DEPL Requirements and Course Descriptions
Students in the program move through three phases of study comprising 60 units. Phase 1 involves nine core courses, Phase 2 involves seven specialization courses, and Phase 3 involves the dissertation. All students move through Phase 1 as a cohort. In Phase 2, students may choose to specialize in P-12 or postsecondary educational leadership with courses focusing on those concentrations.
- Phase 1: Core (27 units) EDLD 6010, 6020, 6030, 6040, 6060, 6070, 6080, 6090, 6110
- Phase 2: Specialization (21 units) To be taken from the following courses: EDLD 6500, 6510, 6520, 6600, 6610, 6620, 6630, 6700, 6710, 6720, 6730, 6740, 6850
- Phase 3: Dissertation (12 units) EDLD 6900 (repeated for credit)
Other Program Policies
Other policies applying to the Doctoral Program in Educational Leadership (e.g., planned educational leave, unauthorized leave of absence, time limits for completing the program, academic policies) may be found in the CSUB Doctoral Program in Educational Leadership Student Handbook which can be located on the program Student Handbook and Forms page.
Prerequisites: classified standing in DPEL. Seminar. Combines alternatives views of
organizational theory with application to the structure of the school; to critical
roles played by teachers, principals and other school personnel; and to examine the
relationships among structural elements of schools.
Prerequisite: classified standing in DPEL. Seminar. Examines change in education settings
in the context of organizational theory, structure, and culture; change processes;
and change leadership strategies and styles. K-12 educational settings and higher
education settings are used to test theories and change strategies.
Prerequisite: classified standing in DPEL. Seminar. Determinants of policy in educational
organizations and leadership. Analysis of structures used for legal, fiscal and political
decisions and conflict management. Role of the educational leader in relation to intergovernmental
activities aimed at educational reform.
Prerequisites: classified standing in DPEL. Seminar. Examines advanced research methodologies
and data analysis techniques applicable to education and social science settings.
Topics include experimental and quasi-experimental design, advanced statistical techniques,
sampling distributions, nonparametric statistics, inference and hypothesis testing.
Specific applications to the work of the education leader.
Prerequisites: classified standing in DPEL and EDLD 6010, 6020. Seminar. Students
will develop the philosophical and analytical skills to examine curriculum theory
and practice, including the conceptualization of purposes of the organization of subjects
matters, and of the instructional methods.
Prerequisite: classified standing in DPEL. Seminar. Examines the purpose and nature
of qualitative research including current applications in educational settings. Emphasis
is directed toward critical analysis of current qualitative studies and will include
field-based application.
Prerequisite: classified standing in DPEL. Seminar. Designed to explain and discuss
the most relevant theoretical approaches dealing with cross-cultural, multicultural
education. As diverse and conflicting perspectives are examined, students will experience
the complexity of views and perceptions that leaders must address when working with
multicultural populations coexisting in a pluralistic society.
Prerequisite: Classified standing in DPEL. Review of approaches to designing and conducting
educational research, including ethical issues. Emphasis on reading and evaluating
research literature, and designing research projects. Psychometric theory, validity
and reliability of tests, professional testing standards, hands-on experience with
test evaluation are included.
Prerequisite: classified standing in DPEL. Examines assessment practices, planning
strategies, and evaluation processes in K-12 and higher education settings. Addresses
current issues and trends in the field of education related to school accountability.
Prerequisite: classified standing in DPEL, approval of the Director for student’s
academic plan EDLD 6010, 6020, 6030, 6040, 6060, 6070, 6080, and 6110. Through the
study of statutes, regulations, court decisions, and case studies, students will examine
the major functions of human resources, such as employer-employee relations, performance
evaluation, recruitment and selection processes, employee discipline, interpreting
bargaining agreement language, and prevention of harassment and discrimination. There
will be an emphasis on the critical role of human resources in education.
Prerequisite: classified standing in DPEL, approval of the Director for student’s
academic plan EDLD 6010, 6020, 6030, 6040, 6060, 6070, 6080, and 6110. This course
is designed to expose the student to a wide range of administrative problems at the
college and university level that have legal implications. This course should assist
current and prospective college and university faculty and administrators in recognizing
the legal parameters around which decisions are made. The course will address the
legal relationships between the higher education institution and its trustees, administrators,
faculty, students, local/state/federal governments, educational associations, and business/industry
communities.
Prerequisite: classified standing in DPEL, approval of the Director for student’s
academic plan EDLD 6010, 6020, 6030, 6040, 6060, 6070, 6080, and 6110. This course
provides an understanding and development of knowledge of community college administration
with emphasis on the California Community College system. The course combines theory,
research, topics, issues, and debates of the profession. Practical applications will
be explored while enabling students to develop a knowledge base grounded in current
theory and research in community college administration.
