280A. Inquiry and Practice: Qualitative Research for
Educational Leaders (4 units). Prepares students to
understand the nature/assumptions/logic of qualitative
methodology as applied to educational settings, focusing on
issues of design, conceptualization, interpretation, application
of qualitative research procedures. Students will use these
methods in conducting studies in their educational settings.
280B. Inquiry and Practice: Quantitative Research for
Educational Leaders (4 units). Field-based and general
quantitative research methods in education will focus this
course. Students acquire skills and knowledge to collect,
organize, analyze, and interpret univariate and multivariate
quantitative data in educational research, dissertation projects,
and field-based projects.
280C. Inquiry and Practice: Research Design and
Application for Educational Leaders (4 units).
Educational leaders are introduced to qualitative, quantitative,
and mixed-methods educational research methods and learn to frame
research questions, identify data/data sources, use descriptive
statistics, critically examine research studies, make sense of
educational research/policy, and conduct independent studies.
282A. Beginning Issues and Practices: Contemporary
Leadership (4 units). In this first one-week intensive
seminar, students explore the history and emergent relationships
among leadership theories/practice and their application to
current educational settings. Students will reflect on and refine
their personal theory of leadership.
282B. Beginning Issues and Practices: Diversity Issues
for Educational Leaders (4 units). The diversity of
stakeholders and community issues in California schools and
colleges will be explored. Emphasis will be placed on the
interaction between underrepresented segments of society and
educational institutions. “Best Practices” in leading diverse
schools will be explored.
283A. Beginning Issues and Practices: Leadership Across
Communities (4 units). Students examine the
theory/practice/process of leadership in community-building and
collaboration in/across communities, while addressing the
utilization of human and material resources and the creation of
partnerships, community linkages, and collaborative efforts.
284A. Policy: History and Theory of Educational
Policy (4 units). Students learn/analyze the
history/theory of educational policy. They see how education
leaders have/can positively influence the process and implement
effective policies in their local institutions. Policy issues
covered: educational opportunity, equity, access, regulation,
testing, tenure, accountability.
284B. Policy: Formulating and Influencing Policy
(4 units). Students will conduct critical analyses of policy at
the federal, judicial, state, regional and local levels. Specific
California and federal policy environment structures, processes
and people will be examined for intended consequences, ethical
dilemmas, social justice and equity issues.
285C. Educational Finance, Human Resources and Law: Human
Resources and Personnel (4 units). Human resources
management research and theory; applying human resource
techniques in the educational setting.
281A. Problem-Based Learning Courses Part 1 (4
units).Students identify problems from their educational
settings, engage in data collection/analysis, write-up the
process/results, and present to class. Work may become a
dissertation proposal, if the problem or its extension is of
sufficient interest and value. Community applications of problem
281B. Problem-Based Learning Courses Part 2 (4
units). Continuation of Part 1; extensive writing or discussion;
281C. Problem-Based Learning Courses Part 3 (4
units). Continuation of Part 2; extensive writing or discussion;
283B. Advanced Issues and Practices: Leadership and
Student Services (4 units). Provides students with both
the practical and theoretical perspectives for building a sense
of vision to lead the profession of student affairs and to meet
the needs of the “whole student.”
284C. Policy: Possibilities and Limitations of
Educational Policy in a Democracy (4 units). Students
will critically examine the democratic purposes of education in
light of existing national, state and local policy reform
efforts, prompting questions such as “in what ways are these
reforms and policies guided by democratic ideals and challenged
by those ideals?”
285A. Educational Finance, Human Resources, and Law:
Human and Financial Assets: Allocations and Budgets (4
units). Emphasis and overview on how schools/colleges acquire and
allocate resources. Topic include: education finance theory,
contemporary finance policy issues, intergovernmental relations,
effective resource management, budget analysis and preparation.
285B. Educational Finance, Human Resources, and Law:
Ethical and Legal Issues in Education (4 units). Focus
on human resource and legal concepts and activities governing
decisions of school leaders in public education. Attention to
theory, application, and practice of personnel and risk
management, curriculum, student services, teacher rights, torts,
286A. Organizational Structures and Change: Data-Driven
Decision-Making for Change (4 units). Students use and
examine multiple sources of information and data and trends found
in making quality decisions to improve P-12/community college
settings and addressing problems at sites. Students learn
limitations of these data sources.
286B. Organizational Structures and Change: Curriculum &
Instruction Issues in Education (4 units). This course
addresses the historical development of various curriculum and
instructional methodologies found in public and private schools
and colleges, and their impact on current curriculum development
and reform efforts at the national, state and local level.
287. CANDEL Dissertation Seminars (12 units).
Third year Seminars encourage students to complete dissertations
within the year. In addition to meeting with faculty, Cohort
members are expected to meet extensively with their Dissertation
Chairs and Dissertation Committees to share their writing, data
collection, analysis, discussion of results, development of
287D. CANDEL Dissertation (12 units).
Prerequisite: passing qualifying examination and advancement to
candidacy. Cohort members continue to meet with faculty and share
their writing, data collection, analysis, development of