Specific topics vary. Focus is on faculty-developed options to standard course offerings to facilitate program development and distance-learning activities. Repeatable. Max hours: 40 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 40.

Repeatable. Max Hours: 40 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 40.

Designed for K-12 and early childhood administrators, this course provides grounding in pedagogy, equity, and system change related to early learning and the early grades (P-3). Max hours: 6 Credits.

Grading Basis: Satisfactory/Unsatisfactory

Provides the paraeducator with knowledge and skills to work effectively in teams. Paraeducators refine their knowledge of the characteristics of paraprofessionals in education, the distinction between professional and paraprofessional roles and responsibilities, liability and ethical issues. Max hours: 1 Credit.

Grading Basis: Letter Grade

Developmental Intervention Supervisor Academy provides early intervention professionals with the knowledge and skills to work effectively in teams and to utilize and supervise Developmental Intervention Assistants (DI Assistant is the title used in Colorado for paraprofessionals in early intervention services). Max hours: 1 Credit.

Grading Basis: Letter Grade

Provides the professional educator with the skills to provide effective presentations to paraprofessionals in schools. Max hours: 1 Credit.

Grading Basis: Letter Grade

Developmental Intervention Trainer Academy (DITA) is offered to early interventional professionals who have completed EDUC 5015 (DISA). DITA provides the participants skills to become effective trainers who deliver training to Developmental Intervention Assistants (i.e. paraprofessionals in early intervention services in Colorado). Max hours: 1 Credit.

Grading Basis: Letter Grade

Provides CO-TOP Trainers (school professionals who have been through the PSA: EDUC 5010 and TOPA: EDUC 5020) ongoing support in their roles as supervisors and trainers of paraeducators. Through this seminar trainers receive updated information about CO-TOP Academies, find collegial support from other trainers, exchange ideas, gain presenting and adult teaching ideas, and receive feedback on their teaching of paraeducator academies. This seminar also addresses the questions and needs of the individual CO-TOP trainer with regard to CO-TOP paraeducator training materials and processes. Max hours: 3 Credits.

Grading Basis: Letter Grade

Designed to help participants develop or enhance the skills necessary to successfully work with candidates who are completing teacher education programs. Concentrates on supervision and conference skills, adult learning theory, and communication skills. Max hours: 1 Credit.

Grading Basis: Letter Grade

Examine the significant issues, practices, and research in higher education. Explore historical roots, evolutionary changes, and future trends for curriculum and learning modalities, organizational models, educational research, teaching and learning, equity in student outcomes, and campus environments in higher education. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course will introduce students to the laws that impact college students and institutions of higher education. Graduate students will obtain knowledge of and the necessary skills to apply a code of ethics to their practice in student affairs. Max hours: 3 Credits.

Grading Basis: Letter Grade

Introduction to higher education finance, resource allocation, and evaluation practices including federal, state, and local revenue sources, institutional budgeting, and financial management. Key practices in higher education resource management include program planning and review for human, fiscal and facilities allocations. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course examines theories of college student development including student learning and growth during the postsecondary years. This course will provide an introduction to psychosocial, cognitive, moral, and social identity development theories used to explain college student development. Repeatable. Max hours: 6 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 6.

This course will enable administrators to understand, investigate, assess, and plan to increase the quality and depth of social and emotional learning (SEL) in their schools and districts. Participants will explore the theoretical frameworks and scientific findings in the growing field of SEL. Cross-listed with INTE 5401. Max hours: 3 Credits.

Grading Basis: Letter Grade

Typically Offered: Fall.

CARE (Cultivating Awareness & Resilience in Education) for administrators is a program that helps administrators handle stress and build their personal leadership capacities. The goal of CARE is to offer administrators tools and resources for reducing stress, preventing burnout, enlivening their leadership to help staff and students thrive. Cross-listed with INTE 5402. Max hours: 3 Credits.

Grading Basis: Letter Grade

Typically Offered: Spring.

This course focuses on Systemic SEL in which students will examine strategies for actively engaging students in learning and practicing social emotional competencies across classrooms and school environments, and in partnership with families and communities. Cross-listed with INTE 5403. Max hours: 3 Credits.

Grading Basis: Letter Grade

Typically Offered: Summer.

An examination of society, media, and public and educational policy and their impact on higher education access and persistence for marginalized groups. Students are called to consider how student affairs professionals might promote social justice for marginalized student groups. Max hours: 3 Credits.

