Health and Public Policy

You are here

Health Promotion

Introduction The health promotion degree prepares students with the professional skills necessary to promote healthy lifestyles, particularly among populations that have limited access to health-related information and services. These skills include needs assessment, program development and implementation, and evaluation of program outcomes. Delaware State’s health promotion program emphasizes hands-on learning. Students gain many of hours of practical work experience via field placements as volunteers in health agencies, public health departments, the corporate world, and other agencies. They develop programs to enhance health in a variety of ways including:   nutrition obesity prevention and reduction alcohol, tobacco, and other drug abuse sexually transmissible diseases pregnancy and prenatal care heart disease, diabetes, arthritis, and other chronic conditions mental health pollution and environmental health PAHO Newsletter, Issue 1, November 2015 Professional Preparation Graduates enter the work force with a wide range of job-ready work skills, including public speaking, written communication, qualitative research techniques, health promotion and disease prevention education, needs assessment and analysis. The program includes an in-depth study of public, personal, and community health topics, public health policy, informatics, workplace health promotion, epidemiology, barriers to healthy lifestyles, public and community health organization mechanisms, and health-related challenges of diverse and low-income populations. Faculty Faculty in the health promotion program teaches from first-hand experience. Combining academic expertise with years of professional practice, they have earned their “street cred” and can offer practical wisdom and insight along with textbook lessons. Delaware State’s Health Promotion program offers intimate class sizes to enable meaningful content delivery. Instructors are able to develop close relationships with students, offering mentorship, academic guidance, and career advice. Research and Experience During the junior year, all students perform dozens of hours of observation and fieldwork at an off-campus site including, but not limited to health care agencies, correctional facilities, HIV Prevention centers, health care and disease prevention entities, etc. Students are required to engage in course encumbered mini-research projects, progressively working towards a qualitative research project. The senior capstone consists of a minimum twelve-week, full-time placement at a community health agency or public health facility. Here students engage in supervised work site activities.  


Career Options

The Health Promotion graduate possesses a unique marketable set of skills required for employment in public health agencies, private and non-profit agencies, worksite health promotion offices, and many other public health related careers. Graduates with a B.S. degree in Health Promotion have a variety of diverse employment opportunities. A few examples are:

  • Bioterrorism Prevention Specialist
  • State Immunization Program Coordinator
  • Community Outreach and Case Manager, Family Planning Agency
  • Project Officer, National Geological Survey
  • STD Prevention Specialist
  • Diabetes Prevention Program Specialist
  • Food and Restaurant Inspector
  • HIV Educator and Prevention Specialist
  • Case Management Supervisor
  • Nutrition Coordinator, Senior Center Tobacco Prevention Specialist
  • Project Officer, Lead Screening Program
  • Managed Care Coordinator
  • Employee Wellness Coordinator
  • Infectious Disease Epidemiologist


Physical Education (K-12)

Introduction   Delaware State offers a physical education program for the 21st century. We are emerging as national leaders in the innovative “tactical” approach to physical education, a teaching model that organizes instruction around broad skills and strategies rather than individual sports. Our redesigned program also covers recent trends such as movement education and adaptive PE, current methods of assessment and testing, and cultural/gender diversity in physical education. Students enjoy close mentoring from faculty, opportunities for community involvement, and academic support (as needed) to build classroom skills in reading, writing, and math. Professional Preparation The Physical Education program at Delaware State meets all standards set by the National Association for Sports and Physical Education (NASPE) and National Council for the Accreditation of Teacher Education (NCATE). Upon graduation, PE majors become licensed teachers in the state of Delaware. They are eligible to teach in public, private, parochial, and charter schools; substitute teach in any school district; or work in PE-related fields such as coaching, recreation, and fitness training. Faculty The Physical Education faculty are experts in fitness — not just physical fitness but also mental and career fitness. They help students master course material while developing the habits, discipline, and confidence to succeed as educators. Our faculty combine academic credentials with personal experience as PE instructors, coaches, and trainers. They have life lessons to share along with their subject-matter expertise. Research and Experience This program provides for extensive early field experience and a one-semester student teaching experience. Students spend time in real-world schools during the sophomore, junior, and senior years. Delaware State’s use of the innovative “tactical” approach has created research opportunities for our students. Some have participated in studies to test outcomes and develop assessment methods for the new model. Others have been involved in programs to introduce the tactical approach to veteran PE teachers.      

