The Graduate School Bulletin
Department of Educational Leadership and Cultural Foundations
239A Curry Building
(336) 334-3490
http://www.uncg.edu/elc
Graduate Programs:
Master of School Administration (MSA), 42 hours
Post-Master's Certificate in School Administration, 24-27 hours
Post-Master’s Certificate in School Administration - Specialized Education, 15 hours
Post-Master's Certificate in Urban School Leadership and Administration, 27 hours
Specialist in Education (EdS) in Educational Leadership, 33-60 hours
Doctor of Education (EdD) in Educational Leadership, 66-93 hours
Doctor of Philosophy (PhD) in Educational Studies, Cultural Studies concentration, 60 hours
ELC Educational Leadership and Cultural Foundations Courses
Graduate Faculty
Professors
Glenn M. Hudak, PhD, Philosophy of education, moral and spiritual dimensions of education, epistemology and education (education and digital culture, Buddhism, psychoanalytic thought), philosophic foundations of leadership.
Carol A. Mullen, PhD, Mentorship theory and leadership practice, academic democratic leadership, faculty and graduate student development, curriculum studies, writing development (Chair of Department).
Ulrich C. Reitzug, EdD, Schools as centers of inquiry and change, school renewal, democratic schooling, principals’ narratives and practices (Director of Graduate Study - EdS and EdD).
Svi Shapiro, EdD, Social foundations of education, political change and educational policy, critical pedagogy and social theory, interpretive methods of research (Director of Graduate Study - PhD).
Associate Professors
Kathleen Casey, PhD, Curriculum theory, poverty and education, political analysis of education, narrative research.
Camille Wilson Cooper, PhD, Educational policy, race and equity in school change, parental choice and involvement, feminist theory and methodology.
Carl Lashley, EdD, Critical practice of administration, legal and ethical dimensions of education, special education administration, disability studies and policy.
Leila E. Villaverde, PhD, Curriculum studies, cultural studies, feminist theory, aesthetics, social foundations of art, critical pedagogy.
Assistant Professors
Silvia C. Bettez, PhD, Sociology of education; race, class, and gender intersections; critical multicultural education; qualitative research methods; and feminist gender studies.
Craig Peck, PhD, History of education, the principalship, educational technology, educational reform, and social change (Coordinator of Post-Master’s Certificate in School Administration).
Clinical Associate Professor
Misti W. Williams, EdD, School law, ethical decision making, instructional leadership, the principalship with an emphasis on retention and support of school leadership, schools as centers of inquiry (Director of Graduate Study - MSA).
Clinical Assistant Professor
Ann W. Davis, EdD, Instructional technology, school improvement, student performance, leadership capacity building.
Overview
The Department of Educational Leadership and Cultural Foundations is concerned with issues of educational theory, practice, policy, leadership, curriculum, and administration. The department offers interdisciplinary-focused studies that emphasize questions of moral concern and the cultural context of education. There is a strong interest in issues of educational change as this relates to matters of human and social vision.
MSA - Master of School Administration
The MSA meets state standards for North Carolina Level I administrator licensure (school principal). The degree requires 42 semester hours. Students engage the content of leadership preparation through graduate classroom engagement and assignments, observing schools and school leaders in their practice, and performing tasks under the supervision of a school-based and university mentor during the internship.
Courses are offered in the evenings during the Fall and Spring terms and at various times in the Summer term. Courses are offered off campus or in blended, online formats. Most students are enrolled part-time.
Application and Admission
In addition to the application materials required by The Graduate School, applicants must submit a resume or curriculum vitae and a personal statement (see departmental website for topic and details). Qualified applicants will have at least 3 years of licensed teaching experience or eligibility for teaching licensure if not currently licensed. One of the required recommendations should come from a principal with whom you have worked in the last 3 years.
Admissions decisions are made in January each year for Fall admission. Applicants must submit all application materials by January 15.
Degree Requirements
Required Courses (12 hours)
ELC 660 The School Principalship (3)
ELC 670 Leadership for Teaching and Learning (3)
ELC 684 Teacher Rights, Recruitment, Retention, and Evaluation (3)
ELC 694 Cultural and Political Dimensions of Schooling (3)
Specialization (9 hours)
In addition to the required and research courses, students will work with their departmental advisors to choose a three-course specialization that matches the student's interests and provides content and activities that are necessary for rounding out the student's preparation. Courses in the specializations will be aligned with the School Executive Standards and the ELCC Standards.
