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.
This seminar course 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.
This seminar course 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.
This seminar course focuses on 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.
This seminar course 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.
In this seminar course 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.
This seminar course 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.
This seminar course is 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.
Exploration of epistemological foundations, theoretical perspectives of research in
educational leadership, and alignment of approaches to designing and conducting educational
research, including ethical issues. Emphasis on reading and evaluating research literature
and designing rigorous and defendable research projects.
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.
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.
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.
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
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.
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.
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 issue and studies related
to financing public education.
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.
This course focuses on developing and enhancing organizational leadership and administrative
skills that are of major importance for current and future career survival and success.
Specific skill areas include self-efficacy, communication, motivation, organizational
politics, change processes, team building, diversity/inclusion, problem-solving, and
negotiation.The course is based on relevant literature from the behavioral sciences
to provide a knowledge base for the work in administrative skill development that
is the focus of the class. Given the class focus, it is primarily experiential in
nature with skill assessments, exercises, role-plays, case studies, and group discussion
activities being key learning tools.
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?
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.
This course provides students with experiences for the acquisition of skills needed
to develop a literature review. Students will learn the skills needed to develop a
literature review. Students will learn to use research in order to understand and
investigate connections between theory and practice in various areas of educational
leadership and policy. It is recommended that students have a minimum of 6 hours of
graduate-level research methods.
Explores concepts of justice that provide the scholar-practitioner tools to identify,
explain, and address inequities. Candidates explore concepts of equal basic rights,
equality of opportunity, and promoting the interests of the least advantaged members
of society through philosophic theories emphasizing institutional, capability, and
human development approaches to justice. Candidates address the strengths, limitations,
and application of theories to developing more just policies and practices for their
organizations and communities.
This course will discuss current trends in high education and expose students to multiple
paradigms and influences that impact the higher educational enterprise. Students will
have opportunities to critically analyze the underpinnings that impact decision-making
and their associated implications on student success.
Research for individual doctoral graduate students. CR/NC grading only.
Contact the program office for specific guidelines on completing the dissertation.
CR/NC grading only.