Middle Level Education (5-8)

  Introduction A Middle Level Education degree from Delaware State provides a competitive edge in the job market. Students in our program are required to develop two subject-area concentrations, which makes them highly marketable. In addition, Delaware State offers specific preparation for teaching in diverse classrooms, where there is a nationwide shortage of middle-school teachers — especially in areas such as math, science and world languages. Because Delaware State has a reputation for excellence in teacher education, our graduates enjoy a very high job-placement rate and are often recruited by out-of-state districts. Professional Preparation All graduates become licensed teachers in the state of Delaware. They are prepared to teach fifth through eight grades, with two subject-area concentrations. Students will develop professional teaching skills in: adolescent psychology and emotional development the use of technology in education guidance and counseling multicultural classrooms and global societies literacy development In addition, professional teaching organizations such as Kappa Delta Pi and the Council for Exceptional Children have campus chapters at Delaware State, providing career guidance and preparation to education students. Faculty Most faculty members in this program have taught at the middle-school level and bring real world experiences to the program. They offer more than academic instruction, acting as mentors who can help students meet challenges in the classroom, the professional world, and in life. Research and Experience Candidates have opportunities to get involved in community-based research, in which they study educational problems in local school districts and proffer solutions based on their research and experience. These projects are attached to specific courses such as Middle School Years, Effective Teaching and Classroom Management, and Technology in Education. Students are exposed to real word experiences through early field experiences (EFE), engaged in at the entry level, practical experiences through methods courses, and student teaching in partnered middle schools.  

Elementary Education (K-6)

Introduction The Elementary Education program at Delaware State provides outstanding career preparation for K-6 teachers. Students learn to teach all academic subjects, with extra emphasis on literacy and multicultural / multiethnic classrooms. The program emphasizes direct, hands-on experience in real-world classrooms and incorporates the most current theories in learning, assessment, and child development. Delaware State has a growing reputation for excellence in teacher education. Our graduates have an extremely high job-placement rate within the state and are also recruited by out-of-state districts. Professional Preparation All graduates become licensed teachers in the state of Delaware. The college has campus chapters of professional teaching organizations such as Kappa Pi Delta and the Council for Exceptional Children. Students will develop professional teaching skills in academic instruction classroom management lesson planning assessment child intellectual and psychological development special education communication with parents and family members the use of technology in the classroom music and art literacy development Faculty Faculty in the College of Education, Health and Public Policy offers more than academic instruction. They act as mentors, taking a personal interest in students to help them meet challenges in the classroom, the professional world, and in life. COE professors represent a diversity of cultural and ethnic backgrounds and have an impressive list of achievements in research and writing, as well as excellent connections within the education community. Research and Experience The Elementary Education major requires dozens of hours of direct classroom observation and student teaching experience, spread across three years of the program. The process begins in the sophomore year, with more than 20 hours of early field experience (EFE), and concludes with a 12-week student-teaching placement during the senior year.

Early Childhood Education (Birth to Grade 2)

