Curriculum

Curriculum Plans

• DHEL Curriculum Plan
• PHE Transition to DHEL Curriculum Plan
• PHE Curriculum Plan

Core Courses

Each core course carries three semester hours of graduate credit.

Curriculum (ECD 8003)

This course is designed to familiarize the student with the various theories, principles, and practices related to curriculum and program planning.  It includes the study of curricular and instructional design foundations; instructional design models; learning theory; the implementation, management, and evaluation of instruction; and a consideration of significant issues and trends.

Governance and Management (ECD 8007)

This course emphasizes the common and unique characteristics of organizations, various approaches and practices of governing and managing, and the theories and research relevant to organizational management and development.  The learner will explore organizational missions, values, and purposes; governance structures; management styles and organizational processes; and current issues and trend in the field, including strategic planning, quality control and institutional effectiveness, and organizational change.

Human Resources Development (HRD) (ECD 8008)

This HRD course discusses the role of human resources within organizations. The course examines ways in which HRD can be used to develop the most valuable asset possessed by any organization: the highly skilled and educated knowledge worker.  Theory, research, and practice are combined within the course so that students can gain an understanding of how HRD can be used to improve organizational performance.  Students will be introduced to the key tools used by HRD practitioners such as (a) needs assessment, (b) design of HRD interventions, (c) implementation of action plans, and (d) the evaluation of HRD programs.

Leadership (ECD 8009)

This course examines the significant research and theory that provide the conceptual framework to both view and practice leadership as a collective enterprise. The course is designed to empower emerging leaders through learner-designated leadership development action plans (LDAPs), which incorporate new organizational paradigms, transactional and transformational leadership strategies, and resource analysis and development.  LDAPs will reflect learner analysis and synthesis of such leader-related skills as communicating a vision and goals, inspiring and motivating others, embracing and nurturing diversity, building and facilitating teams and coalitions, processing and analyzing information, anticipating and incorporating alternative futures, assessing and ensuring quality in processes and outcomes, and stimulating and stabilizing change.

Finance in Higher Education Leadership (ECD 8031)

This course is an introduction to institutional finance for academic administrators, health care professionals, military personnel and/or college or university faculty members. Students participating in the course are introduced to the budget process as an outcome to their institutions' strategic plans. As such, budget development at their own institutions play a primary role in this course. Learners will analyze various income and expense parameters. Additional topics include allocation for services at cost centers within institutions, the development of "off-campus" budgets, facility management, marketing, enrollment management and financial reporting systems.

Ethical Leadership in Higher Education (ECD 8032)

This is a three credit course which explores the leader and her organization's ethical foundations, expression, and accountability in the public and private realm. An examination of leadership and ethics will be conducted; learners and faculty will reflect on their individual and public roles as ethical leaders. Challenges to a moral model are expected, and demagoguery will be repudiated in its many forms. Paraphrasing Henry Stimpson, we set the foundation of the course: 'There are three challenges expected from an educated man or woman-that she questions everything as a critical observer and practitioner, that she is literate in the language of the dominant culture, and that she meets the challenges of the age in which she lives.'

Students, then, are expected to examine a fundamental challenge to the age in which they are presently living-by imposing the measurement and inquiry into ethics and ethical models of leadership on organizations and their leaders. To frame this inquiry the fundamentals of philosophical ethics and ethical decision-making and problem solving will be used. Our expectations are that students will be able to operationalize what they have learned by exhibiting the knowledge, skills and abilities of ethical leadership (i.e., demonstrate competencies), by demonstrating ethical decision making and problem-solving around ethical dilemmas, by understanding the moral grounds of teaching and learning and by examining individual and organizational responses to ethical leadership. Moreover, participants in the course will live up to Stimpson's two remaining signs of an educated leader: They are expected to be critical thinkers and clear writers.