Students at the Margins
Students will engage in content and activities focused on culturally relevant leadership, critical pedagogy, inclusive practice, and issues related to the education of students from diverse racial, ethnic, gender, sexual orientation, ability, language learning, and socioeconomic groups. Examples of courses are:
ELC 616 Culturally Responsive Leadership (3)
ELC 673 Principal Leadership for Special Education (3)
ELC 683 Engaging the Public in Education (3)
ELC 693 Introduction to Critical Pedagogy (3)
ELC 697 Selected Critical Issues in American Education (3)
Curriculum and Pedagogy
Students will engage in content and activities related to curriculum theory, instructional approaches, and technology integration. Examples of courses are:
ELC 615 Foundations of Curriculum (3)
ELC 616 Culturally Responsive Leadership (3)
ELC 672 Technology and Administrative Leadership (3)
Law, Policy, and Politics
Students will engage in content and activities related to legal and ethical dimensions of leadership, power, politics, and policy. Examples of courses are:
ELC 616 Culturally Responsive Leadership (3)
ELC 662 Power, Politics, and School (3)
ELC 687 Legal and Ethical Dimensions of Leadership (3)
ELC 697 Selected Critical Issues in American Education (3)
Electives (6 hours)
Students will work with their advisors to choose two electives (6 hours)— either in the Department or outside it—that match the students's interests and provide both content and activities that are necessary to complete the student's preparation. Advisors will encourage students to choose electives that create interdisciplinary and interprofessional connections in the student's preparation.
Research (3 hours)
ELC 675 Schools as Centers of Inquiry (3) or another appropriate research course selected with prior approval from the student's advisor.
Required Field Experiences (12 hours)
Students are required to complete an internship experience that is the equivalent of one year of full-time administrative field experience.
ELC 690 Practicum in Educational Administration (12)
Capstone Experience
Prior to program completion, each student will prepare a portfolio and analytic paper that describes and reflects on his/her development during the degree program. The student will participate in a capstone presentation that features her/his portfolio. The student's advisor and one other faculty member will be responsible for reviewing and approving successful completion of the capstone experience.
Post-Master's Certificate in School Administration
The Post-Master’s Certificate in School Administration requires 24-27 semester hours and is designed to prepare students for positions as principals or assistant principals and meets the requirements of the state legislation that supports an alternative path to school administration licensure (also known as “add-on” principal licensure).
Application and Admission
In addition to the application materials required by The Graduate School, applicants must submit a current resume that details all previous leadership and professional roles and a personal statement (see departmental website for topic and details). One of the required recommendations must come from a principal or education supervisor. Some applicants may be requested to participate in an interview.
Qualified applicants will have a master's degree in education or a field closely affiliated with youth or adult development and at least 3 years of teaching or other professional educational experience (not limited to public schools).
Applicants must submit all application materials by Admissions decisions are made in January each year for Fall admission. Applicants must submit all application materials by January 15.
Certificate Requirements
Required Courses (12-15 hours)
ELC 660 The School Principalship (3)
ELC 670 Leadership for Teaching and Learning (3)
ELC 684 Teacher Rights, Recruitment, Retention, and Evaluation (3)
ELC 694 Cultural and Political Dimensions of Schooling (3)
Based on an assessment of a student's academic and professional background as reflected in the application, the PMC committee may require students to take an additional course in the ELC department to help prepare them for a school leadership role.
Required Field Experiences (12 hours)
Students are required to complete an internship experience equivalent to one year of full-time administrative field experience.
ELC 690 Practicum in Educational Administration (12)
Capstone Experience
Prior to program completion, each student will prepare a portfolio and analytic paper that describes and reflects on his/her development during the certificate program. The student will participate in a capstone presentation that features his/her portfolio. ELC faculty members will review the student’s capstone experience for approval.
PMC Post-Master’s Certificate in School Administration - Specialized Education
The Post-Master’s Certificate in School Administration - Specialized Education Focus requires 15 semester hours and is specifically designed for students graduating from the UNCG MEd in special education curriculum who have completed the leadership emphasis area of focused study. The certificate meets the requirements of the state legislation that supports an alternative path to school administration licensure (also known as “add-on” principal licensure).
Application and Admission
In addition to the application materials required by The Graduate School, applicants must submit a current resume that details all previous leadership and professional roles and a personal statement (see departmental website for topic and details). One of the required recommendations must come from a principal or education supervisor. Some applicants may be requested to participate in an interview.
Qualified applicants will hold an MEd in special education: general curriculum and have at least 3 years of teaching or other professional educational experience (not limited to public schools).
Admissions decisions are made in January each year for Fall admission. Applicants must submit all application materials by January 15.
Certificate Requirements
Required Courses (3 hours)
Students will complete the course not taken as part of the MEd in Special Education, leadership emphasis.
ELC 660 The School Principalship (3)
ELC 670 Leadership for Teaching and Learning (3)
ELC 684 Teacher Rights, Recruitment, Retention, and Evaluation (3)
ELC 694 Cultural and Political Dimensions of Schooling (3)
Required Field Experiences (12 hours)
Students are required to complete an internship experience equivalent to one year of full-time administrative field experience.
ELC 690 Practicum in Educational Administration (12)
Licensure Portfolio/Capstone Experience
To receive NC state licensure as a principal, students must submit a Licensure Portfolio to the department for review. The portfolio will include material drawn from the student’s course work and internship and provide documentary evidence of meeting state leadership standards.
Post-Master's Certificate in Urban School Leadership and Administration
The Post-Master's Certificate in Urban School Leadership and Administration is designed to prepare students for positions as principals or assistant principals in urban schools. The certificate meets the requirements of the state legislation that supports an alternative path to school administration licensure (also known as “add-on” principal licensure).