  Introduction Delaware State University’s Early Childhood program provides a high quality educational experience in working with children ages 3-8. With its heavy emphasis on direct, practical experience, the ECE major offers outstanding preparation for careers in teaching, research, administration, and related fields.   Students log many hours in Delaware State’s Early Childhood Lab School, an on-site licensed facility that serves toddlers and preschoolers from the local community. The Lab School enables ECE majors to work with seasoned instructors, develop classroom skills, get familiar with multicultural educational settings, and interact with parents — all while engaging their passion for teaching and working with young children.  In addition, students have the opportunity to apply their learning in the Delaware public schools (K-2) and child care programs in the area. Professional Preparation The Early Childhood Education program at Delaware State meets all standards set by the National Association for the Education of Young Children (NAEYC). Early childhood Education students will develop the following professional skills as outlined in the NAEYC Standards for Professional Preparation: ·         Promoting child development and learning ·         Building family and community relationships ·         Observing, documenting and assessing to support students and families ·         Using developmentally effective approaches ·         Using content knowledge to build meaningful curriculum ·         Developing as a professional Faculty Faculty in the College of Education, Health and Public Policy offers far more than academic instruction. They act as mentors, taking a personal interest in students to help them meet challenges in the classroom, the professional world, and in life. The on-site Lab School also provides an ideal setting for mentorship, enabling students to observe and work with veteran teachers and learn from their problem-solving strategies, communication methods, and teaching expertise. Our faculty members are well published and bring a wealth of knowledge and experience in young children’s development, literacy learning, administration as well as family and community partnerships. Research and Experience Opportunities for action research take place in many field based courses throughout the program. In addition to the observation hours spent at the DSU Lab School, students gain valuable experience by participating in early-childhood programs in the community and local schools. Early in their college career, students complete 60 hours of early field experience. Once juniors and seniors enter the Teacher Education Program they complete four practicums (infant/toddler, preschool, special education, and primary grades), followed by a full semester of student teaching. Contact:   Dr. Rayton Sianjina, Chair & Director - Graduate Studies Ext. 7170, Room 112   Ms. Sabrina Bailey, Senior Secretary - Chair's Office Ext. 6720, Room 100     Dr. Janet Hill, Associate Professor Program Coordinator Ext. 7393, Room 242  

College of Education, Health & Public Policy

The Academic programs are Education, Nursing, Social Work,  Health Promotion, and Movement Science. The Community based program is the Capitol Park Community Center. Building on the mission of the University, the mission of the College of Education, Health and Public Policy is to promote excellence in education, research and health related services for our students, citizens of Delaware, the nation and the world. These pursuits will focus on increasing knowledge, shaping policy and providing solutions for health related issues. The educational programs are guided by the standards and ethics of the various professional organizations and accrediting agencies. The College is dedicated to preparing students in health professions for graduate study who will be informed professionals empowered to lead and manage change while shaping society's future. EDUCATION NCATE Information Bachelor's Programs Master's Programs Doctoral Programs Education Course Descriptions Early Childhood Lab School Program Data NURSING Admissions & Progression Policies Bachelor's in Nursing Course Descriptions Four Year BS Degree in Nursing     PUBLIC & ALLIED HEALTH SCIENCES Bachelor's Programs Health Promotion Course Descriptions Curriculum Guide Movement Science Fitness & Strength Curriculum Pre-Health Prof. Curriculum Movement Science Course Descriptions   SOCIAL WORK Bachelor's in Social Work Curriculum Field Education Graduate Program in Social Work Social Work Course Descriptions Undergrad Program in Social Work       STUDENT SERVICES CENTER DELAWARE CENTER FOR HEALTH PROMOTION       Selena Nixon, sophomore, Department of Social Work, stands to the right of Bill Gates on the recent trip of the University to Seattle to meet with the Gates Foundation.   The 2016 Alcohol Awareness Event 'A Night Out' sponsored by the Healthy Hornets held on April 7th was a huge success.  Students from Health Promotion and Mass Communications assisted in the planning and activity.  View the video clip was done by the Mass Communication’s class:   The Public and Allied Health Organization (PAHO) participated in a Habitat for Humanity Building on Friday, April 1.  It was not only a good time but a huge learning experience as well. Students created 2 sets of steps - one from the garage to the house, the other in the house into the crawl space; they built the handrail leading to the second story; framed a retaining wall for the HVAC unit downstairs; and did the ceiling in the front porch. The students used power tools ---and no injuries! Circular saws, hand saws, nail guns, and hammers involved. It was a rainy day but totally worth it!  View slide show. 

