Teachers' role in providing leadership that extends beyond the walls of the individual classroom and includes collaboration with other adults.

Students develop and present a semester-long research project in an area of sport management.

The application and implementation in a work situation of theories and practices related to the student's area of specialization.

Provides an opportunity for educators who wish to become administrators of educational organizations to become familiar with the functions and tasks that certified administrators perform. Intended primarily for Sixth-Year students.

Analysis of the issues and research in the field of education. Open primarily to Master's and Sixth-Year students.

Students requesting this course should have a significant background in education and should present to the instructor problems, well-defined and well laid out for investigation, which hold special interest for them and which will be pursued on the plan of advanced study.

An introduction to research and evaluation methods in higher education institutions, and to the practice of assessment in Student Affairs. Focus on conceptualization and design, literature reviews, and ethical considerations in assessment. Open to HESA students only.

Implementation of assessment and evaluation designs to address problems in higher education institutions. Focus on data collection and analysis, and communicating findings for improving policy and practice. Open to HESA students only.

Explore basic approaches to intragroup and intergroup dynamics and implications for personal and educational development of students and student affairs professionals.

This course explores organization and administration in higher education and student affairs with a focus on managing institutional resources.

This course will focus on leadership theory and research within the higher education context and the role leaders have in organizational transformation. A particular emphasis will be on the role of social, political, and organizational factors that shape institutional leadership within current and future trends of higher education.

This course examines a range of theories related to student learning, growth, and development during the college years. While the course explores the historical, philosophical, and theoretical foundations of student development theory related to student affairs practice, it focuses on theories from constructivist, critical, and poststructural paradigms.

Seminar designed to promote the integration of the core curriculum and practitioner experiences of the Master's degree program in Higher Education and Student Affairs and to prepare students for transition to professional positions within student affairs upon graduation.

This foundational course examines key components related to the intersections of legal aspects, ethics, and decision-making within the work of higher education/student affairs professionals. This course examines several federal higher education laws and guidelines and how higher education/student affairs professionals use decision making to implement those mandates in their practice.

This course provides an overview of the U.S. higher education system through the examination of its history, the field of higher education/student affairs, institutional and organizational structures, public policies, and contemporary issues facing higher education systems, institutions and professionals.

The purpose of this course is to expose students to critically explore issues of inclusion and equity in higher education and student affairs inclusive of the role of social and historical contexts, the roles individuals (agents) who work in colleges and universities (i.e., faculty and administrators) play in achieving or thwarting inclusion and equity, and our personal and collective responsibility in creating inclusive and equitable college environments.

A practical and theoretical course that gives students the opportunity to explore academic literature of student transition while teaching a UNIV freshman year experience course for students transitioning into the University of Connecticut.

Interaction of person and environment. Culture. Role of environment. Situational barriers. Motivation. Self-regulation. Personality. Gender. Life transitions. Self-directed learning.

Trends in workplace learning and workforce development. Conceptual models of performance improvement and transfer of training. Focus on individual, work team, and organizational variables related to learning, performance, and transfer of training.

Group and collective learning in organizational settings, with an emphasis on adaptive and generative learning processes.

Management processes and practices involved in operating sport organizations.

Supervision models; teacher selection and induction; teacher evaluation; staff development and organizational change.

Open to teachers and administrators seeking practical solutions to curriculum problems in elementary and secondary schools. Reorganization of courses, reorientation of the program of studies, articulation of administrative units, and development of new materials are considered in relation to the local situation. Students make individual studies of their specific problems, and group studies of related problems.

The structure and function of sport as an institution, including issues and controversies involving gender, race, and intercollegiate, professional, and children's sports.

Tort law principles specific to sport, fitness and recreational activities.

This course seeks to challenge collective assumptions regarding the construction of “effective” leadership in education and (other organizational context) and who is considered to be an effective leader and why. Specifically, we take a critical perspective to consider how and in what ways such concepts may be built on gendered and other intersecting social identities.

Examines multiple perspectives of leadership, from original theories of leadership through to the most contemporary forms of collaborative and team-based leadership. Examines the personal, interpersonal, and team-based skills that are required in leadership roles. Explores the practice of effective leadership, understanding how leadership roles require different skills during times of change or crisis, and in different contexts (intercollegiate, professional, sport for development, etc.).

Managing sport as a social and cultural phenomenon. Using management theories, sociological concepts and critical thinking to investigate such issues as: how sport impacts our ideas about masculinity, femininity, sexual orientation, class inequality, race and ethnicity, dis/ability, achievement, competition, and individualism; how the organization and management of sport is connected with social relations in groups and societies; and how sport extends beyond competitive outcomes and deals with issues of power and power relations in society.

