultures

Description: Students in postsecondary education in the United States. Major demographic groups (race, class, ethnicity, age, ability, sexual orientation, gender, etc.) and their experiences with access, equity, campus cultures and retention at two- and four-year institutions.

Units: (3)

EDAD 523 Student Learning and Development

Description: Student development theory in college, considering traditional and non-traditional students and learning outcomes. Theoretical assumptions and the practical application of theory to diverse student learners and the role of theory in student affairs practice.

Units: (3)

EDAD 524 Diversity Access and Equity

Description: Diversity, access, equity, multiculturalism, pluralism as concepts in education. From an historical lens, students will gain an understanding of these concepts and their applications to student affairs/higher education.

Units: (2)

EDAD 561 Policy, Governance, Community Relations

Description: Prerequisite: Ed Admin 503. Factors that determine public policy with regard to education, the roles of the various levels of government in controlling public education, how to identify various interest groups and how to communicate effectively about school programs.

Units: (3)

EDAD 563 Human Resource Administration

Description: Prerequisite: Ed Admin 503. Importance and dimensions of human resource administration and the need to attract, retain, develop and motivate school personnel in ways that enhance learning and professional development that lead to positive and productive school settings. Collective bargaining and employee evaluation in public schools.

Units: (2)

EDAD 564 School Law and Regulatory Process

Description: Prerequisite: Ed Admin 503. Federal, state and local educational laws, regulations and other policies that govern schools and the requirements that administrators act in accordance with these laws and regulations in ways that are ethically and legally defensible.

Units: (3)

EDAD 565 School Finance

Description: Prerequisite: Ed Admin 503. Effective management of fiscal resources and business services.

Units: (3)

EDAD 566 Leadership in Public Schools

Description: Leadership roles of principals, co-administrators and supervisors in public schools. Leadership, reflective practice, human relations, the administrator’s role in group process, site-based decision-making, school climate change agent roles and planning models. Violence and school safety issues such as gangs will be studied.

Units: (3)

EDAD 567 K-12 Fieldwork

Description: Prerequisite: admission to credential and/or master’s program. Directed fieldwork in administrative areas in school. May be repeated for up to 3 units credit.

Units: (1,2)

EDAD 568 Higher Ed Fieldwork

Description: At least 200 hours at two different sites demonstrating competence in applying theory to practice, assessment, evaluation, and program design and implementation, supervised by an approved educational leader who provides feedback for learning and growth as a student affairs educator/leader.

Units: (3)

EDAD 595 Professional Seminar in Higher Education

Description: Application of technology for effective communication, verbal and written, and individual and group interactions on-line and face to face. Application of computers to work in student affairs/higher education settings.

Units: (3)

EDAD 597 Project

Description: Prerequisites: Ed Admin 510. Individual research on a graduate project, with conferences with a faculty adviser, culminating in a project.

Units: (1-2)

EDAD 599 Independent Graduate Research

Description: Prerequisite: consent of instructor. Independent inquiry for qualified students.

Units: (1-3)

EDUCATIONAL ADMINISTRATION AND LEADERSHIP DOCTORAL CLASSES
Courses are designated as EDD in the class schedule.

EDD 600 Organizational Theory and Challenges for Leadership

Description: Organizational theories and their application to the role of educational leaders. Theories from leadership and management literatures, which predicate the conceptual development of the role of educational leadership. Iimplications of these theories for effective performance as educational leaders.

Units: (3)

EDD 601 Methods of Research: Quantitatively Based Methods

Description: Introduction to the conceptual and methodological bases of quantitative analysis in educational leadership. Topics include issues of research design, measurement and statistical analysis.

Units: (3)

EDD 602 Methods of Research: Qualitatively Based Methods

Description: Students acquire the knowledge, dispositions and critical thinking skills necessary for conducting field research, and apply these skills to design and implement applied research projects that create knowledge for solving dilemmas related to educational leadership.

Units: (3)

EDD 603 Research Elective: Specialization in Qualitatively Based Tools

Description: Prerequisite: EDD 602. Develops advanced skills in identifying, conducting, analyzing and interpreting field research in education toward the purpose of improving education.

Units: (3)

EDD 604 Applications of Research: Forecasting and Planning

Description: Theories and methods that promote accurate forecasting of the impact of social, economic, political, cultural, academic and demographic trends as they affect educational institutions. Emphasizes how these indicators can be used to engage effective planning.

Units: (3)

EDD 605 Applications of Research: Collection and Analysis of Assessment Data

Description: Methods of system-level data collection and analysis of outcomes of education. Complexity and efficacy of using various types of data for making judgments at the system level about the effectiveness of instruction across classrooms and schools.

Units: (3)

EDD 606 Specialization in Quantitatively Based Tools

Description: Prerequisites: Admission to the Ed.D. Program and EDD 601. Statistics, exploratory data analysis, sampling, survey and experimental design; and interview and questionnaire design in the context of using research in planning, change management, policy analysis and program management.

Units: (3)

EDD 620 Ethical and Legal Dimensions of Leadership

Description: Concepts of ethics (e.g., self-interest, free will, social responsibility, duty) as the basis for legal standards (protection of individual rights, fair treatment, equality of opportunity, duty of care, public trust) through the study of education case law.