College of Education, Health and Public Policy
Price Building, Room 115
1200 N. DuPont Highway
Dover, DE 19901-2277
302.857.6704 Fax

Mon. - Fri. 8:30 am to 4:30 pm

Meet The Dean & Staff

Price 115
Jacqueline A. Washington, Ed.D.
Associate Dean
Price 114
Lynn McGinnis
Lynn McGinnis, MBA
Administrative Assistant/Finance & Budget Assistant
Price 115


Doctorate in Educational Leadership

  Purpose This program is designed for the development and certification of educational leaders who can lead and manage private and public K-12 systems, higher education programs, and state, national and international educational organizations.  The program emphasizes the mastery of skills and processes for adapting to social, political and economic influences when faced with human, financial and structural demands.  The program requires the completion and defense of a dissertation research project. The cohort program is scheduled around an accelerated weekend format to accommodate the schedules of working adults. The weekend scheduling provides opportunities for concentrated, in-depth study of course topics. Courses integrate “real-world” field experiences. Cohort members complete a six credit, full semester internship on a project with a mentor in the area they wish to pursue after course completion. The dissertation process is treated as an integral part of the program, enabling students to complete the program, including defense of the dissertation, within the designed three years program. NCATE accreditation along with the ELCC Standards provide the base model for the program. The program is designed to meet the State of Delaware certification requirements for School Leader II (Superintendent/Assistant Superintendent).* NOTE: Students without an earned master’s degree in Educational Leadership may have course requirements in addition to those for the Ed.D. to meet the State of Delaware’s academic requirements for School Leader II certification. For more information contact: Dr. N. K. Rathee, Acting Director Graduate Programs in Education 302.857.7170   Requirements The Doctor of Education in Educational Leadership (Ed.D.) is a 51 credit hour, three year program, including a 6 credit hour Applied Educational Internship. Courses are conducted in an accelerated weekend format.  Courses span six weeks.  Class sections are normally held the first, third and sixth weekends of a six week session.  Normally a two week break is provided between courses, so that students can prepare for the next course.  Sessions are held Friday nights from 5:00-9:00pm; Saturdays from 9:00 a.m. to 4:00 p.m. and Sundays from 9:00 a.m. to 2:00 p.m. Required Courses Philosophy, Goals and Objectives  In collaboration with the State of Delaware, the purpose of Delaware State University Graduate Education Leadership program is to prepare Educational leaders for prominent leadership and service positions in School Districts, Higher Educational Institutions, and society. Through a rigorous educational formation and directed field experience, students emerge as viable candidates for leadership position throughout the country. Since (2002) the Doctorate and the Masters programs have consistently adjusted to meet the current needs of our public and higher education societies in dramatic changes. At Delaware State University, you will find a unique balance between rigorous research, serious academic studies, partnership, collegiality, and personal development. You will be prepared to make data driven decisions to serve authentically, and lead with integrity.  Educational Philosophy Delaware State University fulfills its mission with an emphasis on education that prepares Educational leaders for leadership and service in the public school system, higher education and other related educational institutions. Such an emphasis mandates a well rounded curriculum which prepares individuals who are thoughtful, compassionate, culturally sensitive, and capable of integrating personal integrity and scholarly appreciation in all avenues of society.  Educational Goal The primary goal of the Delaware State University Educational Leadership Programs is to prepare leaders who are equipped with a repertoire of knowledge, skills, and dispositions to meet the challenges of school leadership. It is also to prepare leaders who demonstrate instructional leadership by understanding and applying the curriculum standards of the State of Delaware and being able to evaluate and mentor teachers using non-coercive methods to assist them with planning, presentation, and continuous refinement of instructional and leadership skills. Additional goals prepare leaders who can: Articulate a vision for public schools on the district and building levels as well as other educational institutions and involve all the stakeholders in strategic planning, implementing, and evaluating processes which benefit the academic growth and development of all students. Demonstrate a deep commitment to diversity issues and are role models for the community. Demonstrate technological awareness and competence. Demonstrate substantive knowledge of school finance, law, contract Create a positive school culture that promotes student learning and development. Understand schools as political systems and develop relationships with constituent groups which effectively connect the community with the school. To enhance knowledge and understanding of Institutional Research and the relevant issues of current practice. To promote the use of Institutional Research in policy development and administrative processes at educational institutions. To stimulate interest in using national databases to address educational issues. To promote professional collaboration and the advancement of Institutional Research in the US and other countries  Educational Objectives The integration of rigorous academic training and field experience in learning is facilitated by a curriculum and learning environment which:   Offers an appropriate balance between courses in educational theories, research methodologies, leadership courses, school law, finance, general education, and an internship that erase any artificial barriers between these areas of study; Encourages a flexible schedule and promote individual research aspirations; Personalizes the educational process by emphasizing the priority of relationship-building throughout the University experience.   