EPOL - Ed Policy, Org & Ldership
Courses
EPOL 199 Undergraduate Open Seminar credit: 1 to 5 Hours.
Various special topics. See class schedule for offerings. Approved for Letter and S/U grading. May be repeated in the same or separate terms as topics vary.
EPOL 201 Foundations of Education credit: 3 Hours.
Studies some of the problems of formulating and justifying aims and policies in American education, of designing and systematizing the curriculum, of organization and social context of the public school system, and of the teaching-learning process; examined in terms of perspectives provided by social philosophy, history, sociology, and philosophy of education.
EPOL 202 Foundations of Education-ACP credit: 4 Hours.
Course is identical to EPOL 201 except for the additional writing component. Prerequisite: Completion of campus Composition I general education requirement.
This course satisfies the General Education Criteria for:
Advanced Composition
EPOL 230 Diversity and Organizational Leadership credit: 3 Hours.
Introduces historical and contemporary perspectives on organizational leadership and policy in diverse contexts. Along with a review of social scientific theories on diversity, the course will focus on how policy can exacerbate or mitigate social inequality by race, social class, gender identity, sexuality, and disability. Students will also explore research on macro- and micro-level policies; the efficacy of interventions for change; leaders as policy actors, and leadership frameworks.
EPOL 235 Leadership for Sustainability credit: 3 Hours.
This interdisciplinary course provides a foundation for understanding the ways that climate change impacts society, and the ways that our organizations and educational systems can respond to sustainability challenges. Students will engage in interdisciplinary analyses of leadership theories and philosophies and will examine the complex ethical and professional responsibilities within professional and community relationships.
EPOL 250 Experiences of US Minorities in Public Schools credit: 3 Hours.
This course provides a foundational approach to examining the diverse experiences of minority groups in the United States from the Colonial Era to the present. Particular attention is paid to how social constructions of race in US history dictated parameters around citizenship, immigration and the right to attend public schools. Racial and cultural identities are not examined in isolation, but in critical ways that gender, class, sexual identity and abilities have also informed processes of (mis)understandings in the classroom. Students are encouraged to reflect deeply on the topics as well as consider possibilities of addressing structural inequality in education as we enter a new demographic era where racial diversity will be the mainstay.
Organizational leaders and human resource professionals of today are confronted with the challenge of effectively managing an increasingly diverse workforce and creating an inclusive workplace for all. This necessitates critical approaches to diagnosing and developing organizational policies, procedures, and practices. This course introduces students to the fundamentals of the study and practice of critical human resource development (HRD) and the learning, change, and organizing strategies necessary in actualizing social justice aims in the workplace.
EPOL 310 Race and Cultural Diversity credit: 4 Hours.
Study of race and cultural diversity from Colonial era to present; the evolution of racial ideology in an ethnically heterogeneous society; the impact of race on the structures and operations of fundamental social institutions; the role of race in contemporary politics and popular culture. Same as AAS 310, AFRO 310, and LLS 310. Prerequisite: Completion of campus Composition I general education requirement.
This course satisfies the General Education Criteria for:
Advanced Composition
Cultural Studies - US Minority
EPOL 325 Social Media and Global Change credit: 3 Hours.
Social media is a new frontier of politics, religion, commerce, courtship, and education. It has altered an array of social relations from statecraft to sex. The course draws on case studies from across the globe to explore the wide-ranging transformation taking place, from how people organize mass uprisings, to ways the mange the most intimate details of their lives. Examples will be taken from the Middle East, East Asia, Africa, Latin America, the US and Europe. Same as AFST 325, ASST 325, EPS 325, EURO 325, INFO 325, LAST 325, REES 325, and SAME 325.
EPOL 370 Effective Workplace Relations credit: 3 Hours.
Introduces the knowledge and skills required to be successful in today's globalized workplace through the study of human interactions, also known as human relations. Students learn about the various issues in contemporary society that affect human behavior, and theories and strategies to improve interactions with others. The course uses a variety of activities to facilitate student’s ability to understand the theories and apply strategies and techniques to ensure more effective human functioning in the workplace.
EPOL 375 Combating Ableism in Organizations credit: 3 Hours.
Explores workforce exclusion through the lens of critical disability studies, examining challenges faced by people with disabilities in the recruitment, hiring, retention, and advancement processes. It also delves into strategies for maximizing disability inclusion and minimizing discrimination in workplaces. The course will also cover emerging topics such as the implications of technological advancement and the rise of remote work for disability inclusion.
EPOL 380 Education and Social Justice credit: 3 Hours.
Introduces students to key definitions, theories, and practices of justice in education. Using a combination of philosophical and political theory-based analyses of the features of justice: fairness, equity, representation, responsibility, and difference, among others, readings invite students to consider how education and schooling can help to nurture democratic ties and equity.
This course satisfies the General Education Criteria for:
Humanities - Hist & Phil
Cultural Studies - US Minority
EPOL 390 Undergraduate Advanced Seminar credit: 0 to 9 Hours.
Advanced undergraduate seminar that includes historical, philosophical, legal, and social science perspectives on education. Approved for Letter and S/U grading. May be repeated to a maximum of 9 hours.
EPOL 395 Independent Study credit: 2 Hours.
Designed for students who wish to do advanced readings and research in greater depth and to investigate further ideas and themes that have been explored in EPOL 199 and EPOL 201. Prerequisite: EPOL 201; and consent of adviser and staff member who supervises the work.
EPOL 401 History of American Education credit: 2 to 4 Hours.
Development of American education in relation to political, social, and cultural developments; attention to the influence of movements in the cultural environment upon evolving conceptions of educational theory and practice. 3 undergraduate hours. 2 or 4 graduate hours.