Prerequisite: classified standing in DPEL, approval of the Director for student’s
academic plan EDLD 6010, 6020, 6030, 6040, 6060, 6070, 6080, and 6110. Students analyze
forces driving reading/language arts mandates and their impact on the implementation
of reading curricula. Using philosophical and corporate underpinnings of the “Reading
Wars,” students discover the praxis between theory, research, and practice.
Prerequisite: classified standing in DPEL, approval of the Director for student’s
academic plan EDLD 6010, 6020, 6030, 6040, 6060, 6070, 6080, and 6110. Application
of Human Resource Management Theory, empirical findings, and best practices to school
leadership. HR theories and practices including recruitment, staffing, motivation,
performance management, and development are examined, emphasizing the strategic role
of HR in enhancing organizational effectiveness.
Prerequisite: classified standing in DPEL, approval of the Director for student’s
academic plan EDLD 6010, 6020, 6030, 6040, 6060, 6070, 6080, and 6110. Develops advanced
skills to effectively manage internal and external resources within the school setting.
The course provides an overview for leveraging external resources, obtaining grants,
developing external partners, and examining issues and studies related to financing
public education.
Prerequisite: classified standing in DPEL, approval of the Director for student’s
academic plan EDLD 6010, 6020, 6030, 6040, 6060, 6070, 6080, and 6110. Examination
of Federal Law, California Ed. Code, California Code of Regulation, and program implementation.
Freedom of expression, separation of church and state, personnel law, liability, governance
requirements, and special education are covered.
Prerequisite: classified standing in DPEL, approval of the Director for student’s
academic plan, EDLD 6010, 6020, 6030, 6040, 6060, 6070, 6080, and 6110. Topics and
issues in educational leadership in the areas of organizational studies, curriculum,
instruction and supervision, assessment and evaluation, and sociocultural studies.
Analysis of research findings and an emphasis on the relationship of theory to practice.
Prerequisite: classified standing in DPEL, approval of the Director for student’s
academic plan EDLD 6010, 6020, 6030, 6040, 6060, 6070, 6080, and 6110. During this
course, attention will be focused on the following questions: 1) What is leadership?
2) How does the research literature define leadership generally? Educational leadership?
3) What role does leadership play in the policy-making process? What role does it
play in everyday practice? 4) How have notions of leadership changed in recent times?
5) What characteristics make an individual a leader? 6) What are the implications
for leaders in K-12 and higher education institutions?
Prerequisite: classified standing in DPEL, approval of the Director for student’s
academic plan EDLD 6010, 6020, 6030, 6040, 6060, 6070, 6080, and 6110. This class
will survey a range of theories, research, and practice in the development of literacy
for general and special populations with a special focus on the uses of technology
as a tool for literacy development. While we will address a range of research and
practices for emergent readers and comprehension, there will be a focus on authentic
approaches students can use inside and outside the classroom. Special attention will
be paid to the pedagogy of critical comprehension.
Prerequisite: classified standing in DPEL, approval of the Director for student’s
academic plan EDLD 6010, 6020, 6030, 6040, 6060, 6070, 6080, and 6110. This course
is designed to explore the effective use of information systems and educational technology
in administration, management, and instruction in post-secondary education. Students
will be able to plan, design, implement, and evaluate a cost-effective means to apply
current technology through leadership, resource allocation, trends, information security,
curriculum integration, and individual student learning.
Prerequisite: classified standing in DPEL, approval of the Director for student’s
academic plan EDLD 6010, 6020, 6030, 6040, 6060, 6070, 6080, and 6110. This course
is intended to explore the world of publishing for educational research. In this course,
students will gain an understanding of how educational researchers prepare manuscripts
for publication. Students will also conduct in-depth explorations of the type of publishing
venues that exist for the publication of an educational researcher, such as online
journals, peer-reviewed journals, methodological journals, theory journals, and practitioner
journals. Students will also learn different ways to engage with journal editors,
assess editorial boards of journals, select journals to publish in, and assess journal
quality.
Prerequisites: classified standing in DPEL, EDLD 6010, 6020, 6030, 6040, 6060, 6070,
6080, 6110, and permission of the director. Research for individual doctoral graduate
students. CR/NC grading only.
Prerequisites: advancement to candidacy for the Doctorate in Education and a minimum
GPA of 3.0. May be repeated twice for credit. Contact the program office for specific
guidelines on completing the dissertation. CR/NC grading only.
Prerequisite: for continuous enrollment while completing the dissertation. May enroll
twice with department approval after three semesters of EDLD 6900. Additional enrollments
must be approved by the Director of the DPEL.