Southwestern College Professional Studies

Three and Five Year Programs Research Related Courses

EDUC 804 Research Methods I
This course is an introduction to qualitative research methods. As an introductory course, its focus is on developing a pilot study, anecdotal research, and case studies. The primary objective of the course is to prepare students to do action research in schools. There is development of the philosophical and theoretical foundations of qualitative research and debates that surround this broad research tradition. Credit 3 hours.

*EDUC 805 Statistical Methods I *
This course is a study of basic statistical concepts, both descriptive and inferential. Emphasis is placed on the use of these concepts in solving educational problems. Credit 3 hours.

EDUC 806 Research Methods II
This course develops quantitative research methods, including models of scientific inquiry, role of theories/research design, role of measurement error in quantitative data-based inference, and qualitative methods of inquiry. Credit 3 hours.

EDUC 807 Statistical Methods II
This course develops methods of educational accountability. It focuses on the meaning of student/school accountability. The course includes measurement of educational inputs, processes, and results. The focus is on data analysis and data use for school improvement. Credit 3 hours.

Dissertation Writing Courses
Students in the three-year programs complete: EDUC 901, 902, 904, and 905.

EDUC 901 Dissertation Writing I
This course is an introduction to the dissertation process. Students will generate a dissertation topic and the questions related to an issue, instructional program, curricular area, or another topic at the place of employment where data are available. A draft of the introduction, statement of the problem, and significance of the problem is presented for faculty review. Credit 3 hours.

EDUC 902 Dissertation Writing II
In this course students explore and synthesize the research literature related to the topic and draft the literature review for faculty review. The research design section is drafted. Data collection and analysis begin. Credit 3 hours.

EDUC 903 Publication Writing
This course provides structured training to successful writing and use of the APA style guide. Credit 3 hours.

EDUC 904 Dissertation Writing III
In this course students revise and finalize the sections of the dissertation developed in EDUC 901 and 902: the introduction and significance section, the literature review, and research design. A draft is written for the data collection, analysis, and conclusion sections. Credit 3 hours. May be repeated.

EDUC 905 Dissertation Defense
This course finalizes the dissertation. Students complete the conclusions and implications sections for faculty review and approval. The dissertation is defended through oral presentation after the dissertation committee approves the written copy. Credit 3 hours. May be repeated.

MGMT 647 Conflict Resolution and Negotiations
This course explores communication, conflict, negotiation, public relations, and leadership issues in large and small organizations. Included will be individual personality, preference, and style assessment, interpersonal interaction, and group dynamics. Special emphasis will be placed on conflict assessment, resolution, and conflict management techniques, negotiation theory, tactics, and practice as well as contingency theories of management and leadership. Credit 3 hours.

LEAD 576 Leader Behavior in Applied Settings
Students will learn decision-making models, principles of organizational hierarchy, and how organizations are impacted by leadership styles. Participants will analyze their own leadership behavior and how it impacts others through 360-degree feedback. Credit 3 hours.

EDUC 808 The Principalship
This course is an introduction to the role, responsibilities, expectations and major duties of elementary, middle, and high school building administrators. Students are presented typical problems faced by school administrators through simulations, case studies, and role playing and are expected, through reflection and discussion, to develop viable solutions. Credit 3 hours.

EDUC 809 District Level Leadership
Understanding of the district strategic planning process will be fostered by an examination of philosophy and its impact upon school improvement. Collaboration with colleagues will include opportunity to create a relevant connection between theory and practice. Topics to be covered within two week modules include: Strategic development, vision/mission, communication skills, consensus/negotiation, school improvement, information and data analysis. Credit 3 hours.

EDUC 819 Classroom Inquiry through Action Research
In this course the educational leader will be able to initiate and facilitate colleagues’ design and implementation of action research and analysis of data for individual and group decision-making. The educational leader is able to improve the quality of colleagues’ collaboration within the educational processes. The educational leader promotes the success of all students (and staff in the district) by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school and community. The educational leader promotes the success of all students by advocating, nurturing, and sustaining a climate and instructional programs conducive to student learning and staff professional growth. Credit 3 hours.

EDUC 824 Mission and Vision for Student Learning
This course will further develop understanding the process of designing the shared vision/mission for student learning and will drive professional development fostered by collaboration and interaction. Seeking to nurture a responsive culture, opportunity to examine planned educational processes impacting of shared vision/mission for student learning to increase productivity, effectiveness and accountability will be given. Topics to be covered within two week modules include: Shared vision/mission for student learning, professional development, collaboration and interaction, responsive culture, planned educational processes, productivity, effectiveness, and accountability. Credit 3 hours.