EPOL 402 Asian American Education credit: 4 Hours.
Examination and analysis of Asian American education from the late 1800's to the present. Same as AAS 402. 4 undergraduate hours. 4 graduate hours.
This course satisfies the General Education Criteria for:
Advanced Composition
Cultural Studies - US Minority
EPOL 403 Historical and Social Barriers credit: 3 or 4 Hours.
Examines the relationship between ability, race, class, and gender to citizenship and schooling. Particular emphasis is placed on how the construction of "citizenship" has been used as a tool to further deny equal participation in the public sphere such as schools. To that end, an application of historical understanding of social barriers to educational access is analyzed from the Colonial period to the present. 3 undergraduate hours. 4 graduate hours.
EPOL 405 School and Society credit: 3 or 4 Hours.
Analyzes normative and conceptual aspects of the interrelationship of school and society, and of reciprocal influences between schools and major social trends and forces. 3 undergraduate hours. 4 graduate hours.
EPOL 406 Professional Ethics in Education credit: 3 or 4 Hours.
An introduction to professional ethics for educators: helps students reflect on the values embedded in educational aims, the norms regulating educational practice, and the dispositions displayed by excellent practitioners. 3 undergraduate hours. 4 graduate hours.
EPOL 407 Critical Thinking in Education credit: 3 or 4 Hours.
Examination of critical thinking dispositions and abilities as an approach to the foundations of knowledge and structure of thinking in subject-matter areas. 3 undergraduate hours. 4 graduate hours.
EPOL 408 Aesthetic Education credit: 3 or 4 Hours.
Theoretical introduction to the problems involved in teaching critical appreciation of the arts; examines materials from aesthetics, art history, and criticism for their relevance to the problems of aims, curriculum, organization, and teaching-learning. 3 undergraduate hours. 4 graduate hours.
EPOL 409 Sociology of Education credit: 2 to 4 Hours.
Education as a social process in various cultures and historical periods, emphasizing current systems in Westernized countries. 3 undergraduate hours. 2 or 4 graduate hours. Differential credit will be based on additional assignments and requirements as specified by instructor.
EPOL 410 Racial and Ethnic Families credit: 2 to 4 Hours.
Sociological examination of how gender, race, ethnicity, cultural diversity and class function in the development of diverse American families, which are important foundations of education. Primary attention will be given to African American and Hispanic families. Secondary attention will be given to Asian American, Native American and other racial and ethnic family groups. Same as AFRO 421 and HDFS 424. 3 undergraduate hours. 2 or 4 graduate hours.
EPOL 412 Politics of Education credit: 3 or 4 Hours.
Overview of the political structure and processes through which many of the major issues in education are treated; analyzes nature of the policymaking process in education and discusses the roles of principal participants in the process of educational decision making, but focuses on fundamental recurring issues in education and the ways these issues have been resolved or not resolved by the overall system. Particular attention to the role that both the federal and state judiciary as well as legislative authority have had in shaping educational policy. 3 undergraduate hours. 4 graduate hours.
EPOL 413 Economics of Education credit: 2 to 4 Hours.
Introduction to economic concepts and their application to education, including investment and consumption theories of education and the role of human capital in economic growth and development; cost-benefit analyses in education, education and the distribution of income, and manpower and educational planning. 3 undergraduate hours. 2 or 4 graduate hours.
EPOL 414 Anthropology of Education credit: 2 or 4 Hours.
This seminar considers how sociocultural anthropology has approached the study of education. Readings include ethnographies of schooling as well as works which consider how schooling is implicated in modernist projects of social improvement, the politics of cultural pluralism in nation states, and the spread of neoliberalism. Same as ANTH 425 and EPSY 466. 2 or 4 undergraduate hours. 2 or 4 graduate hours.
EPOL 420 Global Migration and Education credit: 3 or 4 Hours.
This course will integrate contemporary global and comparative perspectives on the study of migration and formal education at the preschool, primary and secondary (P-12) levels. Students will critically examine how institutions of education around the world are shaped by migration, as well as how migrant students and their families interface with educational institutions in resettlement contexts. Specific topics will include: policy responses, curricular approaches, language(s) of instruction, teacher and learner identities, and community-school dynamics. 3 undergraduate hours. 4 graduate hours.
EPOL 421 Education for Global Environmental Sustainability credit: 3 or 4 Hours.
Serves as an introduction to the field of Sustainability Education as an opportunity to promote social and environmental justice and "sustainability" in a globalized world. The course will cover a foundational understanding of the history, theoretical underpinnings, pedagogical approaches, and the practice of sustainability education, and related fields such as Education for Sustainable Development (ESD) and Environmental Education (EE), in terms of how they are conceptualized and implemented around the world. State and federal documents will be examined, as will global policy documents including UNESCO’s Education for Sustainable Development: A Roadmap, to better understand the purpose, design, and content of these fields and their impact on people, place, and planet. Meant to prompt curiosity and critical questioning about learning and instruction in formal and informal spaces. We will explore current definitions of sustainability, the role education plays in advancing a sustainable future, and how connections to place can promote stronger systems of education and justice. The course is organized thematically around topics such as the Rationale for Sustainability Education, Theories and Practices of Sustainability Education, Current Global and Local Policy Frameworks, and issues in Sustainability Education and Climate and Social Justice. 3 undergraduate hours. 4 graduate hours.
EPOL 470 Principles of Human Resource Education credit: 3 or 4 Hours.
Study of the basic concepts and practices of education for and about work: its philosophical foundations and historical development, mission and goals, structure and function, curricular areas of emphasis, learner audiences served and settings in which programs are conducted, and issues and trends affecting program change. 3 undergraduate hours. 4 graduate hours.
EPOL 471 Business Principles for Human Resource Development credit: 3 or 4 Hours.