A broad understanding of ethics, ethical theory development and the importance and relevance of ethics to the sport management profession. Students will examine ethical frameworks as they relate to the sport industry, the environment, and the individual within a sport organization. Students will work to develop personal and professional codes of ethics and ethical leadership based on sound ethical theory, and apply critical thinking and ethical decision making skills to contemporary ethical and legal issues within the sport context.

Sport management is the coordination of several factors and the most significant of those factors is human resources. Students will understand that managing human resources requires more knowledge, time, and patience than managing any other resource. Students will examine the technical and legal aspects of human resource management from a strategic sport business perspective. They will learn from faculty and industry professionals on how to direct a sport organization through decisions on staffing patterns and responsibilities, evaluation of and rewards for performance, and establishing a fair and just work environment. Emphasis on how to integrate human resource management into overall strategy in a sport organization.

Examines the application of marketing principles to collegiate and professional sport, event promotions, and commercial and public organizations.

Examines all aspects of the management of sport facilities and events, including development, planning, staffing, operations, and evaluation.

Introduction to concepts and skills fundamental to the principalship and successful administration of educational organizations. Provides pragmatic knowledge which will give students an understanding and appreciation of the complexity of educational organizations.

Introduction to a variety of learning theories that can form the foundation for many practices and decisions as a school leader. Beyond pedagogy and school-aged learner learning theories, the course focuses in depth on adult learning concepts, research, and theory in relation to professional and organizational learning in a school/system context. Exploration of the role of new media applications and Web 2.0 to professional learning and human resource development in education.

Addresses instructional leadership with particular attention to how principals develop and support teachers' effective instruction and instructional accommodation for students. After forming a working definition of instructional leadership, aspiring leaders will learn about facets of curriculum and instruction that can ameliorate outcomes for students. Then they will learn about leadership activities, including data use and communication strategies, to support improvement at both the classroom and school levels.

Essential school leadership aspects of organizational culture and parent and community engagement. Developing a positive and strong culture of achievement lays the foundation for strategic improvement and supports instructional leadership and talent management effort. Proactively engaging parents and members of the community to support a shared vision for the school helps create the conditions for successful teaching and learning outcomes.

This course addresses instructional leadership with particular attention to how principals create and sustain systems for instructional improvement with a strong focus on the relationship between the three elements of the instructional core to increase student learning and performance. In so doing, the course builds the competencies of instructional leaders in using various systems and structures in building educator data literacy, deepening instructional data-driven decision making, and the importance of collaborative teams and ongoing leadership coaching to promote school wide change that positively affects school culture and student achievement. Aspiring leaders are provided structured learning opportunities to reflect on the intersection between instructional and equity-oriented leadership.

Development knowledge and skills needed to evaluate and supervise instruction in schools. Upon completion of this course, students will know and understand the elements of developmental supervision and evaluation. Students will understand the elements of an effective teacher evaluation plan and the support required to implement and maintain it. Focus on understanding the relationship between teacher evaluation, professional learning and school improvement planning at large.

Introduction to the formation and implementation of education policy. The study of education policy focuses on the processes by which society develops, implements, evaluates, and modifies the rules, both official and unofficial, by which the American education system runs.

Addresses leadership to support special education students and other special populations in schools. It proposes that effective leadership for all special student populations involves particular knowledge and requires a strong equity orientation.

Essential school leadership aspects of improving schools as educational organizations.

Development of the knowledge and skills needed to evaluate and supervise instruction in schools. Upon completion of this course, students will know and understand the elements of developmental supervision and evaluation. In addition, students will understand the elements of an effective teacher evaluation plan and the support required to implement and maintain it. Focus on understanding the relationship between teacher evaluation, professional learning and school improvement planning at large.

Legal issues relevant to school administrators, including mandatory attendance, curriculum, school district obligations, liability issues, student rights, teacher and other employee rights, tenure, collective bargaining, and religion in schools.

Essential school leadership aspects of developing organizational capacity for strategic and sustainable improvement. Students will examine the role the principal plays in ensuring the success and achievement of all students by managing organizational systems and resources for a safe, high-performing learning environment.

This is a service learning course that requires both classroom participation and community involvement.

Examines the legal issues that arise with respect to student and parent rights, such as search and seizure, student discipline, speech and religion, and homeless children.

