ID Course Credits
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.

EDUC 698 EDUC 698 - Thesis I

Students are required to complete a thesis (6 sem. hrs.) that passes an examiner external to the 198 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 director and other faculty. This may occur at any time after their first semester in the program.

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. Participants also examine ways of improving their own leadership skills through practical interactive group exercises.

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, appreciation of strategy-making process and factors, developing workplace application skills, acquiring development tools and the integration of transformational servant leadership skills throughout.

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.

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; specific stakeholder interests in defining data/ information needs; key elements and factors for quality business plans and budgets; governance, financial leadership, performance results measurement and reporting strategies.

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.

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.

LDRS 623 LDRS 623 - Developing Educational Programs

This course reviews the foundations and practises 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.

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.

LDRS 625 LDRS 625 - Educational Leadership & Change

This 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 an 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.

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.

LDRS 684 LDRS 684 - Leadership Integration Thesis: Part 1

The Leadership Integration Thesis (Part 1) provides opportunity for students to conduct
innovative independent leadership research. The process of research—from identification of
problem for investigation, research design, data collection and analysis, to written report of
findings—is the focus.

LDRS 685 LDRS 685 - Leadership Integration Thesis: Part 2

The Leadership Integration Thesis (Part 2) provides opportunity for students to conduct
innovative independent leadership research. The process of research—from identification of
problem for investigation, research design, data collection and analysis, to written report of
findings—is the focus.

LDRS 698 LDRS 698 - Leadership Integration Project II

LDRS 697 is a two semester hour course that together with LDRS 698 comprises the four
semester hour Leadership integration project capstone. The process of designing and
completing LDRS 697/698 is the practical exercise of higher order learning processes. LDRS
697/698 is focused on integrating the learning from various program courses into a comprehensive understanding and personal practice of leadership. The learnings of program
courses will be collectively analyzed and reevaluated to determine meta-themes to inform a
deeper level of scholarly inquiry in the field of leadership. LDRS 697/698 represents the
capstone demonstration of a learner’s ability to integrate practical program curriculum content
and to demonstrate achievement in the programs defined leadership competencies. The course requires competent use of evidence-based scholarly knowledge, ability to analyze an issue, discipline in the problem-solving process, and scholarly documentation and presentation of information.