The required 27 semester hours include 15 semester hours of academic course work and 12 semester hours of a year-long internship conducted in an urban educational setting.
Application and Admission
In addition to the application materials required by The Graduate School, applicants must submit a current resume that details all previous leadership and professional roles and a personal statement (see departmental website for topic and details). One of the required recommendations must come from a principal or education supervisor. Some applicants may be requested to participate in an interview.
Qualified applicants will have a master's degree in education or a field closely affiliated with youth or adult development and at least 3 years of teaching or other professional educational experience (not limited to public schools).
Admissions decisions are made in January each year for Fall admission. Applicants must submit all application materials by January 15.
Certificate Requirements
Required Courses (15 hours)
ELC 660 The School Principalship (3)
ELC 670 Leadership for Teaching and Learning (3)
ELC 684 Teacher Rights, Recruitment, Retention, and Evaluation (3)
ELC 691 Urban School Organizational Leadership: Best Practices (3)
ELC 694 Cultural and Political Dimensions of Schooling (3)
Required Field Experiences (12 hours)
Students are required to complete an internship experience in an urban educational setting equivalent to one year of full-time administrative field experience.
ELC 690 Practicum in Educational Administration (12)
Capstone Experience
Prior to program completion, each student will prepare a portfolio and analytic paper that describes and reflects on his/her development during the certificate program. The paper must also provide an explanation and rationale for how the student might lead and improve an urban school. The student will participate in a capstone presentation that features his/her portfolio. ELC faculty members will review the student's capstone experience for approval.
EDS - Specialist in Education in Educational Leadership
Application and Admission
In addition to the application materials required by The Graduate School, the applicant must submit a resume or curriculum vitae and a personal statement (see departmental website for topic and details). Applicants must submit all application materials by September 1 to be considered for Spring admission or by January 1 to be considered for Fall admission.
Degree Requirements
Advanced Principal and Superintendent Concentration (33 hours)
The 33-hour advanced principal and superintendent concentration is intended for students with a previous Master of School Administration degree and/or P licensure who seek preparation for advanced building-level administrator, district-level administrator, and superintendent positions. The concentration leads to eligibility for specialist-level principal licensure and superintendent licensure (AP and AS licensure).
Administration and Leadership Courses (18-21 hours)
ELC 700 Critical Perspectives in Education, Leadership, and Culture (3)
ELC 701 The Superintendency (3)
ELC 751 Cases and Concepts in Educational Leadership (3)
Students may select 9-12 hours from the following:
ELC 659 Educational Finance (3)
ELC 683 Engaging the Public in Education (3)
ELC 750 Advanced Seminar in School Law Research (3)
ELC 752 Theories in Educational Administration (3)
ELC 754 Personal Leadership Assessment and Enhancement (3)
Additional courses as approved by the student's advisor
Minimum 9 semester hours from the following two areas:
Curricular and Instructional Leadership (3-6 hours)
ELC 686 Curriculum Theory (3)
Additional courses as approved by the student's advisor
Social and Cultural Foundations (3-6 hours)
ELC 679 History of Education in the United States (3) or ELC 696 Philosophies in Education (3)
Students may select from the following:
ELC 697 Selected Critical Issues in American Education (3)
ELC 688 Contemporary Problems Seminar (3)
Additional courses as approved by the student's advisor
Research (6 hours)
ERM 517 Statistical Methods in Education (3) or another course in quantitative methods
Students may select 3 hours from the following:
ELC 664 Foundations of Interpretive Inquiry (3)
ELC 665 Approaches to Qualitative Inquiry (3)
Additional courses as approved by the student's advisor
Capstone Experience
The student will write a paper (no less than 10 pages in length) that responds to the following:
Reflect on the ways in which your approach to leadership practice in schools (or other contexts) has changed as a result of your learning experiences in the Specialist in Education program. Reflecting on your course work and the literature on education, leadership, and culture, describe the core values you want to promote in your professional practice, and discuss how they would be reflected in your response to several challenges you expect to face in your work. Finally, discuss some of the lingering questions you still have about education, leadership, and culture and society, questions that may frame your personal and professional learning in the future.
The student will participate in a discussion of her/his reflective paper with faculty members.
Entry-Level Principal and Superintendent Concentration (60 hours)
The 60-hour entry-level principal and superintendent concentration is intended for students who have a master's degree in a field other than school administration and who do not already hold Principal licensure. The concentration offers preparation for leadership at the building level as a school principal and at the district level as a central office administrator or superintendent and leads to eligibility for specialist-level principal and superintendent licensure (AP and AS licensure).