Student Learning Outcomes   Delaware State University commits itself to producing students who will exemplify ethnical and authentic leadership qualities in public schools, higher educational and other related educational institutions. Through the integration of educational philosophies, theories, leadership constructs, and critical thought in the arenas of educational literacy, field experience formation, communication, systematic and empirical research inquiries, socio-cultural perspective, professional development, and transformational leadership.   DSU Graduates will:   Exemplify Educational literacy through applied leadership knowledge, a  research foundation, and an Educational leader worldview. Describe the nature and mission of the educational leadership process revealed in the literatures. Apply a dialectic approach in the examination of educational issues that impact the school community, reflecting the conditions and dynamics of the diverse school community, enabling ongoing dialogue with representatives of diverse community groups, taking into account community resources, and recognizing the role of public education in developing and renewing a democratic society and the role of equity in a democratic society. Develop a framework for use in examining matters of significance in education in order to clarify personal viewpoints and develop a successful model of a school, family, business, community, government and higher education partnership that works within the greater framework of policies, laws, and regulations enacted by local, state, and federal authorities. Ensure that the environment in which schools operate is influenced on behalf of students and their families as well as recognize that the social, political and economic settings of schools have a great impact on their orientation, organization, and operation. Examine the contextual variables, value orientations, and philosophical and political assumptions that shape both the status quo and reform efforts. Relate educational issues to focus on the success of all students by advocating that education is the key to opportunity and social mobility and recognizing and respecting a variety of ideas, values, and cultures. Participate actively in the political and policy-making contest in the service of education. Demonstrate ethical and professional competence in their chosen disciplines. Integrate content knowledge and experience. Demonstrate discernment of the ethical consequences of decisions and actions. Demonstrate understanding of the importance of lifelong learning and personal flexibility to sustain personal and professional development Knowledge and application of human resource management and personnel administration and development, ensuring the maintenance of confidentiality and privacy of school records. Ability to communicate and work effectively with diverse populations in the school community in a human resource office. Knowledge and application of information sources, data collection and data analysis strategies, and related technologies. Ability to facilitate processes to ensure that the human resources functions support the attainment of school goals. Ability to engage in activities ensuring that financial, human, and material resources are aligned to the goals of schools. Demonstrate their working knowledge of the values and skills that are needed by successful practicing CEOs and/or administrators by being able to design interview questions, successfully conduct interviews with practicing CEOs and/or administrators, and deliver a presentation of the results of their findings. Demonstrate their ability to construct a vision of learning that will enhance the success of all students by conducting a visioning workshop. Be able to examine their current dispositions to assist in their prediction for success as an administrator by completing a reflective paper describing their predispositions toward being able to become a successful, effective, efficient and caring administrator. Be able to craft their individual professional development plan.  Capstone   Doctoral candidates must complete Capstone Projects: 1.       Leading School Change Project This assessment provides an opportunity for candidates to demonstrate an understanding of key principles of the change process. The assignments and activities require the candidate to develop a plan for an Organizational Change. The Candidate selects their school district or select one of their choices with approval from the course professor. The candidates develops appropriate change strategies and a plan to resolve a problem facing the system at this time and discuss the impact of the strategies on the systems productivity, human dynamics, and short/long term impact.   2.       Strategic School Planning Project     This assessment provides an opportunity for the educational leadership/candidate to review their own and another district's strategic plan. In this assignment candidate are asked to pay particular attention to goals and processes used to attain the vision. The professor assigned to this course will be primary assessor that will apply this assessment. Candidates should make all effort to involve major internal and external stakeholder in all segments of this review. This project enables the candidate to demonstrate the acquired knowledge and understanding of the school’s organizational management, operations and community relations. Strategic planning is a developmental process utilizing many resources and stakeholders in a sequential process and should result in professional growth of the candidate and organization.   3.       School Improvement Plan    This assessment provides activities that require the candidate to address a selected school-related problem within the school district and develop a comprehensive school improvement plan that supports the school’s and district’s vision. The candidate engages in data-driven decision making and formulate strategic actions to support the process of continuous improvement. In this four-part assignment, the candidate will; (a) identify the problem needing improvement utilizing a need analysis survey, (b), collect and analyze the survey data, (c) conduct and analyze additional data and summary from the state, district office and best practices, and (d) develop an action plan for the school’s improvement project with plans for implementation.        4.       Action Research Project    This  assessment assists advanced students on the district level to become more effective leaders through acquiring a thorough knowledge of action research that will empower them with the capacity to lead school change at a time of increasing demands, pressures and societal change. Candidates demonstrates the ability to identify an educational challenge and to determine the most advantageous structure for analysis. The candidate ability to understand the importance of implementing, synthesizing, evaluating and summarizing data is crucial for administrators, leaders and supervisors in educational organizations.   