Code
Course Credits
EDUC 601 EDUC 601 - Research Design

This seminar-style course provides training in quantitative, qualitative, and mixed-methods designs for conducting empirical research in social sciences. It is an advanced level course that assumes competencies in statistics and social scientific research. Students are exposed to the methods and stages of basic research, applied research, and program evaluation. An emphasis is placed on training students to critically reflect on the methods themselves – their philosophical underpinnings, promises and limitations. This course is designed to be interactive and entails a mix of lectures, discussion and classroom activity.

3.00
EDUC 603 EDUC 603 - Comprehensive Exam

Every non-thesis student in the MA in Educational Studies (Special Education) program is required to write a comprehensive examination. The comprehensive is a take-home written exam of 72 hours duration, scheduled form a Friday to a Monday. The exam consists of questions from the coursework integrating the professional practice of diversity in education within case scenarios, and questions addressing the ethical and legal practice of the profession. Students receive the exam syllabus at the beginning of the program so they can prepare for the exam as they complete the program requirements.Prerequisite(s): All course work must be completed before the comprehensive exam is written.

3.00
EDUC 697 EDUC 697 - Major Project

The major project is a synthesis of research, theory, and practice. Students work under the supervision of an approved supervisor to design, implement and evaluate a project related to their professional field of interest. Such projects may involve an analysis of current educational policy, development of a curriculum product, or an in-depth analysis of extant literature on a particular topic related to the course of study. The main focus of the project is the integration of research, theoretical and practice perspectives to a particular practice, focus or problem.Prerequisite(s): EDUC 601, 603, and 599 or permission.

3.00
EDUC 698 EDUC 698 - Thesis I

Students are required to complete and M.A. major project (4 sem. hrs.) or; a thesis (6 sem. hrs.) that passes an examiner external to the University with expertise in the particular area of the thesis. The thesis must be defended orally before an examination committee.Students may choose their area of research with help from the Program Coordinator and other faculty. This may occur at any time after their first semester in the program.Pre-requisites: EDUC 601, (602), and 599 and permission

3.00
EDUC 699 EDUC 699 - Thesis II

Students are required to complete and M.A. major project (4 sem. hrs.) or; a thesis (6 sem. hrs.) that passes an examiner external to the University with expertise in the particular area of the thesis. The thesis must be defended orally before an examination committee.Students may choose their area of research with help from the Program Coordinator and other faculty. This may occur at any time after their first semester in the program.Pre-requisites: EDUC 601, (602), and 599 and permission

3.00
LDRS 500 LDRS 500 - Leadership Foundations

This introductory course provides an understanding of the philosophical and theoretical basis for leadership, including the participant's stage of development. Major historical models for leadership are examined with special attention to servant leadership, and participants examine ways of improving their own leadership skills through practical interactive group exercises.

3.00
LDRS 501 LDRS 501 - Strategic Leadership

The student gains an appreciation of practical visioning and strategic leadership with an emphasis on understanding strategic leadership framework, integrating new leadership knowledge, using different strategic perspectives, appreciating strategy-making process factors, developing work-place application skills, and acquiring development tools.

3.00
LDRS 502 LDRS 502 - Team Ldrship & Conflict Resolution

This course prepares those currently in leadership positions to assess and develop their abilities to coach and develop teams, manage conflict by building relationship, and turning confrontation into cooperation, as well as explore and experience teamwork. Participants understand conflict theory teamwork development, motivation, and management strategies. As leaders and agents of change, candidates analyze and formulate key knowledge and skill areas that enable them to construct the competencies of self-renewal, communication, and understand how they interact in a team. Development of these competencies increase participants' abilities to value people, and thereby, increase the effectiveness of their negotiation, intervention, and impact in a team environment. The course is facilitative, participatory, and experiential. Candidates complete this course having experienced personal change, and having the confidence and competence to influence others through building relationship, cooperative negotiation, and a greater trust in a team environment.

3.00
LDRS 503 LDRS 503 - Results Based Leadership

An analysis of organizational development and operation in a leadership-based system for performance results measurement and reporting: terminology, concepts, and skill needs; the role of a Christian perspective on financial accountability; concepts and principles underlying effective computer-assisted financial accountability systems; specific stakeholder interests in defining data/information needs; key elements and factors for quality business plans and budgets; governance and financial leadership interface; and performance results measurement and reporting strategy.

3.00
LDRS 504 LDRS 504 - Leadership, Values & Ethics

This course focuses on enhancing ethical awareness and practicing ethical leadership from a Christian worldview perspective. Critically evaluate ethical frameworks and apply to leadership dilemmas and cases. Participants assess personal values, purpose and vision in relation to leadership and construct a personal decision-making framework.

3.00
LDRS 591 LDRS 591 - Scholarly Inquiry

This course provides an overview of the process, critical analysis, and associated skills required for scholarship and research. This course is designed for learners who may have little experience in the area of research, and provides introduction to scholarly inquiry and various research approaches being used in the field of leadership to the end that learners may become discriminating consumers of research.NB: This course is a prerequisite for LDRS 696. The aim of this online course is to provide students with the knowledge and skills necessary for the completion of an ePortfolio, which serves to integrate practical Master of Arts in Leadership program curriculum content.

3.00
LDRS 620 LDRS 620 - Worldview FDN of Educ Leadershp

This course examines the complex issue of the Christian believer’s mandate to “indwell” the Biblical story in the context of contemporary western culture, paying particular attention to ways in which this issue impacts the task of educational leadership. Students will discuss the potential of transformational servant leadership and values-based leadership for building personal and shared vision in educational settings. They will develop and discuss strategies through which the school leader can work reflectively with faculty, parents, students and others in establishing and sustaining a vision-shaped educational community. Students will also participate in a school leadership self-assessment exercise.

3.00
LDRS 623 LDRS 623 - Developing Educational Programs

This course reviews the foundations and practices of both macro- and micro-level program development for schools and school systems. Students will consider the underlying assumptions and effects of alternative approaches to program planning. They will explore how worldviews shape curriculum theory and analyze how they affect curriculum development. They will also examine contemporary issues and research problems related to planned curriculum change and development. The participants will develop a framework and criteria for developing programs, resources, and curriculum practice based on a Christian worldview.

3.00
LDRS 624 LDRS 624 - School Leadership & Supervision

In this course participants will review the role of principals and other educational leaders in nurturing a healthy professional climate and sustaining teacher growth. They will develop an integrated model for continuous staff development. On the basis of the principles of Christian servant leadership and current supervision paradigms, they will consider how to supervise and evaluate school personnel. They will also scrutinize methods of staff selection, induction, and dismissal. Throughout, the focus will be on strategies for building positive school cultures.

3.00
LDRS 625 LDRS 625 - Educational Leadership & Change - 3.00

The course involves an examination of the characteristics of schools and classrooms that provide an environment for productive instruction and successful student learning within the contours of a defined vision for education. Included is exploration of theories, current research, and examples of constructive and dynamic educational leadership. Learners will analyze models, practices and investigate how to implement effective educational programs and bring about related changes at the classroom and institutional levels while overcoming barriers to change.

3.00
LDRS 626 LDRS 626 - Ldrship for Contemp. Educ. Issues

The school is a community for learning within a larger community. This course explores the links between schools and the social, political and legal forces that impinge on them. Students will examine the relationship of the school with its social context, and how school leaders interact with external influences and affect them.

3.00
LDRS 627 LDRS 627 - Theory & Practice of Adult Educ. 3.00