Administration and Leadership (27 hours)
ELC 660 The School Principalship* (3)
ELC 687 Legal and Ethical Dimensions of Leadership (3)
ELC 691 Urban School Organizational Leadership: Best Practices* (3)
ELC 694 Cultural and Political Dimensions of Schooling* (3)
ELC 700 Critical Perspectives in Education, Leadership, and Culture (3)
ELC 701 The Superintendency (3)
ELC 751 Cases and Concepts in Educational Leadership (3)
Students may select 6 hours from the following:
ELC 659 Educational Finance (3)
ELC 683 Engaging the Public in Education (3)
ELC 750 Advanced Seminar in School Law Research (3)
ELC 752 Theories in Educational Administration (3)
ELC 754 Personal Leadership Assessment and Enhancement (3)
Additional courses as approved by the student's advisor
Internship (12 hours)
ELC 690 Practicum in Educational Administration* (6)
ELC 790 Internship (6)
Minimum of 15 semester hours from the following two areas:
Curricular and Instructional Leadership (9-12 hours)
ELC 615 Foundations of Curriculum (3)
ELC 670 Leadership for Teaching and Learning (3)
Students may select 3-6 hours from the following:
ELC 686 Curriculum Theory (3)
Additional courses as approved by the student's advisor
Social and Cultural Foundations (3-6 hours)
ELC 679 History of Education in the United States (3) or ELC 696 Philosophies in Education (3)
Students may select from the following:
ELC 697 Selected Critical Issues in American Education
ELC 688 Contemporary Problems Seminar
Additional courses as approved by the student's advisor
Research (6 hours)
ERM 517 Statistical Methods in Education (3) or another course in quantitative methods
ELC 675 Schools as Centers of Inquiry (3)
Capstone Experience
The student will write a paper (no less than 10 pages in length) that responds to the following:
Reflect on the ways in which your approach to leadership practice in schools (or other contexts) has changed as a result of your learning experiences in the Specialist in Education program. Reflecting on your course work and the literature on education, leadership, and culture, describe the core values you want to promote in your professional practice, and discuss how they would be reflected in your response to several challenges you expect to face in your work. Finally, discuss some of the lingering questions you still have about education, leadership, and culture and society, questions that may frame your personal and professional learning in the future.
The student will participate in a discussion of her/his reflective paper with faculty members.
*Master and specialist/doctoral student requirements for this course will be differentiated.
EDD - Doctor of Education in Educational Leadership
Application and Admission
In addition to the application materials required by The Graduate School, the applicant must submit a resume or curriculum vitae and a personal statement (see departmental website for topic and details). Applicants must submit all application materials by September 1 to be considered for Spring admission or by January 1 to be considered for Fall admission.
Degree Requirements
Advanced Principal and Superintendent Concentration (66 hours)
The 66-hour advanced principal and superintendent concentration is intended for students with a previous Master of School Administration degree and/or P licensure who wish to seek preparation for advanced building-level administrator, district-level administrator, and superintendent positions. The concentration leads to eligibility for doctoral-level principal licensure and superintendent (DP and DS) licensure. Note: Upon the completion of all course requirements and internship, students are eligible for specialist-level principal and superintendent (AP and AS) licensure.
Administration and Leadership (18 hours)
ELC 700 Critical Perspectives in Education, Leadership, and Culture (3)
ELC 701 The Superintendency (3)
ELC 751 Cases and Concepts in Educational Leadership (3)
Students may select 9 hours from the following:
ELC 659 Educational Finance (3)
ELC 683 Engaging the Public in Education (3)
ELC 750 Advanced Seminar in School Law Research (3)
ELC 752 Theories in Educational Administration (3)
ELC 754 Personal Leadership Assessment and Enhancement (3)
Additional courses as approved by the student's advisor
Internship (6 hours)
ELC 790 Internship (6)
Minimum of 15 semester hours from the following two areas:
Curricular and Instructional Leadership (6-9 hours)
Students may select 6-9 hours from the following:
ELC 686 Curriculum Theory (3)
Additional courses as approved by the student's advisor
Social and Cultural Foundations (6-9 hours)
ELC 679 History of Education in the United States (3) or ELC 696 Philosophies in Education (3)
Students may select 3-6 hours from the following:
ELC 697 Selected Critical Issues in American Education (3)
ELC 688 Contemporary Problems Seminar (3)
Additional courses as approved by the student's advisor
Research (15 hours)
ERM 517 Statistical Methods in Education (3) or another course in quantitative methods
Students may select 12 hours from the following:
ELC 664 Foundations of Interpretive Inquiry (3)
ELC 665 Approaches to Qualitative Inquiry (3)
Additional courses as approved by the student's advisor
Dissertation (12 hours)
ELC 799 Dissertation (12)
Entry-Level Principal Concentration (84 hours)
The 84-hour entry-level principal concentration is intended for students who have a master's degree in a field other than school administration and do not already hold principal's licensure. The concentration offers intensive preparation for leadership at the building level as a school principal and leads to eligibility for doctoral-level principal (DP) licensure. Note: Upon completion of all course requirements and internship, students are eligible for specialist-level principal (AP) licensure.