Units: (3)

EDD 621A Leadership of Curricular and Instructional Practices

Description: Current issues in curriculum design and implementation. Explores: forces affecting the curriculum; curriculum continuity and articulation; content trends in the subject areas; appropriate curriculum for students from diverse backgrounds; curriculum censorship; and effective instructional leadership for school curriculum improvement.

Units: (3)

EDD 621B Higher Education/Community College Systems, Structures and Cultures

Description: Higher education, from Egyptian Era to the diversity of current postsecondary instructions, philosophies and orientations. Organizational development and structures of higher educational systems and the impact of faculty, student and administrative cultures on higher education leaders.

Units: (3)

EDD 622A Human Dimensions of Education Change

Description: Issues associated with change. Topics include change as a sociopolitical process; sources and purpose of change; coping with multiple reform efforts; decision-making processes; reform implementation; problems of resistance to change in curriculum and instruction; and change as a continuous process.

Units: (3)

EDD 622B Resource Management and Development

Description: Prerequisite: EDD 600. Practical applications and skills for college resource management in personnel, structures, facilities, technologies, finances, programs and services. Optimizing resources through management and creative leadership that encourage and support collaboration across divisions.

Units: (3)

EDD 623 The Politics of School Reform

Description: Prerequisite: admission to Joint Doctoral Program and consent of program adviser are required. Theoretical and practical aspects of school reform politics with particular attention to curricular and instructional reform. Topics include: history of school reform; role of city government in school reform; racial and ideological divisions over school reform; and the political challenge of building coalitions for sustainable reform.

Units: (3)

EDD 624A Social Context of Education Politics, Policy and Governance

Description: Prerequisite: admission to the EDD program. In-depth study of topics relevant to instructional leadership and educational policy cycles. Topics include policy-making process, role of values and interest groups, policy analysis, equality of educational opportunity, how policy efforts are reshaped and systemic reform. Policy issues, such as high-stakes testing, curricular mandates and accountability are used as exemplars.

Units: (3)

EDD 624B Student Learning and Development

Description: Prerequisite: admission to the program and EDD 600. Student development and learning theories based on cognitive, psychosocial, typology and person-environment perspectives. Role of faculty and others in the collaborative development and implementation of responsive curricula and co-curricula at two- and four-year institutions.

Units: (3)

EDD 626A Transforming Teaching and Education through Resource Optimization

Description: Through a multidisciplinary approach, explores perspectives for how optimization of resources can transform education. Topics include identification of economic, social and political resources, innovative ways to develop new streams of resources and policies and procedures that increase highly productive ways to use resources.

Units: (3)

EDD 626B Integrative Seminar in Higher Education/CommunityCollege Issues

Description: Prerequisites: admission to the program and EDD 600. Current issues in higher education/community colleges from local to global perspectives reinforcing a multilens view of higher educational studies. Opportunities for interactions with experts and for student to engage in questions/challenges and data-driven, solution-focused discussions.

Units: (3)

EDD 627 Epistemology, History and Structure of Contemporary Education

Description: Analysis of the epistemological and historical trends that have shaped the structure of contemporary education. Influence of major schools of thought, such as rationalism, empiricism, pragmatism, behaviorism and constructivism, and how modern education structure, curriculum and pedagogy have been influenced by these various perspectives.

Units: (3)

EDD 630 Leadership for Change and Collaboration

Description: Prerequisites: admission to the program and EDD 600. Research on leadership and organizational change in higher education, multicultural organizational development, forecasting, planning and change analyzed. Explores community relations needed to develop programs responsive to workforce and community needs. Educational codes, laws, policies and practices impacting higher education.

Units: (3)

EDD 637 Emerging Developments in Subject Areas

Description: Team-taught elective course focusing on: cutting-edge developments in reading/English language arts, math, science and social studies curricula; the critical connection between staff development program and instructional leadership; and methods for engaging parents and the community in support of instructional improvements.

Units: (2)

EDD 670A Linking Research to Problems of Practice

Description: Assists students in identifying complex problems of educational practice appropriate for doctoral research. Small-group instruction provides coaching that enables students to initiate the research cycle by linking research to problems of practices.

Units: (2)

EDD 670B Connecting Research Questions to Scholarship in the Discipline

Description: Assists students in writing a critical review of the professional literature pertaining to the research problem each has identified.

Units: (2)

EDD 670C Written Qualifying Examination

Description: Prepares students for the Ed.D. Qualifying Examination, which is a prerequisite for advancing to candidacy in the doctoral program.

Units: (2)

EDD 670D Refining Research Questions

Description: Prerequisites: admission to EDD, EDD 670A,B,C, passing EDD Qualifying Examination. In the fourth research support seminar, students further refine their research questions or hypotheses, select the research method to investigate their research question, design a research study that specifies methods to be implemented for data collection and analysis.

Units: (2)

EDD 670E Proposal Defense Preparation

Description: Prerequisites: admission to EDD, EDD 670A,B,C, passing EDD Qualifying Examination. This seminar assists students to write a defensible dissertation research proposal reflecting high quality scholarship.

Units: (2)

EDD 670F IRB Approval and Proposal Defense

Description: Prerequisites: admission to EDD, EDD 670A,B,C,D,E, passing EDD Qualifying Examination. In the sixth and final research support seminar, students obtain CSUF IRB approval and submit a revised and completed dissertation research proposal in preparation for the dissertation proposal defense.

Units: (2)

¹NCATE-Approved Curriculum Guidelines for Advance Program in Educational Leadership 1995.
²California Professional Standards for Educational Leaders 2001.