Study of essential business understandings, knowledge, and skills required for HRD professionals to interact effectively with others in the business community. 3 undergraduate hours. 4 graduate hours.
EPOL 472 Instructional and Training System Design credit: 3 or 4 Hours.
Provides instruction and practice in the selection, organization, and preparation of content for instructional programs in business and technical settings. Provides students with a theoretical orientation to instructional design as well as the opportunity to experience the instructional design process as it applies to business and technical settings through the development of instructional materials. 3 undergraduate hours. 4 graduate hours.
EPOL 473 Facilitation Skills credit: 3 or 4 Hours.
Provides an in-depth examination into the body of research of effectively facilitating groups, including the nature of groups, the dynamics of individuals within groups, effective planning, role clarification, identification of intervention points in groups, and effective use of tools and techniques. The theoretical foundations for the course reside in theories of human values, group dynamics, decision-making, communication, managing conflicts, and effective group intervention. Course emphasis is on experiential learning, with students practicing self-reflection and self-directed facilitations. 3 undergraduate hours. 4 graduate hours.
EPOL 474 Diversity in the Workplace credit: 3 or 4 Hours.
Examines the ways in which "diversity" is conceived, defined and enacted within a range of workplace environments. This course provides a foundation to help students understand and develop the cross‐cultural competence necessary to work and lead effectively in today’s global workforce. This course is designed to provide evidence‐based insights, as well as proven individual, interpersonal, organization‐level strategies to harness the power of diversity and inclusion in teams, organizations, markets, and societies. 3 undergraduate hours. 4 graduate hours.
EPOL 475 Work Analysis credit: 3 or 4 Hours.
The ability to analyze work is a fundamental skill for individuals interested in human resource development. Work analysis is necessary for identifying job standards, designing training programs, performance support systems, evaluating work performance, and perhaps most importantly improving performance. This course will provide students with the opportunity to learn and use range of work analysis techniques and to apply this information in service to an organization. 3 undergraduate hours. 4 graduate hours.
EPOL 476 Project Management Principles and Applications credit: 3 or 4 Hours.
Effective project management skills are essential for successful professional development. This course, in particular, studies the basic principles, techniques, and best practices related to managing personnel, time, and resources in education and training projects. Through a variety of learning activities, including case study review and project simulation, students will apply project management concepts and tools in various training and education-related project development. 3 undergraduate hours. 4 graduate hours.
EPOL 477 Issues and Developments in Human Resource Development credit: 3 or 4 Hours.
Special course for experimentation or for seminar on topics not treated by regularly scheduled courses. Topics vary; consult Class Schedule for specific section offerings. 3 undergraduate hours. 4 graduate hours. May be repeated to a maximum of 8 hours.
EPOL 479 Machine Learning and Human Learning credit: 4 Hours.
Examines the differences between machine and human learning and the ways in which machines can complement human learning. It examines technical definitions of supervised and unsupervised machine learning, as well as broader views of mechanical intelligence able to replicate or exceed human intelligence. The course will also explore practical applications of learning analytics and artificial intelligence in learning management systems and other educational tools. 4 undergraduate hours. 4 graduate hours.
EPOL 480 Technology and Educational Reform credit: 3 or 4 Hours.
Examines the normative and policy issues raised by the use of new information and communication technologies in education. The course is interdisciplinary, drawing from social and historical as well as philosophical perspectives on these issues. 3 undergraduate hours. 4 graduate hours.
EPOL 481 New Learning credit: 3 or 4 Hours.
Education is in a state of flux - transitioning from traditional architectures and practices to new ecologies of teaching and learning influenced by the tremendous social and technological change of our times. What changes are afoot today in workplaces, civic life and everyday community life? What are their implications for education? What are the possible impacts of contemporary social transformations on teaching and learning - including in the areas of technology, media, globalization, diversity, changing forms of work in the "knowledge society", and, in these contexts, changing learner needs and sensibilities? This course explores three pedagogical paradigms: "didactic", "authentic" and "transformative" learning. It takes a historical perspective in order to define the contemporary dimensions of what we term "new learning". It prepares participants to make purposeful choices and link particular theories/instructional approaches to individual and group learning goals. 3 undergraduate hours. 4 graduate hours.
EPOL 482 Design and Development of eLearning Systems credit: 3 or 4 Hours.
Helps students design and develop elearning systems across disciplines and organizations. The course provides knowledge and skills for students to design and develop a highly contextualized and engaging learning systems for individual learners, for organizations, and/or for contemporary technology-enabled environments. The guiding philosophy of the course is that intended learning outcomes by any learning system should be achieved through systematic, theory-based, pedagogically grounded design approaches and process while considering various individuals’ and organizations’ needs. 3 undergraduate hours. 4 graduate hours.
EPOL 483 Learning Technologies credit: 3 or 4 Hours.
Addresses two important needs of educators. First, educators should be aware of recent developments in the area of instructional technology. Second, educators must be able to select, develop, and effectively use appropriate instructional technologies to enhance learning and communication. To meet these needs, this course covers a wide range of instructional technologies that are used for instructional and administrative purposes. Traditional instructional media are considered in the course although significant emphasis is placed on more recent developments that involve the use of the computer and its applications in education. Instructional technologies such as computer-based instruction, computer-based testing, distance learning, interactive video, and intelligent instructional technologies are covered. Through course readings, discussions, and projects, students in the course are expected to gain skills in choosing appropriate instructional technologies, designing effective presentations that rely on those technologies, and properly using instructional technologies to enhance communication with an audience. 3 undergraduate hours. 4 graduate hours.
EPOL 485 Introduction to eLearning credit: 3 or 4 Hours.