Administration and Leadership (24 hours)
ELC 660 The School Principalship* (3)
ELC 687 Legal and Ethical Dimensions of Leadership* (3)
ELC 691 Urban School Organizational Leadership: Best Practices* (3)
ELC 694 Cultural and Political Dimensions of Schooling* (3)
ELC 700 Critical Perspectives in Education, Leadership, and Culture (3)
ELC 751 Cases and Concepts in Educational Leadership (3)
Students may select 9 hours from the following:
ELC 659 Educational Finance (3)
ELC 683 Engaging the Public in Education (3)
ELC 701 The Superintendency (3)
ELC 750 Advanced Seminar in School Law Research (3)
ELC 752 Theories in Educational Administration (3)
ELC 754 Personal Leadership Assessment and Enhancement* (3)
Additional courses as approved by the student's advisor
Internship (12 hours)
ELC 690 Practicum in Educational Administration* (12)
Curricular and Instructional Leadership (12 hours)
ELC 615 Foundations of Curriculum (3)
ELC 670 Leadership for Teaching and Learning* (3)
Students may select 6 hours from the following:
ELC 686 Curriculum Theory (3)
Additional courses as approved by the student's advisor
Social and Cultural Foundations (9 hours)
ELC 679 History of Education in the United States (3) or ELC 696 Philosophies in Education (3)
Students may select 6 hours from the following:
ELC 697 Selected Critical Issues in American Education (3)
ELC 688 Contemporary Problems Seminar (3)
Additional courses as approved by the student's advisor
Research (15 hours)
ERM 517 Statistical Methods in Education (3) or another course in quantitative methods
ELC 675 Schools as Centers of Inquiry* (3)
Students may select 9 hours from the following:
ELC 664 Foundations of Interpretive Inquiry (3)
ELC 665 Approaches to Qualitative Research (3)
Additional courses as approved by the student's advisor
Dissertation (12 hours)
ELC 799 Dissertation (12)
*Master and doctoral student requirements for this course will be differentiated.
Entry-level Principal and Superintendent Concentration (93 hours)
The 93-hour entry-level principal and superintendent concentration is intended for students who have a master's degree in a field other than school administration and do not already hold principal's (P) licensure. The concentration offers preparation for leadership at the building level as a school principal and at the district level as a central office administrator or superintendent and leads to eligibility for doctoral-level principal and superintendent (DP and DS) licensure. Note: Upon completion of all course requirements and internship, students are eligible for specialist-level principal and superintendent (AP and AS) licensure.
Administration and Leadership (33 hours)
ELC 660 The School Principalship* (3)
ELC 687 Legal and Ethical Dimensions of Leadership* (3)
ELC 691 Urban School Organizational Leadership: Best Practices* (3)
ELC 694 Cultural and Political Dimensions of Schooling* (3)
ELC 700 Critical Perspectives in Education, Leadership, and Culture (3)
ELC 701 The School Superintendency* (3)
ELC 751 Cases and Concepts in Educational Leadership (3)
Students may select 12 hours from the following:
ELC 659 Educational Finance (3)
ELC 683 Engaging the Public in Education (3)
ELC 750 Advanced Seminar in School Law Research (3)
ELC 752 Theories in Educational Administration (3)
ELC 754 Personal Leadership Assessment and Enhancement (3)
Additional courses as approved by the student's advisor
Internship (12 hours)
ELC 690 Practicum in Educational Administration* (6)
ELC 790 Internship (6)
Curricular and Instructional Leadership (12 hours)
ELC 615 Foundations of Curriculum (3)
ELC 670 Leadership for Teaching and Learning* (3)
Students may select 6 hours from the following:
ELC 686 Curriculum Theory (3)
Additional courses as approved by the student's advisor
Social and Cultural Foundations (9 hours)
ELC 679 History of Education in the United States or ELC 696 Philosophies in Education (3)
Students may select 6 hours from the following:
ELC 697 Selected Critical Issues in American Education (3)
ELC 688 Contemporary Problems Seminar (3)
Additional courses as approved by the student's advisor
Research (15 hours)
ERM 617 Statistical Methods in Education (3) or another course in quantitative methods
ELC 675 Schools as Centers of Inquiry* (3)
Students may select 9 hours from the following:
ELC 664 Foundations of Interpretive Inquiry (3)
ELC 665 Approaches to Qualitative Inquiry (3)
Additional courses as approved by the student's advisor
Dissertation (12 hours)
ELC 799 Dissertation (12)
*Master and doctoral student requirements for this course will be differentiated.
Non-Administrative Licensure Educational Leadership Emphasis (66 hours)
The 66-hour non-administrative licensure with educational leadership emphasis concentration is intended for persons who desire to enhance their understanding of educational leadership but are not interested in administrative licensure.
Administration and Leadership (15-21 hours)
Internship (6 hours)
ELC 790 Internship (6)
The internship will not necessarily be in PK-12 schools or districts but may be in any setting, approved by the University internship supervisor, in which the student has an opportunity to observe and participate in experiences related to educational leadership.