Grading Basis: Letter Grade

Typically Offered: Spring, Summer.

This courses focuses on leadership and the characteristics and foundational elements of what the leaders need to think about and do while providing the opportunity for students to apply this foundational learning to leadership in their own organization. Max hours: 3 Credits.

Grading Basis: Letter Grade

Understand our own experiences and experiences of historically marginalized groups, with the historical and philosophical forces that have led to inequities, critically analyze current conditions and to work to develop school policies, curriculum and relationships to create access and opportunities. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course focuses on leadership and the change process of individual and organizational responsive change with opportunity for students to learn about/apply this learning to the process of leading responsive change in the context of an organization. Max hours: 3 Credits.

Grading Basis: Letter Grade

The Capstone Experience is a culminating project that provides a way for students to demonstrate the knowledge and skills they acquired during the MA program, linked to issues of equity or social interest related to the United States educational system. Prereqs: EDUC 5651, EDUC 5652, and EDUC 5653. Max hours: 3 Credits.

Grading Basis: Letter Grade

Prereqs: EDUC 5651, EDUC 5652, and EDUC 5653.

This course will create a community of learners who can work together to investigate constructs and principles for school turnaround and transformation. The course will draw on previous learning for the practical application of intentional leadership practices for school reform and transformation. Change theory will be considered and applied to reform and transformation. Students will have the opportunity to study current reform efforts. Max hours: 3 Credits.

Grading Basis: Letter Grade

This program section (1 of 4) combines foundational learning in leadership, school improvement, instructional leadership and equity via hybrid sessions. Clinical-practice experiences are required. Assessment is performance-based and submitted to LIVETEXT. Restriction: Restricted to LEOS majors within the School of Education and Human Development (LEOS-MA, LEOS-EDS, PRNL-LICG, LDRE-EDD). Repeatable. Max hours: 9 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 9.

Restriction: Restricted to LEOS majors within the School of Education and Human Development (LEOS-MA, LEOS-EDS, PRNL-LICG, LDRE-EDD).

Typically Offered: Summer.

This program section (2 of 4) combines continued learning in leadership, school improvement, instructional leadership and equity via hybrid sessions. Clinical-practice experiences are required. Assessment is performance-based and submitted to LIVETEXT. Restriction: Restricted to LEOS majors within the School of Education and Human Development (LEOS-MA, LEOS-EDS, PRNL-LICG, LDRE-EDD). Repeatable. Max hours: 9 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 9.

Restriction: Restricted to LEOS majors within the School of Education and Human Development (LEOS-MA, LEOS-EDS, PRNL-LICG, LDRE-EDD).

Typically Offered: Fall.

This program section (3 of 4) combines Continued learning in leadership, school improvement, instructional leadership and equity via hybrid sessions. Clinical-practice experiences are required. Assessment is performance-based and submitted to LIVETEXT. Restriction: Restricted to LEOS majors within the School of Education and Human Development (LEOS-MA, LEOS-EDS, PRNL-LICG, LDRE-EDD). Max hours: 9 Credits.

Grading Basis: Letter Grade

Restriction: Restricted to LEOS majors within the School of Education and Human Development (LEOS-MA, LEOS-EDS, PRNL-LICG, LDRE-EDD).

Typically Offered: Spring.

This program section (4 of 4) combines foundational learning in leadership, school improvement, instructional leadership and equity via hybrid sessions. Clinical-practice experiences are required. Assessment is performance-based and submitted to LIVETEXT. Restriction: Restricted to LEOS majors within the School of Education and Human Development (LEOS-MA, LEOS-EDS, PRNL-LICG, LDRE-EDD). Max hours: 9 Credits.

Grading Basis: Letter Grade

Restriction: Restricted to LEOS majors within the School of Education and Human Development (LEOS-MA, LEOS-EDS, PRNL-LICG, LDRE-EDD).

Typically Offered: Summer.

Repeatable. Max Hours: 15 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 15.

Master's. Repeatable. Max Hours: 9 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 9.

Repeatable. Max hours: 16 Credits.

Grading Basis: Letter Grade with IP

Repeatable. Max Credits: 16.

Additional Information: Report as Full Time.

Specific topics vary; focus is on faculty-developed options to standard course offerings to facilitate program development and distance-learning activities. Repeatable. Max Hours: 40 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 40.