Seeks to build foundational knowledge in areas associated with online teaching and learning and distance education in both higher education and workplace learning settings. Major areas of interest include the overview of online teaching and learning strategies, digital learning system design, digital media for learning, and evaluation online teaching and learning. 3 undergraduate hours. 4 graduate hours.
EPOL 486 New Media & Learner Differences credit: 4 Hours.
An investigation of the dimensions of learner diversity: material (class, locale), corporeal (age, race, sex and sexuality, and ability) and symbolic (culture, language, gender, family, affinity and persona). Examines social-cultural theories of difference, as well as considering alternative responses to these differences in educational settings - ranging from broad, institutional responses to specific pedagogical responses within classes of students. 4 undergraduate hours. 4 graduate hours.
EPOL 490 Special Study and Investigation credit: 2 to 4 Hours.
Offers opportunity for an individual to study, on or off campus, selected problems, trends, and new developments in education or to conduct specialized investigations for the improvement of instructional programs. 2 to 4 undergraduate hours. 2 or 4 graduate hours. Approved for Letter and S/U grading. May be repeated to a maximum of 12 hours.
EPOL 491 Supervised Internship credit: 2 or 4 Hours.
While employed in approved cooperating organizations, students observe the relationship between reform or innovations and organizational performance. 2 or 4 undergraduate hours. 2 or 4 graduate hours.
EPOL 500 Proseminar in EPOL credit: 4 Hours.
Introduces new doctoral students in EPOL to the variety of educational research traditions in order to foster reflective inquiry and critical research literacy. 4 graduate hours. No professional credit. Prerequisite: Admission to a doctorate program in EPOL.
EPOL 501 History of U.S. Educational Thought credit: 4 Hours.
Studies the evolution of educational theories and philosophies since the eighteenth century; particular reference to their impact upon educational developments in the United States; a broad view of the general growth of American educational thought; and attention to selected major educational theorists, or schools of thought, exploration of their fundamental ideas, and the relation of these ideas to significant intellectual currents in American culture. 4 graduate hours. No professional credit. Prerequisite: Consent of instructor.
EPOL 502 Education in the 20th Century credit: 4 Hours.
Historical study of significant educational trends during the past sixty years, with special reference to their influence on American education; an analytical examination of the principal transition movements in the last decade of the nineteenth century and of efforts to solve the problems since 1900. 4 graduate hours. No professional credit.
EPOL 504 Foundations of Sustainability Education credit: 4 Hours.
Students will examine environmental history from the nineteenth century through sustainability education in the twenty-first century. This course examines approaches to environmental history including nature study, conservation education, outdoor education, and place-based education. This course also examines how this history informs contemporary notions of sustainability education, the Anthropocene, and its intersections with environmental justice. 4 graduate hours. No professional credit.
EPOL 506 Contemporary Philosophy of Education credit: 4 Hours.
Analyzes exemplary current work in the field, covering a range of contrasting philosophical issues and approaches. The course goal is to provide familiarity with notable contemporary authors from a variety of perspectives. 4 graduate hours. No professional credit.
EPOL 510 Foundations of Aesthetic Education credit: 4 Hours.
Philosophical approach to the problems of teaching for appreciation in formal education; appraisal of the status of aesthetic education, its nature and function, and its relation to other types of education. 4 graduate hours. No professional credit.
EPOL 512 Indigenous Knowledges and Education credit: 4 Hours.
Students will examine Indigenous epistemologies to provide students with Indigenous-led movements of relationality, revitalization, reclamation, and resistance within educational contexts. Key concepts are the study of Indigenous Knowledges primarily in the context of the United States with global connections to sovereignty, sacred sites, traditional ecological knowledge, gender relations and justice. This course situates Indigenous knowledge systems within connection to place and the settler colonization project. 4 graduate hours. No professional credit.
EPOL 515 Introduction to Diversity & Equity credit: 4 Hours.
Designed to broaden and deepen students' reflective understanding of diversity and equity and promote a critical and analytical approach to research on relevant topics, as well as support the development of scholar-practitioners. While diversity is inclusive of social and economic status, gender, race, religion, sexuality, ethnicity, ability, and culture, the course is organized around intersectional identity formations as they continue to inform educational and workforce policies and practices. Throughout this course, students will examine the definitions, role, function and effects of diversity and equity in broadly defined educational structures. The dynamics of power and privilege impact the ways in which diversity and equity manifest, particularly via educational and social policies. 4 graduate hours. No professional credit.
EPOL 516 Critical Race Theory and Education credit: 4 Hours.
Focuses on critical race theory as a critique of racism and the law in U.S. society and discusses its current applications to education policy and research in K-12 schooling and higher education. Also looks at how critical race theory can be used as a methodological lens for policy analysis and educational research. 4 graduate hours. No professional credit.
EPOL 517 Race, Gender and Sexuality Issues credit: 4 Hours.
Examines contemporary theories of race, gender, class, and sexuality, as well as analyzing how their dynamics play out in U.S. public schooling and history. In an attempt to discuss a range of disciplinary and theoretical approaches to diversity, we will shift among historical, sociological, political, theoretical and pedagogical issues. Traces the place of diversity in forming notions of citizenship, community, identity, and political affiliation/alliance. While two extended examples will focus on the interplay of race, class, and gender in the school-based issues of drop out rates and gendered interactions in the classroom and playground, we will also consider contemporary theories of diversity in local and global contexts. 4 graduate hours. No professional credit.
EPOL 520 Education and Globalization credit: 4 Hours.
Analyses of the role and functions of education in social, political, and economic development, with particular reference to the new and the developing countries. 4 graduate hours. No professional credit.
EPOL 521 Globalizing Educational Policy credit: 4 Hours.