Minimum of 18 semester hours from the following two areas:
Curricular and Instructional Leadership (6-12 hours)
Social and Cultural Foundations (6-12 hours)
ELC 679 History of Education in the United States (3) or ELC 696 Philosophies in Education (3)
Students may select 3-9 hours from the following:
ELC 697 Selected Critical Issues in American Education (3)
ELC 688 Contemporary Problems Seminar (3)
Additional courses as approved by the student's advisor
Research (15 hours)
ERM 517 Statistical Methods in Education (3) or another course in quantitative methods
Students may select 12 hours from the following:
ELC 664 Foundations of Interpretive Inquiry (3)
ELC 665 Approaches to Qualitative Inquiry (3)
Additional courses as approved by the student's advisor
Dissertation (12 hours)
ELC 799 Dissertation (12)
PHD - Doctor of Philosophy in Curriculum and Teaching with a Concentration in Cultural Studies
The frame work of the 60-hour PhD degree revolves around fundamental issues of social justice as they pertain to educational theory and practice—its ideology, philosophical assumptions, moral claims and social analysis.
Within this concentration, the program of study is negotiated between the student and his or her individual doctoral advisory/dissertation committee. Although the program involves course recommendations, every effort is made to avoid rigidity and repetition. The program has both formal and informal dimensions—course work, comprehensive examinations, doctoral dissertation, as well as discussions with faculty and other students, reflections, attending lectures and performances, etc.
Application and Admission
In addition to the application materials required by The Graduate School, applicants must submit a resume or curriculum vitae and a personal statement (see departmental website for details). Applicants must submit all application materials by December 1 to be considered for Fall admission.
Degree Requirements
Course Areas
Educational Foundations (18 hours)
Normally students take the courses reflecting social, philosophical, and historical dimensions of education.
Curriculum and Teaching (15-24 hours)
Normally students take courses that encourage a broad, critical understanding of school, pedagogy, and society:
Research (15 hours)
Normally students take courses from a variety of qualitative and epistemological methodologies to guide in dissertation research.
The following courses are required:
ERM 517 Statistical Methods in Education (3) or
ERM 680 Intermediate Statistical Methods in Education (3) or
Acceptable substitute pending approval of advisor and The Graduate School
Dissertation (12 hours)
ELC 799 Dissertation (12)
ELC Educational Leadership and Cultural Foundations Courses
506 Institutes in Education (1-3)
Practicum or workshop experiences to focus on issues, problems, or approaches in the profession. Students may apply no more than 3 hours of this course to any degree program. (Graded on S-U basis)
581 Teaching in the Urban School (3:3)
Pr. admission to teacher education or permission of instructor
Course designed to provide an opportunity for educators to examine research and literature related to the problems of teaching in the urban school.
589 Experimental Course
This number reserved for experimental courses. Refer to the Course Schedule for current offerings.
604 Moral Dimensions of Education (3:3)
Pr. 696 or 697 or their equivalent
Values involved in educational decision making; application of various moral discourses to educational practices.
609 Epistemology and Education (3:3)
Pr. 696 or 697 or their equivalents
An overview of several systems of knowledge and the problems of knowing, knowing how, and belief. Deals with intellect, rationality, and positional knowledge.
615 Foundations of Curriculum (3:3)
Historical, cultural, and sociopolitical foundations of curriculum theory and practice. Emphasis on ideological shifts in transformative practice, curriculum development/analysis, and relations between curriculum, individual, and society.
616 Culturally Responsive Leadership (3:3)
Theories of and strategies related to culturally responsive leadership that will prepare K-12 school leaders to develop effective and equitable, multicultural school communities.
625 Seminar in Teaching and Social Foundations of Education (3:3)
Critical consideration of the purpose and philosophy of undergraduate social foundations courses, perspectives and approaches to teaching, and reflection on issues and problematics of critical pedagogy.
641 Designing Educational Programs (3:3)
Aspects of systematic educational program planning. Each student will be required to design an educational program plan.
658 Planning of Educational Facilities (3:3)
School facilities planning for the purpose of promoting better surveys of needs and functional educational specifications through cooperative action. Relationships between design and educational program. Community involvement, funding, the role of the school architect, and the team approach to alternative solutions for building problems.
659 Educational Finance (3:3)
Financial management of education; basic economic theory. A business management appreciation of the complexity and magnitude of education as an important resource in the public sector. How the American economy provides funding for public education, how funds are administered, and trends toward more efficient utilization of resources. Equity in the provision of school services and support as crucial concerns of the public school administrator.
660 The School Principalship (3:3)
For the prospective principal of the lower, intermediate, and secondary levels. Functions in providing a system of communications, organizing people to meet educational goals, defining and formulating goals and objectives, leadership in instruction, supervision, curriculum design and development, personnel administration, and ethical and legal responsibilities.
661 Ethics and Education (3:3)
Pr. 696 or 697 or their equivalents
Appraisal of human aims and practices, attitudes towards character, and conceptions of desirable human life, as these are related to educational theory and practice.
662 Power, Politics, and Schools (3:3)
The politics of education as the set of interactions that influence and shape the authoritative allocation of values in this society and its educational organizations.
663 Educational Administration in Historical Perspective (3:3)
Evolution of administrative thought and practice in ancient, medieval, and modern times and their relevance to the functioning of educational organizations.
