This required session introduces newly enrolled students in the MA in Educational Leadership program to the policies, procedures, and expectations of the program. Commonly asked questions are addressed including an overview of the preferred sequencing of courses, action research project overview, and exit procedures. A writing assessment is also administered.

Upon completion of the course, students are expected to be able to do the following:

1. Explain the expectations of the M.A. in Educational Leadership.
2. Demonstrate written communication skills.
    

The history and theory of creativity are examined in this course. Topics include types and degrees of creativity. Identifying and serving highly creative students, developing strategies for all students, developing strategies and classroom management plans to respond to diverse needs of their students.

This course is designed for Saint Mary's University students enrolled in education-related graduate programs. Topics covered include structured, efficient research strategies; print and electronic information sources; information and source evaluation; and intellectual freedom, copyright, and plagiarism.

Upon completion of this course, students are expected to be able to do the following:

1. Design and implement effective research strategies, and choose research tools best suited to satisfy any information need.
2. Identify and retrieve information from credible, authoritative sources relevant to their needs.
3. Use technology to enhance searching and assist in information evaluation.
4. Evaluate information and its sources, based on an understanding of credibility, purpose, bias, authorship, intellectual content, and authenticity.
5. Use and understand library research and reference tools, and information organization and classification.
6. Analyze information production and the social, political, and ethical results of its creation.
7. Understand the consequences of accidental and intentional plagiarism.
8. Utilize and understand APA citation style.
    

This course examines educational assessment concepts and students develop skills essential to assessment literacy. Students learn how to interpret and use the results of standardized and classroom assessments to make curricular and instructional decisions. Methods to communicate assessment results are explored.

This survey course examines the history and development of extra-curricular activities in our schools. Special emphasis is given to legal issues, policies, and funding for extra-curricular programs.

Upon completion of this course students are expected to be able to do the following:

1. Compare and contrast leadership roles for athletic directors and fine arts directors
2. Identify and interpret internal systems surrounding governance and funding of extra-curricular programs
3. Explain the role of the Minnesota State High School League and its role in education
4. Explore the mobilization of political support that ensures success of programs and participants
5. Discuss ways to leverage diversity for program and student growth
6. Anticipate the role of the fine arts and athletics in tomorrow’s educational settings
    

This course examines how emotional intelligence impacts and influences leadership and personal effectiveness.  Strategies and applications to increase emotional intelligence as a leader and in others are explored.

Upon completion of the course, students are expected to be able to do the following:

1. Define the five aspects of emotional intelligence related to self analysis and strengths of the adult learner.
2. Analyze how emotional intelligence influences leadership.
3. Evaluate organizational and change movement situations through the lens of emotional intelligence.
4. Create strategies to raise awareness in emotional intelligence for others.
    

This course provides an in-depth exploration of the nature of learning in adulthood. The main focus includes the adult learning process, learning development in adulthood, adult learning styles, and develop effective strategies for teaching adult learners.

Upon completion of the course, students are expected to be able to do the following:

1. Compare various learning styles of adult learners
2. Analyze the biological, psychological, and socio-cultural aspects of adult learning
3. Evaluate the role of life experience in formal and informal learning for diverse adult populations
4. Integrate the adult learning process, learning styles, and adult development into instructional strategies

This course traces the emergence of the student affairs profession and current issues and trends. It examines the multiple roles in student affairs and applies theory to transformational leadership practices in this field.

Upon completion of the course student are expected to be able to do the following:

1. Evaluate the emergence and development of the student affairs profession in various types of higher education institutions.
2. Identify multiple roles and employment opportunities in student affairs.
3. Analyze the impact of various student characteristics and populations on student affairs practices.
4. Recognize current issues, trends, and technology advances affecting student affairs leadership.
5. Apply principles, practices, and student development theory to transformational leadership in student affairs.
6. Examine ethical and legal issues in student affairs.
7. Apply course learning through a student affairs field experience.
    

This survey course examines the history, philosophy, growth, and legal issues surrounding charter schools. Topics include leadership, governance, sponsorship, policies, structure, funding, and public accountability.

Upon completion of the course, students are expected to be able to do the following:

1. Compare leadership roles in charter schools and public schools.
2. Identify and interpret internal systems surrounding governance, sponsorship, and funding.
3. Examine state mandated reporting systems for charter schools.
4. Examine the historical and philosophical roots of charter schools.
5. Explore the mobilization of political support that ensures success of charter schools.
6. Discuss ways to leverage diversity for institutional and student growth.
    