Contemporary Issues in Leadership (ECD 8033)

The focus of this course is on the application of leadership skills and potential strategies to address contemporary issues for higher education. The course emphasizes developing an increased awareness and understanding of the nature of the issues that challenge higher education leaders, as well as exploring leadership strategies that can be implemented to address these issues within organizational contexts. Environmental scanning to explore interdependent societal forces that represent threats and opportunities, as well as analysis of organizational characteristics and resources (strengths and weaknesses), are crucial to the identification and exploration of contemporary issues. The course of study includes a focus on concepts, approaches, and techniques, such as analysis of issues and trends, forecasting and futuring processes, planning strategies and approaches, change theory, and change agentry that can be utilized to address contemporary issues.

Institutional Advancement in Higher Education (ECD 8034)

This course examines the history, development, and current status of institutional advancement programming in organizations. Current issues, challenges, and practices will be reviewed. Learners will be introduced to the functions contained within institutional advancement. Learners will analyze the status of institutional advancement in their own organization and compare it to several models that they will review in their studies. The linkage of institutional advancement to internal organizational functions will be studied.

Participants will develop a personal and professional set of assumptions to guide them in their work experiences. Learners will continue to expand and evolve the set of leadership principles and generalizations they began to develop in earlier courses. Learners will continue to expand their intellectual discussion and professional achievement in leadership theory and research. In this course, as in previous and subsequent classes, leadership is the central theme.

Research Courses

Students complete four research courses that are worth three credits each. Theses courses are designed to familiarize students with various aspects of research and statistical analysis in educational settings, which will prepare them for the applied dissertation process.

Research Design and Methods (ARO 8311)

The purpose of the Research Design and Methods course is for doctoral students to demonstrate an understanding of the purpose of research, research design, and research methods. Research is the application of the scientific method to solving real world problems; research design is the plan for the application of accepted practices; and research methods provide models for the appropriate collection organization, and analysis of unbiased data for decision making, replication, and to contribute to the knowledge base.

Statistical Methods (ARO 8312)

Statistical Methods is a course in applied statistics that will investigate concepts and methods in descriptive and inferential statistics. The course is designed to provide students with the statistical background for doctoral level research. The application of statistics will be emphasized. Areas of study will include probability, randomization, variables, normal distribution, t-distribution, chi-square distribution, F-distribution, confidence intervals, hypotheses testing, and correlation.

Program Evaluation and Policy Analysis (ARO 8313)

This course will examine key concepts, methods, and approaches in the field of evaluation research. Students will be exposed to the theoretical and methodological diversity inherent in current evaluation practice across a number of substantive areas (e.g., social services, education, and business). The comprehensive range of activities involved in designing, implementing, and assessing the utility of social and educational programs will be a primary focus of the course.

Measurement, Testing, and Assessment (ARO 8314)

The purpose of the Measurement, Testing, and Assessment course is to provide doctoral students with the knowledge and skills necessary to understand psychometric issues. The course emphasizes the relationship between research and practice. It also provides a theoretical and practical basis for choosing and using the wide range of test and measurement data available to applied researchers. The course focuses on the uses of different tests in a variety of settings and is appropriate for applied researchers and practitioners.

Concentration Courses (formerly known as Specializations)

Students complete the three specialization courses appropriate to their chosen specialization. Six semester hours of graduate credit are awarded for successful completion of each course.

ADULT EDUCATION
(DHEL curriculum for students enrolled for first time as of January 1, 2003)

Contemporary Challenges in Adult Education Leadership (EAD 9010)

This course examines adult education philosophies, current issues, challenges, and practices influencing leaders in the field of adult education. Topics include leadership perspectives in adult education; the global context of adult learning; demographic, economic, ethical, political, and technological factors influencing the practice of adult education; adult development research as a basis for practice; current and evolving theories of adult cognition and learning; the influence of age, gender, and culture on adult learning; creative approaches, techniques, and strategies for teaching adults; and emerging opportunities in the creation and/or re-design of adult learning experiences.

Leadership in Adult Education through Effective Program Planning (EAD 9020)

This course examines adult education program planning, including why adults participate, how adults learn, and innovative instructional techniques. Topics include participation and motivation research; current and evolving theories of adult cognition and learning, including learning styles, learning modalities and multiple intelligences; innovative approaches, techniques, and emerging learning technologies as well as program planning for adults in a variety of settings.