664 Foundations of Interpretive Inquiry (3:3)
Theoretical and philosophical dimensions of interpretive inquiry in education; concepts that are the foundation for qualitative methodologies in educational research.
665 Approaches to Qualitative Inquiry (3:3)
Pr. 609, 664 recommended
Introduction to empirical qualitative research: philosophical foundations, research design strategies, methods for data collection and analysis (especially interviewing and field observation), options for reporting research. Emphasis on skill development.
666 Writing Preparation and Proposal Development (3:3)
Workshop addresses dissertation process and academic professional development in ways that build on the theory and practice of scholarly writing. Open to students inside and outside of education.
670 Leadership for Teaching and Learning (3:3)
Pr. admission to MSA, PMC, EdS, or EdD program in educational leadership or permission of instructor
Examines conceptions of “good” schools and the nature of instruction, curriculum, assessment, and professional development. Explores leadership, change, and school renewal that works toward good schooling and pedagogy.
671 Principal Fellows Seminar (3:3)
Pr. enrollment as a Principal Fellow
Required for Principal Fellows each semester during their enrollment in the MSA program. Provides enrichment activities for Principals Fellows as required by the Principal Fellows Program.
672 Technology and Administrative Leadership (3:3)
How school leaders can use technology to meet their management, instructional, inquiry, and problem solving responsibilities.
673 Principal Leadership for Special Education (3:3)
Strategies school principals can use to advocate for and implement programs for exceptional children that are effective for students and compliant with legal requirements.
675 Schools as Centers of Inquiry (3:3)
Pr. admission to MSA, PMC, EdS, or EdD program in educational leadership or permission of instructor
Effective schools function as professional learning communities characterized by a culture of inquiry and collaboration. Builds the skills of students in facilitating individual and whole school inquiry.
676 Educational Sociology: Race, Class, and Gender Power Dynamics (3:3)
Key sociological concepts and theories are utilized to analyze, critique, and understand how power operates on both micro and macro levels within United States educational systems.
678 Feminist Theories and Education (3:3)
Where feminism and education intersect, specifically how gender and other social categories impact lived experience. Political, economic, social inequities studied to transfer theory and practice in educational contexts.
679 History of Education in the United States (3:3)
Historical foundations of the educational system in the U.S. Contributions of selected educational leaders and the responses of the educational system to the dilemmas posed by major events and movements in the history of the country.
680 Transnational and Postcolonial Feminist Perspectives (3:3)
Study of transnational and postcolonial feminist perspectives in multiple world regions. Emphasis on global political developments, grassroots efforts to use education as social change, and developing critical power literacies.
683 Engaging the Public in Education (3:3)
Examination of parent involvement in schooling, school/family/community partnerships, civic deliberation about education, school's role in community transformation. Emphasis on equity/justice, school's accountability to the public, research evidence, effective practice.
684 Teacher Rights, Recruitment, Retention, and Evaluation (3:3)
Processes and systems to recruit, induct, support, evaluate, develop, and retain a high quality staff. Legal and ethical reasoning systems influencing school administrators with regard to teachers' legal rights.
685 Passionate Pedagogies (3:3)
Examination of how passion, on the part of both teachers and learners, can become a motivating force for deeper understandings of ourselves and critical social issues.
686 Curriculum Theory (3:3)
Pr. 515 or its equivalent
The nature of theory and of theory building; application of theoretical criteria to the field of curriculum.
687 Legal and Ethical Dimensions of Leadership (3:3)
Pr. basic knowledge of history of American education, governance and organization of education and basic U.S. history and/or constitutional law
The constitutional and statutory precedents and principles underlying the roles of federal, state, and local governments in public education. Recent court decisions relating to public education; development of awareness of freedoms and constraints of law and ability to implement and apply the intention of law and court decisions to practical problems of school administration.
688 Contemporary Problems Seminar (1-3)
Specific course title identified each semester by subscript, e.g., Contemporary Problems Seminar; Issues in Professional Negotiations. May be repeated for credit when topic varies.
689 Seminar in Leadership Development (6)
For students from all disciplines who intend to pursue a career in administrative positions. Development of creative leadership potential and maximization of personal growth. Students requested to make emotional as well as intellectual commitment to development of leadership qualities. (Same as MBA 689) (Graded on S-U basis)
690 Practicum in Educational Administration (3-6) (SVL)
Pr. for educational administration majors at either master's or sixth-year level. Completion of 12 hours in MSA program and permission of instructor
Planned administrative functions in appropriate school setting with objective of providing direct experience with processes and functions of educational administration. Supervision is shared responsibility of university and public school faculties. May be repeated for a maximum of 12 hours credit. (Graded on S-U basis)
691 Urban School Organizational Leadership: Best Practices (3:3)
Examines organizational dimensions of urban schooling (structure, culture, politics, bureaucracy, community); explores practical organizational leadership reform initiatives that aim to promote educational excellence and encourage social justice.