Dynamics associated with globalization are now fully articulated to modern schooling and the social and cultural environments in which both school youth and educators operate. This course will reconsider the boundaries of educational policy and practice beyond the mainstream emphasis on subject matter specialization, as educators more fully engage with the complex range of experiences, images, and practices that now compel modern school youth and affect their articulation of needs, interests and desires. 4 graduate hours. No professional credit.
EPOL 522 Globalization of Higher Education credit: 4 Hours.
Focuses on the rapid changes happening in the Higher Education around the world. Using case studies, we will examine a variety of issues that have come about as the Higher Education system responds to rapid changes in the global economy. These include issues of access and equity; accountability; finance; privatization and for-profit institutions; curricular responses to the changing realities of knowledge and knowledge production; and issues of internationalization within these changing contexts. We will also look at future trends in higher education within the US and internationally. 4 graduate hours. No professional credit.
EPOL 523 Global Issues in Learning credit: 4 Hours.
Investigates how culture has been taken up in theories that try to explain differences in educational outcomes between nations, within classrooms, and across schools. Through readings drawn from cultural psychology, but also including sociology, anthropology, and education, students will examine how globalization has shaped the discourse about the relationships between culture, learning, and academic achievement. Same as EPSY 553. 4 graduate hours. No professional credit.
EPOL 524 Education and Human Rights credit: 4 Hours.
Introduces students to varieties of definitions of citizenship - ranging from nation-specific practices and obligations to human rights-based global citizenship - and their relationship to globalized education and public problem solving. Readings include canonical texts on political organization and responsibilities as well as contemporary theories discussing transnational, global, and cosmopolitan citizenship. Also covers the challenges and promises of diversity, statelessness and non-citizenship participation, particularly in educational concerns but also more broadly. 4 graduate hours. No professional credit.
EPOL 525 Global Youth and Citizenship credit: 4 Hours.
Discusses youth and citizenship in a global context. Covers the social construction of children and youth, the sociology of global generations, education and social media, and new youth movements in the digital age. Draws on a diversity of case studies from North America, the Middle East and North Africa, sub-Saharan Africa, Europe and Latin America. 4 graduate hours. No professional credit.
EPOL 526 Education and Power in Middle East credit: 4 Hours.
Survey of education in Middle East and North Africa from the nineteenth century to the present. Course deals with education in relation to colonialism, nationalism, economic development, imperialism, war and geopolitics, youth politics, Islam, and Arab uprisings. Takes a multidisciplinary perspective that draws on social history, anthropology, sociology, political economy, gender studies and international development. 4 graduate hours. No professional credit.
EPOL 528 Researching Global Education credit: 4 Hours.
Introduces education research methodology and consider the cultural, political and ethical implications of engaging in education research in cross-cultural, global contexts. Students will learn to select an appropriate topic for research, effectively navigate and use an academic research library, conduct a literature review, and craft a literature review portion of a larger research project. 4 graduate hours. No professional credit.
EPOL 530 Educational Politics and Policies credit: 4 Hours.
Examines the legislative and political processes in the formulation of current federal and state educational policies, together with the evaluation of policy and the formulation of policy alternatives. 4 graduate hours. No professional credit.
EPOL 531 Diversity, Leadership & Policy credit: 4 Hours.
Intended to provide students with an opportunity to study both historical and contemporary perspectives on leadership and policy in diverse contexts and to prompt reflection on their own practice. As students read, discuss, reflect on, and critique a variety of perspectives and topics such as race, class, power, cultural leadership, policy, change, diversity, and building community, they will consider how the literature informs the development of a personal philosophy of education leadership, takes into consideration moral and ethical issues, the implementation of educational policy, the purposes and nature of the task, and the complexity and diversity of educational contexts. 4 graduate hours. No professional credit.
EPOL 534 Assessment for Learning credit: 4 Hours.
For several decades now, assessment has become an increasingly pressing education priority. Teacher and school accountability systems have come to be based on analysis of large-scale, standardized summative assessments. As a consequence, assessment now dominates most conversations about reform, particularly as a measure of teacher and school accountability for learner performance. Behind the often heated and at times ideologically gridlocked debates is a genuine challenge to address gaps in achievement between different demographically identifiable groups of students. There is an urgent need to lift whole communities and cohorts of students out of cycles of underachievement. For better or for worse, testing and public reporting of achievement is seen to be one of the few tools capable of clearly informing public policy makers and communities alike about how their resources are being used to expand the life opportunities for their children. This course is an overview of current debates about testing, and analyzes the strengths and weaknesses of a variety of approaches to assessment. The course also focuses on the use of assessment technologies in learning. It will explore recent advances in computer adaptive and diagnostic testing, the use of natural language processing technologies in assessments, and embedded formative assessments in digital and online curricula. 4 graduate hours. No professional credit.
EPOL 535 Introduction to Educational Leadership credit: 4 Hours.
Multiple perspectives for understanding theory and practice in the governance and operation of complex organizations in P-12 school systems. Focusses on leadership development and the changing role of the school leader in leading learning-focused schools dedicated to significant and continuous growth for every student. 4 graduate hours. No professional credit.
EPOL 536 Leading School Improvement credit: 4 Hours.
Study of major ideas on school improvement, past and present, and of emerging research on the condition of public education in the United States. In-depth examination of reform proposals for changing the organization of schools, the instructional program, and the roles of students, teachers, and school administrators. 4 graduate hours. No professional credit.
EPOL 538 Supervision of Learning Environments credit: 4 Hours.
Methods, theories, and research applying to the supervision and evaluation of classroom practices in learning-centered schools; includes analysis and application of research in effective teaching practices, formative assessment and summative evaluation, data collection techniques, and professional development. 4 graduate hours. No professional credit.