5.       Internship   This assessment provides an opportunity for the candidate to gain an understanding of the overall picture or the human, fiscal, and material resources that are manageable in a school district for the purposes of teaching, learning, assessment, communications, and safety. Intern will gain a deeper understanding by identifying and evaluating the available resources in a district managed on a daily basis by district leaders for the purpose of instructions throughout the district and learning of students while maintaining the school district’s vision.    6.       Portfolio Project    This assessment and assignment provide an opportunity for the candidate to compile a professional portfolio containing exemplars/products generated throughout their course experience. The following are project specific items that must be included as part of the Portfolio: (a) Action Research Project,  (b) Leading School Change Project, (c) School Improvement Project, (d) Strategic Plan, and Internship Project and (e) Research Papers . The candidate may elect to include other items of interest, but the listed items are mandatory. The candidate makes all effort to retain and collect important documents over the course of their graduate program of studies. The Portfolio provides reflections on the candidate’s personal growth and development in relation to ELCC standards.   7.       Dissertation   The doctoral dissertation in the Educational Leadership Program is a self-directed, analytical, and comprehensive product of scholarly inquiry within the field of education professional literature. This project demonstrating excellence will be the center piece of the three (3) year academic experience that will add to the body of knowledge relative to educational leadership in specific settings and contribute to educating others.   The dissertation is conducted in accordance with the policies and procedures of the Delaware State University Graduate School. Included in the Dissertation will be the five chapters (Chapter 1, Introduction, Chapter 2, Literature Review, Chapter 3, Methodology, Chapter 4, Results/Findings & Chapter 5 Discussion, Recommendation, & Conclusion).      Additionally, doctoral candidates must complete and orally present and defend a doctoral research dissertation.  Candidates are also responsible for presenting a professional portfolio reflecting their experiences and skills. All projects are related to the ELCC Standards.    Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.  Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.   Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.   Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.   Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.   Standard 7.0: Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.  Course descriptions: EDUC-800. The Superintendent as CEO- Effective Management and Executive Skills This course gives an overview and provides the foundation for developing and cultivating the leadership skills and values that superintendents will find helpful to move from a theoretical base to becoming an effective practicing CEO.  This course addresses district vision, school culture, politics and governance, internal and external communication, organizing for high performance, curriculum design and delivery, and human resource management for student learning.  NCATE (ELCC Standards) and AASA professional standards for the superintendency are used to define the role of a superintendent as CEO.  3 credits. EDUC-801. Contemporary Issues in American Education This course assists advanced students to further analyze current trends, problems and theories based upon an examination of recently surfacing educational events and/or topics from a historical perspective.  Discussions focus on a critical exploration of topics related, but not limited to, the formation of curriculum, instructional policy and methodology, and assessment of student success in education.  Additionally, current issues that involve students with challenges, No Child Left Behind, state standards and teacher certification, state testing, the state student testing program (DSTP), full inclusion, school choice, charter schools, and accreditation are typical topics of discussion.  Components that relate to administrative handling of current issues and challenges in the educational system, found in the ELCC Standards, are addressed. 3 credits. EDUC-888. Action Research in Education This course addresses the role of action research in studying the underlying problems that occur in educational organizations.  The types of action research, their advantages and disadvantages, the action research process, and the similarities and differences between action research and formal quantitative and qualitative research are examined in detail.  3 credits. EDUC-803. Human Resources Management/Personnel Administration This course addresses the role and functions, strategic planning, information technology, recruitment, selection, and induction of employees, staff development, performance appraisal, compensations, employment continuity, and unionism from the human resource administrator’s standpoint.  Additionally, this course addresses the human relations aspects intrinsically involved in and through the human resource parameters.  The relationship of the human resources office to the effective, safe, and efficient operation of an educational organization’s vision for the promotion of student success are further examined.  3 credits. EDUC-804. Effective Administration, Staff Development, School Plant and Facilities This course explores the major issues that impact administrative policies, decisions, and one’s effectiveness as a school leader.   The following topics are examined: district vision and school culture: developing a staff development/in-service program that addresses the improvement of the educational program and assesses its effectiveness; strategic planning for future plant and facility needs; politics and school governance; internal and external communication; organizational processes for effective and efficient performance; curriculum design and delivery; human resource management for student learning; and leadership values and skills.   