Lifelong Learning in a Changing Society: Emerging Issues and Innovative Practices (EAD 9030)

This course presents a comprehensive view of the concept of lifelong learning and its critical implications for learners and leaders in the field of adult and continuing education. The course addresses currents contexts, emerging challenges, and evolving opportunities in the field of adult and continuing education for a practitioner-oriented perspective. Course participants will examine a variety of adult learning contexts including community-based programs, workplace training, prison education, and higher education. In addition, participants will analyze emerging challenges including economic, political, ethical, and socio-cultural changes influencing the practice of adult education. Further, participants will investigate evolving opportunities including workforce mentoring, career transitions and retraining, certification and credentialing initiatives, and credit-bearing and non-credit lifelong learning.

HEALTH CARE EDUCATION

Contemporary Challenges in Health Care Education Leadership (HCE 9910)

This course examines current issues, challenges, and practices influencing leaders in the field of health care education. Topics include leadership perspectives on health care education and promotion; the changing nature of health care delivery in the United States; demographic, economic, ethical, and political factors influencing the practice of health education; evolving models and practices in community health education; health education for special populations including women, adolescents, and the elderly; workplace health promotion; the influence of alternative medicine on health education; and self-care and burnout prevention strategies for health care education practitioners.

Ethics and Professionalism in Health Care (HCE 9920)

This course focuses on social and ethical developments in health care. Topics include, but are not limited to, professional relationships among health professionals and patients; critical thinking and ethical decision making skills; basic principles of health care ethics; relevant information on social developments and ethical issues in health care; developments in standards of care and related emerging social and ethical trends in health care; legal and ethical issues affecting educators and students; professional ethics; organization ethics; and ethical climate in the health care organizations.

Current Trends and Issues in Health Care (HCE 9930)

This course examines major trends and issues in health care education and policy that determine the role and future of health care as well as health care educators. Topics include, but are not limited to, major health care issues and challenges; provision of health services; health care reform; managed health care systems; mortality trends; public health; political aspects of health care; elderly health care; long term health care; disease trends; mental health concerns; health behavior; economics of health care; reproductive health; patient-caregiver communication; communication in health organizations; health and the media; alternative medical therapies; and complementary medical approaches.

HIGHER EDUCATION

Contemporary Challenges in Higher Education Leadership (EHD 9810)

This course examines current issues, challenges, and controversies in higher education leadership. Topics include the changing nature of higher education, evolving organizational structures and models of governance, tenure and faculty roles and responsibilities, institutional entrepreneurship and resource allocation, the challenges of diversity among students and faculty, and the challenges and opportunities of distance education.

Legal and Ethical Issues in Higher Education Leadership (EHD 9820)

This course examines contemporary legal and ethical issues from the perspective of their integration into the practice of leadership in postsecondary educational institutions. Students will research a variety of topics, including institutional values and ethical decision-making processes; academic freedom and tenure; ethics in research involving human subjects; faculty hiring, promotion, and dismissal; intellectual property and copyright issues; plagiarism; student admissions and dismissals; and legal issues related to affirmative action and equal employment opportunity.

Innovative Leadership Strategies in Higher Education (EHD 9830)

Innovative leadership in higher education will be analyzed and explored. Understanding the innovative leadership approaches needed to create and implement programs and services that address the issues facing higher education, both now and in the future, is the primary intended outcome of the course. Topics to be explored include the identification of innovative approaches currently being implemented or that may be required; "best practices" and "innovative excellence", the application of change theory for the new approaches, and the exploration of leadership initiatives and strategies. Participants will conduct an action research project that produces or evaluates an innovative approach.