EPOL 540 Leading Learning-Centered Schools credit: 4 Hours.
Provides an overview and analysis of the administrative, supervisory, and leadership functions of building-level administrators; emphasizes the design and implementation of effective educational programs on a school-wide basis; analyzes administrative tasks and processes that focus on learning-centered schools. 4 graduate hours. No professional credit. Prerequisite: Priority will be given to department majors.
EPOL 541 Leading Improvement and Innovation credit: 4 Hours.
In-depth examination of leadership competencies and skills required for the public school superintendent to successfully lead, innovate, and manage complex educational organizations. Analysis of research and evidenced-based practices that focus on learning, building organizational capacity, strategic design, and ensuring equity and excellence for all learners. Emphasis placed on preparing individuals to effectively lead socially just organizations that ensure high quality learning. 4 graduate hours. No professional credit.
EPOL 542 Public School Finance credit: 4 Hours.
Study of financing public education systems in the United States; focuses on the social, economic, political, legal, and technical dimensions of developing school finance policy for federal, state, and local governments; relates theory and research in public school finance to administrative practice in budgeting and financial administration. 4 graduate hours. No professional credit.
EPOL 543 Educational Leadership and Professional Development credit: 4 Hours.
Study of major issues on educational leadership and professional development. Examination of research, theories, and practices pertaining to: professional development purposes, content, context, policies, and processes; fostering and sustaining quality professional development; and the roles of teachers, school administrators and policy analysts. 4 graduate hours. No professional credit.
EPOL 544 Organizational Theory for Educational Leaders credit: 4 Hours.
Study of theoretical perspectives and empirical research drawn from the social sciences relating to educational organizations and administrative leadership with an emphasis on application of theory to practice. 4 graduate hours. No professional credit.
EPOL 546 Law and School District Leader credit: 4 Hours.
Advanced study of public school law, addressing legal and fiscal policy issues related to effective management of public school districts. In-depth analysis of federal and state statutes, with an emphasis on recent court decisions and legal trends; emphasizes development of legal analytical skills. 4 graduate hours. No professional credit.
EPOL 547 District Change for Equity and Social Justice credit: 4 Hours.
Critical examination of democratic principles of education, especially as it pertains to equity and social justice. Addresses the fundamental question of "Who gets access to the fundamental right of education and how?" Application of theories and concepts to the role of district leaders in implementing socially just educational settings. 4 graduate hours. No professional credit.
EPOL 548 Human Resource Management at the School District Level credit: 4 Hours.
Principles, problems, and trends in the administration of professional public school personnel; organization of personnel; the legal framework of the personnel function; selection, evaluation and development of staff; collective bargaining, contract administration and personnel policy; and the personnel administrator's role as a catalyst for school improvement. 4 graduate hours. No professional credit.
EPOL 549 School District Financial Management credit: 4 Hours.
Analysis of how public schools are managed, including the theory and managerial practices necessary to oversee the functioning of a school district; study of the integration of managerial issues with attendant conditions of school board functioning, priority and educational goal-setting, taxation, capital outlay, debt management, and contractual implementation. Emphasis placed on principles and practices relating to public school financial management, including budgeting and accounting systems. 4 graduate hours. No professional credit.
EPOL 551 Organization of Higher Education credit: 4 Hours.
Examination of American higher education both as a system and as a field of study. Includes consideration of organizational patterns, stakeholders, governance, and the purposes of higher education. 4 graduate hours. No professional credit.
EPOL 552 Foundation of Higher Education credit: 4 Hours.
Examination of the development of American higher education, including the evolution of its forms, purposes, practices, leadership, and constituents. 4 graduate hours. No professional credit.
EPOL 554 College Teaching credit: 4 Hours.
Scholarly approach to curriculum and pedagogy at the college level: instructional methods, active and cooperative learning, technology-enhanced teaching, evaluation and assessment, faculty roles and responsibilities. 4 graduate hours. No professional credit.
EPOL 555 Higher Education Finance credit: 4 Hours.
Explores the foundations of higher education finance by analyzing key theories, structures, and challenges of college and university financing. Students will examine readings, present papers and actively participate in class discussions, so as to better comprehend the financial complexities dictating current institutional policies and practices. 4 graduate hours. No professional credit.
EPOL 556 Access to Higher Education credit: 4 Hours.
Explores current practices, conditions, and policies shaping access to college at the undergraduate level. The course is based in a sociological approach to understanding conditions of access to higher education. Provides an opportunity to examine and discuss current research on class, race, gender, institutional policy, and individual factors that are known to impact participation in higher education. Particular attention is given to stratification in higher education including but not limited to: the historical and legal context of access; points of access; pathways to higher education; and the effects of various policies and programs. 4 graduate hours. No professional credit.
EPOL 557 Education and Stratification credit: 4 Hours.
Examines the varied and complex interplay between social stratification and education. Through readings covering the theoretical work on stratification and education, students will examine a variety of social inequalities, focusing mainly on educational inequalities. With an emphasis on substantive and methodological critique of empirical works on education and stratification, this course is appropriate for any graduate student interested in the topic of educational inequalities and methodological issues relevant to research on this topic. 4 graduate hours. No professional credit.
EPOL 558 The Community College credit: 4 Hours.
Community and technical colleges; their purposes, function, and objectives; social forces related to their development and evaluation; characteristics and needs of students; educational programs and teaching strategies; and organization, control, and financing. 4 graduate hours. No professional credit.
EPOL 559 Higher Education Law credit: 4 Hours.
Provides graduate students with core knowledge of the law affecting the administration of colleges and universities. Students become versed in legal issues to enhance administrative effectiveness and to address legal issues that confront the administrator in the operation of an institution of higher education. Importantly, the course does not aspire to invest the student with legal knowledge sufficient to operate without advice of professional legal counsel. 4 graduate hours. No professional credit.