Introduction to program planning and implementation in special education. Course intended for participants in the Director of Special Education endorsement program. Max hours: 3 Credits.

Grading Basis: Letter Grade

Introduction to instructional leadership and family/community engagement in special education. Course intended for participants in the Director of Special Education endorsement program. Max hours: 3 Credits.

Grading Basis: Letter Grade

Max hours: 4 Credits.

Grading Basis: Letter Grade

Repeatable. Max hours: 16 Credits.

Grading Basis: Letter Grade with IP

Repeatable. Max Credits: 16.

Additional Information: Report as Full Time.

This course provides in-depth understanding of the issues that shape contemporary early care and education in the U.S. The course addresses historical and contextual variables, providing a thorough overview of the pedagogy, practices, and policies framing the design and delivery of ECE. Cross-listed with ECED 7000. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course focuses on:(i) the practice and process of policymaking; (ii) the practice of policy advocacy; and (iii) leadership and ethics in policy analysis. While the content emphasizes early childhood, any education student will gain policy knowledge. Restriction: Restricted to EDHD-PhD, LDRE-EDd, EDLI-PhD and SPSY-PsyD majors within the School of Education and Human Development. Cross-listed with ECED 7005. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: Restricted to EDHD-PhD, LDRE-EDd, EDLI-PhD and SPSY-PsyD majors within the School of Education and Human Development.

This course critically considers the developmental science that informs policy and program development; the social, political and economic forces that shape the study of young children and contribute to trajectories that benefit some children while disadvantaging others; the changing roles of families; and implications of these issues for policy. Cross-listed with ECED 7010. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course aims to introduce students in the Child, Youth, and Family Studies PhD pathway to doctoral studies and to faculty research. The course is also designed to support students in situating themselves in the discipline, enhancing their scholarly identity, and refining academic writing and presentation skills. Cross-listed with ECED 7011 and HDFR 7010. Max hours: 1 Credit.

Grading Basis: Letter Grade with IP

The course is designed to help students understand the role that theory plays throughout research and the policy process, and to explore different theoretical frames that can be used to interpret and influence current early childhood policy discourse. Restriction: Restricted to EDHD-PhD, LDRE-EDd, EDLI-PhD and SPSY-PsyD majors within the School of Education and Human Development. Cross-listed with ECED 7015. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: Restricted to EDHD-PhD, LDRE-EDd, EDLI-PhD and SPSY-PsyD majors within the School of Education and Human Development.

This course is for 2nd year students in the Child, Youth, and Family Studies PhD pathway. The course is designed to support students in developing a research agenda, exploring ethics in research, enhancing scholarly identity, and preparing for comprehensive examinations. Prereq: HDFR 7010 or ECED 7011 or EDUC 7011. Cross-listed with HDFR 7020 and ECED 7020. Max hours: 1 Credit.

Grading Basis: Letter Grade with IP

Prereq: HDFR 7010 or ECED 7011 or EDUC 7011.

This course aims to provide third year doctoral students in the Child, Youth, and Family Studies PhD pathway with an immersive writing opportunity and professional development experience to help prepare for comprehensive examinations, the dissertation, and post graduate school life. Prereq: ProSem I and ProSem II (HDFR 7010 or ECED 7011 or EDUC 7011 & HDFR 7020 or EDUC 7020 or ECED 7020). Cross-listed with ECED 7030 and HDFR 7030. Max hours: 1 Credit.

Grading Basis: Letter Grade with IP

Prereq: HDFR 7010 or ECED 7011 or EDUC 7011 AND HDFR 7020 or ECED 7020 or EDUC 7020.

Orients students to broad periods of administrative science, philosophical and behavioral underpinnings of various models and types of leadership, and develops doctoral-level analysis and writing skills to articulate self-knowledge as leader and the application of appropriate leadership practices in context. Prereq: admission to the doctoral program. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: Restricted to EDHD-PhD, LDRE-EDd, EDLI-PhD and SPSY-PsyD majors within the School of Education and Human Development.

Explores connections between organizational behaviors and outcomes as well as external and internal factors influencing organizational behavior. The course focuses on how education organizations learn, how they can use that learning to improve performance, and what techniques are available to help understand present performance and affect future performance. Restriction: Restricted to EDHD-PhD, LDRE-EDd, EDLI-PhD and SPSY-PsyD majors within the School of Education and Human Development. Max hours: 3 Credits.