ORGANIZATIONAL LEADERSHIP
(DHEL curriculum for students enrolled for first time as of October 1, 2004)

Creating and Leading an Intentional Organization (OLR 8520)

This course explores the role of leaders within the organization. An examination of the theory and research related to both leadership and organizational culture will be examined. Learners will reflect on the particular challenges and responsibilities the leader encounters in shaping and creating meaning and developing mission and values within the organization. Learners will analyze leader-related skills and styles such as enabling and valuing diversity, inspiring and motivating others, building teams, making ethical decisions, and providing for personal and organizational change. The major themes of study are Mission, Vision, Leadership Styles (an examination of the leader's role in shaping organizational direction); Ethics and Professional Leadership (an exploration of ethical models in institutional settings); Managing and Valuing Diversity (an investigation of strategies for embracing diversity in the workplace); and Knowledge and Meaning Making (an analysis of how leaders sustain and encourage meaning and direction).

Leading and Managing Systems (OLR 8540)

This course explores how to be an organizational leader and demands an understanding of the basic principles and practices underlying the management of large and diverse organizations. The contrast of management of stability and control with the management of chaos and instability suggests different techniques of leadership and management. Participants will explore various organizational systems such as information and communication, politics and accountability, power and influence, finance, budget and stewardship, decision-making and conflict resolution.

Leading a Learning Organization (OLR 8550)

Students will explore how leaders develop and promote leadership within organizations. Leadership is different from management but complementary. The leadership challenge of building a learning organization is to understand the complex, systemic issues confronting the organization. This course will explore the types of leaders found in learning organizations, and how a culture of learning centered on learning and practicing leadership is created. Every organization is unique because of its culture, with each organization having its own set of beliefs, values, behaviors, and rules. But, what makes every organization similar is constant change, which when done correctly results in organizational growth.

Keeping within the theme of this course, students will then explore how to foster growth, creativity, risk-taking and "intrapraneurship" within their organization. A leader must be able to anticipate changing strategic demands and create systematically different streams of innovation. Within this course, students will develop their own understanding of the difference between management and leadership and how it impacts the dynamics of change. The last theme of this course focuses on strategic planning, forecasting and futuring. Strategic leaders create direction and purpose, formulate and implement strategy within their organization. The process of how leaders vision and plan, communicate that vision, and enlist others to embrace that future vision will be explored.

Applied Dissertation (12 credit hours)

Students should visit the Applied Research Office (ARO) website at http://www.fgse.nova.edu/aro for more information about procedures, resources, and guidelines offered by the Applied Reseach Office.

Applied Dissertation Concept Paper (ARO 8366)

The content of Applied Dissertation Seminar 1 focuses on formulating research questions and writing the concept paper. The committee chair and member roles are discussed as well as the roles and responsibilities of the Applied Research Office faculty and staff. This seminar will culminate in the completion of the first corresponding benchmark, the concept paper. Credit for this seminar will be assigned following approval of the concept paper.

Applied Dissertation Proposal (ARO 8367)

The content of Applied Dissertation Seminar 2 emphasizes the formulation and writing of the dissertation proposal and the process for IRB approval. Methodology and content for each of the proposal chapters are defined, including a thorough discussion of the role of the literature review to support or refute the dissertation topic. This seminar focusing on scientific inquiry will culminate in the completion of the second corresponding benchmark, the applied dissertation proposal. Credit for this seminar will be assigned following approval of the proposal.

Applied Dissertation Report (ARO 8368)

Applied Dissertation Seminar 3 involves data collection/implementation, the applied dissertation (final report), and the final approval process. Content and format issues as well as recommendations for further research are highlighted. Dissemination of the dissertation and possible outlets for publication are covered. This seminar will culminate in the completion of the third corresponding benchmark, the applied dissertation (final report). Credit for this seminar will be assigned following approval of the applied dissertation (final report).

Continuing Dissertation Services (ARO 8369)

Students must register for Continuing Dissertation Services at the 36th month in the program if the student has not yet completed the applied dissertation. By registering for these services, subsequently by term, students can continue working uninterrupted with their committee on their research project. Students may register for continuing dissertation services each term until the student reaches the end of the allowable time according to the program's policy at which time extensions will no longer be offered. Note: DHEL students are to register for ARO 8369, but PHE students are to continue registering for ADS 8090.