EDUC 518 Educational Practice and Innovation
Develops an understanding of the context and nature of educational practice and innovation in schools and classrooms; identifies different forms of innovation in learning and teaching and enables teachers to take a critical approach to integrating innovative practices; enables informed judgments and critical thinking in the context of educational practice. Credit 3 hours.

EDUC 821 Introduction to Special Education Law
This course provides an introduction to concepts and authorities essential to a basic, useful understanding of special education law and policy. Credit 3 hours.

EDUC 545 Teaching Methods for Adult Learners
Study and practice in effective teaching techniques for post-secondary and adult education settings. Special emphasis on instructional strategies designed to promote motivation in learning. Credit 3 hours.

EDUC 547 Assessment and Evaluation in Adult Education
Explores issues in learner-centered assessment and evaluation, including critical thinking, active learning, principles of good practice, facilitation, and instructor feedback. Focuses on specific classroom strategies for effective evaluation of specific learning outcomes. Credit 3 hours.

EDUC 820 Multi-Tier System of Supports (MTSS)
This course develops how schools provide support for each child in their building to be successful and the processes and tools teachers use to make decisions. The course also studies the Individuals with Disabilities Act, which defines special education, and how the Act influences the way districts identify and serve students with exceptionalities through the concept Response to Intervention. Credit 3 hours.

EDUC 810 Theories and Practices in Educational Administration
Module 3 is a nine-credit block that integrates the concepts and principles of school finance, human resource management and the legal aspects governing the public school system. Module 3 is designed for practicing educational leaders in both public and independent PreK-12 schools who are interested in developing organizational competence from a district-level perspective. This module will provide the learner with an in depth review of the applications and practices associated with managing the organization to ensure the success of all students through Human Resource Management, School Law, School Finance, and School Safety Issues. Credit 9 hours.

EDUC 818 Multicultural Education
This course provides students with an understanding of multicultural education as part of the educational reform movement. The content develops systemic processes meant to ensure educational equity, fairness, transparency, and accountability. Students will examine different approaches that ensure the values of diversity and democracy in the schools. Credit 3 hours.

EDUC 814 Environmental Scanning
This course is a study of the information gathering practices for administrators. Scanning is defined as the systematic collection of information external to the organization in order to streamline the flow of information into the organization and provide information about the community and the interconnections of its various sectors. The information collection and review of information is translated into the organization’s planning and decision making processes. Credit 3 hours.

EDUC 815 Information Strategies and Professional Practice
This course is designed to examine, compare and evaluate theoretical approaches and conceptual models for the study of complex organizations. The study includes communication strategies that increase the effectiveness of listening, asking questions, giving constructive feedback, paraphrasing, checking perceptions, and describing behavior. It includes improving nonverbal communication for enhancing interpersonal relationships with colleagues and constituents. Media communication is emphasized. Credit 3 hours.

EDUC 801 History of Education
A comprehensive study of influential persons and movements in the development of educational thought, Eastern and Western, from ancient times to the present. Emphasis on those ideas and historical roots which are relevant to contemporary issues in teaching and school administration. _Credit 3 hours. _

EDUC 802 Educational Law
This course is a study of legal principles and issues affecting educational policy making and practice with emphasis on student and teacher rights, equity, and the administration of schools. Credit 3 hours.

EDUC 816 Values, Ethics and Professionalism
This course focuses on the many ways in which political and moral values are an important part of the foundation of successful policymaking. The course seeks to develop students’ abilities to think reflectively and argue persuasively about the moral and ethical dimensions of educational policies. Students learn how to ask questions with greater clarity and insight and craft answers to establish the foundations of policymaking. Credit 3 hours.

EDUC 817 Power and Politics of Education
An educational leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. It is a 6-credit block designed to provide frameworks and approaches to the politics of education as well as to provide an introduction to the field of educational politics including the theoretical and conceptual analysis for the political behavior of education’s stakeholders and the policy performance of educational systems. Credit 6 hours.

EDUC 822 Cultivating a Collaborative Culture of Learning
The purpose of this class is to provide a solid foundation from which educational leaders can develop and support collaborative teaming that in turn will promote collegial interactions in order to improve the effectiveness of practice. Credit 3 hours.

EDUC 823 Differentiated Program Planning and Professional Development
The course investigates the theory and research of program planning and development for educational programs. Strategies for coherent, integrated, and differentiated professional development are aligned with student and teacher needs. Credit 3 hours.