Grading Basis: Letter Grade

Restriction: Restricted to EDHD-PhD, LDRE-EDd, EDLI-PhD and SPSY-PsyD majors within the School of Education and Human Development.

This course focuses on understanding and leveraging the personnel function of an educational organization. You will learn how to strategically align and maximize your human capital with organizational strategic objectives. Max hours: 3 Credits.

Grading Basis: Letter Grade

An effective partnership between the board, community and institutional leader is essential to fulfilling the mission of an educational organization. This course examines the importance of strategic visioning, strategic planning, and specific communication strategies. Max hours: 3 Credits.

Grading Basis: Letter Grade

The fundamental purpose of educational organizations (schools, districts, community colleges, higher education, non-profits) is to ensure high levels of learning for all. This course addresses topics such as data development and management, accountability, curriculum assessment and instruction, continuous improvement, and professional learning. Max hours: 3 Credits.

Grading Basis: Letter Grade

Successful leaders are able to articulate, protect and promote what is important. This course will examine the challenges of educational leadership and help participants clarify the core values essential to their success as a leader. Max hours: 3 Credits.

Grading Basis: Letter Grade

In this course, students are challenged to explore the governance and policy environment of Higher Education, to understand the multiple layers of governance and the complex web of policy-making, to analyze the differences among systems of governance, and to evaluate the essential components and consequences of policies. Max hours: 3 Credits.

Grading Basis: Letter Grade

Course is designed to deepen the understanding of the complexities of strategic enrollment management as research and practice, delving into the breadth of its critical issues and rapidly developing context, including the student lifecycle; the focus on equity and inclusion; emerging models for student success; and financial implications. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course is a study of the critical, contemporary issues in higher education and the impact on institutions' goals for equity and student success. Students in the course will reach beyond the current context, understanding the origins of critical questions, and the impact of these issues on leadership decision-making. Max hours: 3 Credits.

Grading Basis: Letter Grade with IP

This course provides an approach to decision-making & conflict resolution from the viewpoint of the higher education leader, utilizing the lens of equity, drawing on cases and examples from differing contexts & a range of disciplines. The objective is to enable students to develop expertise in inclusive decision-making, rooted in theory. Max hours: 3 Credits.

Grading Basis: Letter Grade

This course is designed to introduce students to the complexity of higher education funding, the vast variations across systems, and the critical role of data informed decision making in strategic resource allocation its impact on student access and success. Students will enhance their own capacity to contextual decisions and consider parameters. Max hours: 3 Credits.

Grading Basis: Letter Grade

Course is designed to elevate the understanding of data-informed decision making and predictives as it relates to research & practice; defining leaders responsibility in creating a datadriven and ethically responsible culture using a lens of equity and inclusion. Max Hours: 3 Credits.

Grading Basis: Letter Grade

Course is offered for students taking the Principal Licensure EDD Concentration area. Students in 7751 will join a cohort of students in a hybrid cross-listed EDUC 5751, complete all work/assignments for PBA 1 and related PBA 5 assessments. Max hours: 3 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 3.

Course is offered for students taking the Principal Licensure EDD Concentration area. Students in 7752 will join a cohort of students in a hybrid cross-listed EDUC 5752, complete all work/assignments for PBA 2 and related PBA 5 assessments. Max hours: 3 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 3.

Course is offered for students taking the Principal Licensure EDD Concentration area. Students in 7753 will join a cohort of students in a hybrid cross-listed EDUC 5753, complete all work/assignments for PBA 3 and related PBA 5 assessments. Max hours: 3 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 3.

Course is offered for students taking the Principal Licensure EDD Concentration area. Students in 7754 will join a cohort of students in a hybrid cross-listed EDUC 5754, complete all work/assignments for PBA 4 and related PBA 5 assessments. Max hours: 3 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 3.

This course is designed for leaders within organizations, school districts, non-profits, and institutions of higher education who are seeking research-based strategies in executive coaching for equity. Coaching practice and shared feedback are provided within the aligned International Coaching Federation (ICF) coaching competencies. Max hours: 9 Credits.

Grading Basis: Satisfactory/Unsatisfactory

Study of special topics that examine educational settings in Leadership for Educational Organizations to be selected by the instructor. Repeatable. Max hours: 6 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 6.

Doctoral. Repeatable. Max Hours: 12 Credits.

Grading Basis: Letter Grade

Repeatable. Max Credits: 12.