This course gives students the opportunity to learn and practice higher level thinking skills such as curiosity and imagination, divergent thinking, idea generation, creative problem solving, evaluation, synthesis, critical thinking and analysis. Students develop strategies to search for challenges, identify problems, produce creative ideas, research solutions, design innovative applications, and build a case for the solution.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze the importance of creativity and the need for creative leadership in business and society today.
2. Apply concepts, principles, definitions and creative problem solving.
3. Apply techniques and skills of creative and analytical thinking.
4. Utilize both creative and analytical skills in problem solving situations.
5. Practice both traditional and contemporary models of decision-making in situations marked by change and transition.
6. Use problem-solving models to address problems in their own organizations.

This course examines economics and its effect on business and social environments. The course uses micro and macro economic theory and environmental scanning techniques to look at a variety of domestic and global social problems.

Upon completion of this course, students are expected to be able to do the following:

1. Identify how the market system works to allocate scarce resources and use them efficiently.
2. Analyze aspects of the current national and global economy.
3. Demonstrate an understanding of the economic views of the day.
4. Evaluate how economics responds to and influences our social and environmental beliefs and policies.
5. Analyze the concept of regulation and its effect.
6. Apply principles of micro and macro economic theory to social, economic problems.

This course emphasizes a practical and comprehensive application of key marketing concepts as they apply to businesses and organizations. Major marketing principles and strategies are explored from a managerial perspective as they apply to the marketplace domestically and around the world.

Upon completion of this course, students are expected to be able to do the following:

1. Apply key marketing concepts, models, theory and tools in a strategic marketing approach to business situations.
2. Analyze the role of the marketing function and its complex nature in organizational management.
3. Develop a marketing plan for a product or service.
4. Analyze and communicate marketing issues facing the organization and the range of solutions available.
5. Identify the constantly changing conditions facing marketers in a global market.
6. Analyze appropriate strategies for effective social media marketing.
7. Create and deliver a professional oral presentation using appropriate content, style and audiovisual support.

This course provides an overview of planning and managing and using technology and information in organizations. It addresses present and future issues regarding Information Technology (IT) and its impact on management and operations.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze how using information technology (systems and its products) delivers a competitive advantage in an organization's market sector.
2. Identify the role information technology plays in promoting better management decisions, strategic advantage, quality and ethical best practices.
3. Evaluate the basic technologies, infrastructure, software, and data resources associated with the new electronic world of information technology.
4. Analyze the need for integrating an organization’s goals and objectives with their use of information technology.
5. Evaluate information technology product development methodologies.
6. Analyze why and how knowledge is a competitive advantage and analyze how management can leverage the information that is accessible in databases.

This course examines the tools, techniques and knowledge necessary to create corporate and industrial training programs and professional development seminars and workshops. It considers ways to design, develop and deliver programs efficiently and in a way that maximizes adult learning.

Upon completion of the course, students are expected to be able to do the following:

1. Examine the principles of adult learning theories planning learning events in a work environment.
2. Enhance existing and "off the shelf" learning programs and offerings.
3. Create effective adult learning experiences to meet defined needs.
4. Describe the differences and similarities in pedagogical and andragogical approaches and when to use each.
5. Conduct a learning needs analysis.

This course provides an in-depth study of the history of collective bargaining including how changes in product and service markets affect the way labor and management relate to each other. State and federal employment laws and their impact on labor-management cooperation are explored. Students trace how collective bargaining has adapted to economic, social, political, technical and sector specific needs. Various dispute resolution mechanisms and bargaining strategies are examined.

Upon completion of this course, students are expected to be able to do the following:

1. Explain the history, development and role of the collective bargaining process and labor unions, including labor legislation, wage policy, labor contracts, and labor/management relationships.
2. Analyze the politics of work, class identity, power relations in the work place and the impact of society.
3. Evaluate the primary activities of labor relations: organizing, collective bargaining, contract administration and dispute resolution.
4. Evaluate the strategies of both management and union organizations as they take part in the labor relations process.
5. Compare the US and other developed capitalist countries in regard to the way workers are organized and the role of government.

This course analyzes theories of total reward systems including compensation, benefits, retirement, other rewards, and equity theories.  Contemporary issues associated with the design, financing, and legal issues of total reward systems are examined.  Public policy and legal/regulatory issues affecting compensation, healthcare, and pensions and their impact for employers and employees are also discussed.

Upon completion of this course, students are expected to be able to do the following:

1. Articulate the components of an organization’s compensation and benefit system.
2. Analyze current and future trends in managing total rewards systems.
3. Design performance management and variable/incentive pay plans, identifying key success factors and legal requirements.
4. Apply reward incentives in an equitable, ethical, and cost-effective manner.
5. Select, develop, and evaluate benefit programs that comply with federal, state, and local laws and regulations and meet employee needs.
6. Plan training and communication with managers and employees on benefits programs and policies.
7. Identify various benefit costing models and alternative funding techniques.