Examines the legal issues that arise with regards to employment in K-12 education, such as tenure, employment discrimination, due process, and collective bargaining.

Examines the legal issues that arise with respect to special education in K-12 education, such as intellectual property, social media, cyberbullying, sexting and virtual schools.

Open to advanced students enrolled in doctoral programs. Systematic development of dissertation proposal components, including introduction, problem statement, conceptual framework and/or review of literature, and research questions. IRB and ethical considerations, and preparations for proposal defense. May include methodology/methods, pilot study, limitations, and related appendices depending on student needs. May be repeated for up to six credits.

Companion to EDCI 6000. Provides the opportunity for students to more closely examine qualitative methodology and methods to ensure that students are able to synthesize an analysis of qualitative data. Specifically, students will generate credible units from narrative and visual data and develop categories from the units through comparing, contrasting, aggregating, and ordering data. Students will present findings in a chronological or thematic case example or case history, in an essay formulated around topics or theses, or in an alternative format appropriate to the analysis.

Explicates knowledge production through systematic inquiry in education, including processes, questions, and strategies used to conduct meaningful research in schools. Explores the intersection of theory and practice with emphasis placed on the critical analysis and interpretation of the research literature to the practice of school leadership.

A continuation of EDCI 6054. Elaborates the strategies and tools used to conduct meaningful research in schools with emphasis in the actual conduct of research in school settings. Explores the link between research findings and the improvement of practice.

The implementation and application of theory in the student's area of specialization.

Exposes students to some critical areas of management and the theories associated with these areas.

Seminar and practicum experiences focusing on leadership and policy issues facing school superintendents, central office administrators,and senior state education agency officials.

Study of educational policy and school governance; the politics of educational administration; reform; finance; and the processes of district policy formulation, implementation, and analysis. Specific school district policy and governance issues are examined.

Provides school leaders with the knowledge necessary to improve instructional programs and improve policy by relying on data-driven strategies and tools. The course meets in seminar/lab format with students working on data-driven problems, analyses and developing action plans as a result. Students work on several case studies and a major project of personal, professional significance.

Study of human resources development practices in school systems, with emphases on central office and school unit responsibilities for attracting, selecting, developing, evaluating, and retaining competent faculty and staff. This course also includes the study of concepts in school finance and school business management. Attention is given to national, state, and local issues. Emphasis is also given to school support services including transportation, faculty planning and maintenance, food service, and risk management.

A discourse on theories related to behavior of individuals and groups in sport and exercise organizations.

Explores leadership skills required to imrpove instruction and student learning in the school and district. Students develop and apply models to address an instruction/achievement issue in practice.

Study of educational policy; the politics of educational administration; and the processes of policy formulation, implementation and analysis. Specific educational policy areas are examined.

The legal process and understanding of legal issues in education involving students, teachers, and boards of education.

Research in the field of sport management. Each week one or more researchers will present their completed work, studies in progress, or proposed research.

(Also offered as PP 5337.) Examines a number of prominent education reform strategies, using economics as a lens through which to understand the motivations for and potential impacts of each. Economics enables us to focus on the incentives created by these policies, allowing us to predict their intended and unintended consequences. We will utilize this framework throughout the course as we read about and evaluate the effectiveness of various educational interventions and policy reforms. Topics include (among others): class size reduction, teacher quality and teacher certification, merit pay, school accountability, school choice, school finance reform, early childhood education, and topics in higher education.

Seminar examining the history of K-12 education reforms from the 1890s to the present day.

Study of organizations and leadership from the perspective of the humanities and the social and behavioral sciences.

Designing educational research studies; current topics in school administration. Ordinarily meets for 10 full days for special research activities.

Advanced seminar explores perspectives on the policy environment for school improvement. Students identify policy issues, collect data, conduct analyses, and propose actions.

Exploration of various tenets, theoretical tensions, and transformative applications of social justice leadership in American education.

The purpose of this course is to provide students with an in-depth exposure to Critical Race Theory (CRT) as it pertains to higher education. Critical Race Theory is an analytical framework that provides race-based epistemological, methodological, and pedagogical approaches to the study of everyday inequalities in education.

The primary purpose of the course is to provide an overview of the main methods and approaches in international and comparative higher education using decolonizing methods as well as a broad cross-cultural understanding of Global Northern and Southern higher education systems, theories, traditions, structures, and environments.

(Also offered as AFRA 6470.) Theory and practice of how teaching within a higher education context can work toward racially equitable learning experiences and decoloniality of the classroom.

Explore aspects of the faculty profession in higher education.