EPOL 560 Student Affairs Administration credit: 4 Hours.
Theory, research, and practice of student affairs administration, including philosophical foundations, management, professional development and organizational issues. 4 graduate hours. No professional credit.
EPOL 561 Changing College Curriculum credit: 4 Hours.
Examines the historical roots, contemporary controversies, current trends, and possible futures of the curriculum in American postsecondary education. It is a graduate seminar built on small group discussions and conversations about important literature on the changing college curriculum. Increases student understanding of historical and contemporary curricular issues in higher education with the additional goal of fostering the consideration of the possibilities of challenges to enacting curricular change. 4 graduate hours. No professional credit.
EPOL 562 Diversity in Higher Education credit: 4 Hours.
Explores critical topics and issues related to diversity in higher education, including race/ethnicity, class, and gender. Covers current research that explores diversity in higher education, institutional diversity policies and organizational behaviors, campus constituents, and the role of external groups. The course consists of reading, in-class discussion, group exercise, and completing a research project that is of interest to the student. 4 graduate hours. No professional credit.
EPOL 563 The College Student credit: 4 Hours.
Study of the characteristics and development of college students, the institutional contexts in which they operate, and the interaction of students with the college environment. 4 graduate hours. No professional credit.
EPOL 564 College Student Development credit: 4 Hours.
Provides students with an understanding of theories and research involving the cognitive, intrapersonal and interpersonal development of college students. Special attention is paid to the application of student development research in educational settings and the intentional creation of educational environments along developmental principles. 4 graduate hours. No professional credit.
EPOL 565 Critical Issues in Higher Education credit: 4 Hours.
The examination of critical trends that impact higher education from various perspectives, including legal, organizational, and political. 4 graduate hours. No professional credit. May be repeated in separate terms to a maximum of 8 hours.
EPOL 566 Public Policy in Higher Education credit: 4 Hours.
Intended primarily for doctoral students in higher education, this course will enable students to analyze contemporary public policy issues confronting American higher education. Selected policy issues will be probed in depth, drawing upon scholarly sources and public reports. Students will comprehend the interaction and tension among higher education leaders, and local, state, and federal policymakers. 4 graduate hours. No professional credit.
EPOL 570 Organization Development credit: 4 Hours.
Addresses the history, concepts, theories, and techniques of Organization Development as applied in Human Resource Education; emphasis on creating, managing, and sustaining system-wide change in public and private organizations; organized around diagnosis, implementation, and evaluation of individual, team, and organization-wide interventions. 4 graduate hours. No professional credit.
EPOL 571 Advanced Theories in Human Resource Development credit: 4 Hours.
Provides a reading of advanced texts related to Human Resource Development from a variety of applied social science disciplines. Targeted towards doctoral students in the later stage of their course work who are interested in HRE theory and social science foundations. 4 graduate hours. No professional credit.
EPOL 572 Quality Process Improvement credit: 4 Hours.
Examines quality and process improvement philosophies, theories, and strategies as they apply to the practice of professionals in human resource education. Based on a critical analysis of the historical antecedents, theoretical foundations, and empirical research results of Total Quality Management (TQM) and Continuous Process Improvement (CPI), students will be able to apply improvement strategies and evaluate the merits and limitations in public and private settings. Same as . 4 graduate hours. No professional credit.
EPOL 573 Strategic Human Resource Development credit: 2 or 4 Hours.
Study of the theories, research, and applications of strategic human resource development in a variety of organizational settings. 2 or 4 graduate hours. No professional credit.
EPOL 574 Management of Human Resource Development credit: 4 Hours.
Study of management fundamentals related to planning, organizing, staffing, leading, and controlling the HRD function in organizations. 4 graduate hours. No professional credit.
EPOL 576 Consulting in Human Resource Development credit: 4 Hours.
Analysis of key elements of consulting in the human resource development profession. Emphasis is placed on subject matter expertise, consulting skills, marketing, organization, business management, communication, and life/work balance. The course examines both the internal and external consulting practices. Issues of education and training of consultants for work in industry, business, government, and non-profit sectors are covered in detail. 4 graduate hours. No professional credit.
EPOL 577 International Human Resource Development credit: 4 Hours.
Course is designed to provide insights into international HRD at macro and micro levels. Course will cover: cross-cultural issues in international HRD; design and delivery of international HRD programs; HRD practices and programs in different regions of the world; national HRD programs; expatriate training and training in multinational corporations. 4 graduate hours. No professional credit.
EPOL 578 Learning on the Job credit: 4 Hours.
Research and practice suggest that individuals learn most of what they know and can do while on-the-job, not in a corporate classroom or some other formal learning setting. This seminar will provide opportunity to examine the literature on this topic and consider how they also might contribute to the literature through their own research. The seminar will also provide the opportunity to experience how to design a workplace learning system, such as structured on-the-job training. 4 graduate hours. No professional credit.
EPOL 580 Ubiquitous Learning credit: 4 Hours.
Explores the dynamics of learning using mobile computing devices, broadly defined to range from mobile phones, tablets and laptops to interesting new possibilities raised by emerging technologies such as wearable devices and a potentially pervasive "internet of things". Our journey will take us through museums, galleries and parks - real and virtual. We will visit new media and gaming spaces in which either incidental or explicit learning is taking place. We will look at sites of informal as well as formal learning - extraordinary classrooms offering blended learning opportunities, as well as new forms and modes of out-of-school and self-directed learning. 4 graduate hours. No professional credit.
EPOL 581 Knowledge, Learning and Pedagogy credit: 4 Hours.