3 credits. EDUC-805. Quantitative and Qualitative Research Methods This course is designed to prepare doctoral students to understand, interpret, evaluate and design qualitative and quantitative research and to develop the ability to select and use appropriate research methods. This course integrates the major concepts and practices of qualitative and quantitative research methodology and introduces descriptive and inferential statistics. This course focuses on the development and application of research for the purpose of writing the doctoral capstone. Topics addressed in this course include choice of research methods, developing a problem statement and proposal, preparing questionnaires, conducting research, tabulating data, and reaching conclusions from qualitative and quantitative data. Additionally, this course includes readings on methodology, lectures, discussions, presentations, and in-class exercises that are designed to highlight various issues. 3credits. EDUC-806. Educational Policy:  Political, Social, Economic, Legal, and Cultural Issues         This course provides the framework and content by which the doctoral student as an aspiring administrator can affect school governance and policy.  Major issues influencing administrative practices are addressed, including, but not limited to, school autonomy versus government control, state legislated learning effects on the teaching profession, democratic versus professional authority in the teaching profession, lack of minorities in administration, the effects of economics on the educational system, society’s cultural views, desires, and ramifications, and comprehending the diverse theories of school change.  In this course, doctoral students have opportunities to develop their skill sets that will enable them, as aspiring administrators, to build the requisite interlocking and collaborative relationships among school personnel, the community, and state and federal agencies for the purpose of creating better schools.   Advanced students will focus upon current issues and challenges that impact the formation of educational policy in today’s ever changing society.  3 credits. EDUC-807. Leading School Change at a Time of Increasing Demands, Pressures, and Societal Change This course focuses on a review and discussion of current methods used to change school cultures, curriculums, and parent/community involvement.  The course is used to enhance collegiality, professionalism, instructional strategies, classroom management techniques, effective classroom designs, student motivational techniques, and to create a safe and orderly environment.  Additionally, the course focuses on making staff development a worthwhile endeavor and using systems thinking as the key to continuous improvement.  It focuses on envisioning desired results, defining reality through data, developing action plans while welcoming accountability.  3 credits. EDUC-808. Strategic Planning and Program Analysis This course explores the steps of the strategic planning process in educational organizations.  The benefits of involving a broad range of personnel in the process are discussed.  The doctoral student will examine the following strategic planning steps: the development of a mission statement; completion of an environmental scan; development of key objectives and initiatives; design of programs and activities to accomplish the key objectives; and determination of performance measures to monitor and evaluate the organization’s progress toward accomplishing its key objectives.  3 credits. EDUC-809. Technology Applications The course addresses the latest technologies from a practitioner’s point of view.  The Internet and World Wide Web are used with the intent to make informed decisions.  Fifty percent of the semester is assigned to an on-site field experience, in which the student demonstrates the ability to report research, security, data collection, etc.  Doctoral candidates complete a project focusing on the applications of technology to the unique area of their administrative interest within educational administration, leadership or supervision and teaching fields.  Doctoral candidates will have the opportunity to focus on emerging technologies and their applications from the viewpoint of planning, enhancing communications, managing information and the latest technologies used by professionals in their respective fields.  3 credits. EDUC-812 and EDUC-813. Internship:  Applied Educational Administration The internship experience is a supervised field experience that enables the doctoral candidate to practice knowledge and skills acquired in coursework and professional experiences in an authentic setting.  The doctoral candidate experiences the everyday life of an administrator and how everyday challenges are solved, such as time management strategies, organizational techniques, successful secretarial relationships, appropriate interpersonal skills and human relations, communication vehicles, problem solving, negotiation, instructional leadership, management, professional dispositions, and leadership.  In conjunction with the field-based administrator, doctoral candidates will identify an educational problem in the organization and design an action-based research project to examine possible solutions.  6 credits. EDUC-817. Dissertation Seminar I EDUC-818. Dissertation Seminar II EDUC-819. Dissertation Seminar  III Three one-hour Dissertation Seminars are required.  The dissertation seminar is designed to address doctoral candidates’ progress in the choice of topic, determination of their research format, and dissertation chapter requirements.  Assistance is given to clarify the candidate’s research question(s), determine the appropriate research design, methodologies and analysis of data.  Doctoral candidates meet with the course professor as a cohort group and/or on an individual basis with their respective dissertation committee chair.  Discussion of policies and procedures of the dissertation process is addressed in this course.   One credit each. EDUC-820. DISSERTATION RESEARCH  I. EDUC-821. DISSERTATION RESEARCH  II. EDUC-822. DISSERTATION RESEARCH III . EDUC-823. DISSERTATION RESEARCH IV. This course provides candidates in the doctoral program of Educational   Leadership with advisement and support while carrying out their dissertation study.  Doctoral candidates are required to address one or more ISLLC standards through their choice of dissertation research. Each course is three credits hours. A minimum of 12 credit hours of Dissertation Research are required.   EDUC- 899. Sustaining dissertation research Students must be continuously enrolled until their dissertation research and oral defense requirements have been completed.  This course provides the vehicle for completion of those requirements. Contact: Dr. N. K. Rathee, Acting Director, Graduate Program Ext. 7170, Room 112 Dr. Prince Attoh, Associate Professor Program Coordinator Ext. 6718, Room 267    