692 Independent Study (1-4)
Pr. approval of instructor
Guided readings, research, and individual project work under direction of a staff member.
693 Introduction to Critical Pedagogy (3:3)
Introduction to the theory and practice of critical pedagogy including its relationship to critical social theory. Emphasis on education as vehicle for social change, moral critique, and personal transformation.
694 Cultural and Political Dimensions of Schooling (3:3)
Structures and processes of school governance, including the impacts of district, state and Federal policies, and influence of special interest groups. Attention to policy development, advocacy, implementation, analysis, and critique.
695 Comparative Education (3:3)
Definition, purpose, and scope of comparative education; the role of such factors in education as race, language, religion, geography, economics, nationalism, socialism, and democracy; a survey of education in England, France, Germany, U.S.S.R., China, Japan and India.
696 Philosophies in Education (3:3)
Major philosophic viewpoints (traditional and contemporary) as they apply to education; analysis of past and present changes in educational outlook and practices.
697 Selected Critical Issues in American Education (3:3)
Identification and analysis of selected major policy questions facing education; relationship between the social, political, and cultural milieus, and issues in education.
698 Gender, Art, Politics, and Pedagogy (3:3)
Artists whose art is political and pedagogical. How artists use art as public voice, identity formation, documentation of public memory/history, redefinition of aesthetics, and reconstruction of learning.
699 Thesis (1-6)
Individual guidance and direction in the development of a research problem in the master's degree thesis.
700 Critical Perspectives in Education, Leadership, and Culture (3:3)
Explores the challenges of educational transformation, including improved teaching and learning, equity/social justice, and democracy in institutions with complex cultural contexts. Introduction to habits of mind for advanced graduate study.
701 The School Superintendency (3:3)
Pr. admission to EdS or EdD program in educational leadership or permission of instructor
Designed for both aspiring superintendents and central office administrators. Focuses on basic knowledge and skill development around a broad range of issues critical to superintendent success.
711 Experimental Course
This number reserved for experimental courses. Refer to the Course Schedule for current offerings.
721 Social and Cultural Change and Education (3:3)
Pr. 696 or 697 or their equivalents
Consideration of social, cultural, political, and moral challenges facing education in the 21st century. Critical social and educational perspectives on the crises of meaning, democracy, globalization, religion, and identity.
722 Aesthetics, Visual Studies, and Critical Pedagogy (3:3)
Aesthetics, visual literacy, visual culture, semiotics, and their influences in contemporary education. Development of critical visual literacy for the understanding and integration of the arts in pedagogy.
749 Doctoral Dissertation Seminar (1-3)
Pr. permission of instructor
Develop, discuss, and defend a dissertation prospectus. (Graded on S-U basis)
750 Advanced Seminar in School Law Research (3:3)
Case studies in school law. For EdS students or the doctoral student writing a legal dissertation.
751 Cases and Concepts in Educational Leadership (3:3)
Uses cases and problem-based learning as opportunities to explore key analytic/theoretical perspectives and research evidence relevant to leadership for meaningful and equitable educational reform.
752 Theories in Educational Administration (3:3)
The nature of theory, definition, utilization; contemporary theories applied to educational administration; system theory and its application possibilities to educational administration.
753 Problems and Dilemmas in Administering Education (1-3:6)
Student/faculty teams will identify problems of administrative practice in education, identify methods or processes to study each problem, analyze problems/solutions in situ, explore alternative solutions (e.g. literature search) and develop conclusions.
754 Personal Leadership Assessment and Enhancement (3:3)
Pr. admission to EdS or EdD program in educational leadership or permission of instructor
For students who intend to pursue educational leadership roles and careers in administration. Emphasizes development of creative leadership potential and maximization of personal growth.
755 Law and Policy in Special Education
Pr. 673 or equivalent, or permission of instructor
Examination of legal, ethical, and policy perspectives in the leadership of special education programs in schools and school districts and their integration into diverse organizational settings.
767 Qualitative Data Collection and Analysis (3:3)
Pr. 664, 665, or other course in qualitative research
In-depth experience in qualitative data collection and analysis beyond the introductory level. Completion of a qualitative research project in collaboration with other students in the class. (Same as HED 767 and TED 767)
775 Directed Doctoral Research (3)
Pr. doctoral students in ELC or TED/HED and permission of instructor
Individual work on dissertation research problems: collection analysis, critical review, integration, and interpretation of research literature on a topic pertinent to the student's dissertation. May be repeated once for credit.
790 Internship in Educational Leadership (3-18)
Pr. minimum of 24 semester hours beyond the master's, or a minimum of all prerequisite courses and 24 additional semester hours for those admitted to the program without a master's degree. All such work to be approved in writing by the student's Advisory/Dissertation Committee
Directed year-long internship in an appropriate educational administration field-based setting. Supervision shared by department faculty and field-based mentors. (Graded on S-U basis)
799 Dissertation (1-12)
Individual direction in the development and execution of a doctoral dissertation.
801 Thesis Extension (1-3)
802 Dissertation Extension (1-3)
803 Research Extension (1-3)