Investigates a variety of pedagogical paradigms, including didactic, authentic and critical pedagogies. Develops the concept of a pedagogical repertoire, as a way of interpreting the ways in which learners engage in a variety of "knowledge processes" or task types. The course focuses on approaches to literacy teaching and learning, but course participants can address parallel examples from other discipline areas and across all levels of education. As a counterpoint, it also reflects on the practicalities of learning knowledge-making in informal as well as consciously designed learning environments. 4 graduate hours. No professional credit.
EPOL 582 New Media and Literacies credit: 4 Hours.
Introduces the 'Multiliteracies' theory of literacy learning, recognizing that contemporary communications are increasingly multimodal, connecting written text with oral, visual, gestural, tactile and spatial modes. The course will explore current trends in literacy instruction, not only in language arts or composition classes, but academic literacies across all curriculum areas and all levels of learning. This reflects an expansive view of literacy in which reading and writing includes media objects such as video, datasets, and infographics. 4 graduate hours. No professional credit.
EPOL 583 eLearning Ecologies credit: 4 Hours.
An examination of emerging environments of eLearning, some setting out to emulate the heritage social relationships and discourses of the classroom, others attempting to create new forms of learning. Aims to push the imaginative boundaries of what might be possible in eLearning environments. Explores the ways in which assessments can be constructed and implemented which are integral to the learning process, with the assistance of today's new media, 'big data' and other information technologies. 4 graduate hours. No professional credit.
Provides students with experience and resources on ongoing innovation in learning systems and digital technologies that can be used to design, develop, and deliver content and learning experiences in various learning and development contexts. Students will critically review ongoing innovation in various learning systems, which can be situated in face-to-face settings and technology-enriched and -enabled learning environments (TEELE). The course includes two areas of innovation: Learning system design and learning system development. 4 graduate hours. No professional credit.
EPOL 586 General Field Research Seminar credit: 4 Hours.
This course will guide doctoral students as they develop a broad and critical understanding of their general field of doctoral study. Students will conduct a synthesized and critical review of the general field literature, which will become part of their dissertation. This course may meet the doctoral requirement of the General Field Qualifying Examination. 4 graduate hours. No professional credit. Approved for S/U grading only. May be repeated in separate terms for up to 8 hours. Prerequisite: To be taken by EPOL doctoral students upon completion of graduate course work. See advisor for guidance.
EPOL 587 Special Field Research Seminar credit: 4 Hours.
This course will guide doctoral students as they develop a broad and critical understanding of their special field of doctoral study. Students will conduct a synthesized and critical review of the special field literature, which will become part of their dissertation.This course may meet the doctoral requirement of the Special Field Qualifying Examination. 4 graduate hours. No professional credit. Approved for S/U grading only. May be repeated in separate terms up to 8 hours. Prerequisite: To be taken by doctoral students upon completion of graduate course work. See advisor for guidance.
EPOL 590 Advanced Graduate Seminar credit: 4 Hours.
Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education. 4 graduate hours. No professional credit. May be repeated in the same and separate semesters to a maximum of 12 hours, if topics vary.
EPOL 591 Thesis Seminar credit: 4 Hours.
Designed to take students through the entire process of proposal development, this course is intended for masters or doctoral students who are ready to prepare a thesis or dissertation proposal. Students will learn to use a systematic and comprehensive approach to develop the research proposal and how each step in the research process is related. 4 graduate hours. No professional credit. Approved for Letter and S/U grading.
EPOL 592 Special Topics in EPOL credit: 4 Hours.
Introduction to significant problems, points of view, and trends in the field; explores significant research relating to organization, content, and techniques. Topics vary; consult Class Schedule for specific section offerings. 4 graduate hours. No professional credit. May be repeated if topics vary. Prerequisite: Instructor approval required.
EPOL 595 Independent Study credit: 1 to 4 Hours.
Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term. 1 to 4 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated with approval.
EPOL 596 Capstone Experience I & II credit: 2 Hours.
Part I is the design of a research study (capstone project) that integrates literature covered in the degree program leading to a research question to be explored empirically. It includes literature review, problem statement, research design, methodology, identifying participants, IRB review and a final proposal paper. Students are expected to collect data for their study (project) between Parts I and II. Part II topics include data analysis, interpretation, discussion, implications, dissemination of findings, and future research. Leads to a final research (capstone) paper that synthesizes work from Part I and adds to it through data analysis, discussion of findings, implications, and ways to disseminate findings to relevant audiences. 2 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated in separate terms to a maximum of 4 hours.
EPOL 597 Clinical Experience Administration credit: 0 to 12 Hours.
Direct experience in the study of educational problems of concern to administrators; features an action component whereby the student is provided with opportunities for assuming responsibility for decision making in a live or simulated setting; each student works under the supervision of a professor, and where possible and appropriate, a practicing administrator. 0 to 12 graduate hours. No professional credit. Approved for Letter and S/U grading. May be repeated in separate terms to a maximum of 12 hours. Prerequisite: Restricted to students admitted to the General Administrative or Superintendent Endorsement program and must have completed at least 16 hours of EAL required courses, or consent of instructor.
EPOL 598 Internship in Education Policy, Organization and Leadership credit: 2 or 4 Hours.
Supervised direct experience in the administration of higher education. With the aid of the faculty, students select the internship relevant to their career goals. 2 or 4 graduate hours. No professional credit. Approved for S/U grading only. May be repeated in separate terms to a maximum of 8 hours; no more than 8 hours may be earned toward an advanced degree. Prerequisite: Consent of instructor.
EPOL 599 Thesis Research credit: 0 to 16 Hours.
Individual direction of research and thesis writing. 0 to 16 graduate hours. No professional credit. Approved for S/U grading only. May be repeated with approval.