Graduate Programs in Education

Program Philosophy Purpose: Students will be prepared with the competencies to perform responsibilities related to their program area’s professional standards and certification requirements. Human and physical resources are provided to insure a deep understanding of important facts and issues and to develop higher order thinking skills in an environment that promotes cooperation and tolerance. Students have the ability to express themselves effectively in written and oral presentations and can use technology to enhance their teaching, communication and administrative functions. Admission and Degree Requirements All applicants must submit a completed University graduate program application, official transcripts of all academic work and three (3) letters of recommendation. Some programs may have additional application requirements.  Application materials should be submitted to the Director of Graduate Studies, College of Education, Health and Public Policy, Education and Humanities Building, room 112. All applicants must have earned a Bachelor’s degree from an accredited college or university or have completed prerequisite courses as designated by the Education Department. The quality of academic performance in undergraduate and graduate studies will be considered in evaluating applicants for admission to a graduate program  at Delaware State University. All admission criteria must be satisfied prior to being granted degree candidacy. Applicants are required to take the general test of the Graduate Record Examination (GRE) or Miller Analogies Test (MAT). Applicants are asked to provide evidence that they have taken or are scheduled to take one of these tests as part of the application process. GRE and MAT scores submitted with application must have been taken no more than five (5) years earlier than the application date. Capstone Experience Graduate students must complete a Capstone experience as one of the exit criteria for award of the degree.   Each degree program defines the options available for the Capstone.  Options may include:  (a) research thesis/dissertation; and/or (b) scholarly multi-media presentation.  Details about each option are described in detail in the Education Department’s Graduate Student Handbook. Contact: Dr. N.K. Rathee Acting Director, Graduate Programs Ext. 7170, Room 112  

Bachelor's Programs

Teachers are in high demand in the United States as record numbers of Baby Boomer's are retiring from the profession.  As the need for quality educators grows, Delaware State is ready to help fill the ranks with highly-qualified teachers. Our program prepares students to meet the challenges in the classroom, and to become highly sought after professional educators. Delaware State University offers a wide variety of bachelor degree programs for education majors.  Prospective students can major in: Early Childhood Education (Birth-2) Elementary Education (K-6) Middle Level Education (6-8) Physical Education (K-12)  

Program of Study

Nursing Curriculum Guide (effective Fall 2015)  Nursing Curriculum Guide (effective Fall 2013)