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Special Education (MA) Program Details

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Purpose The advanced program in special education is an NCATE/NASDTEC (1998-99) approved, rigorous, non-categorical program, with emphasis on serving the needs of school students with high incidence disabilities. The program has been designed to enhance leadership, critical thinking/problem solving, and instructional skills of certified or certifiable teachers and teacher educators. The philosophy of the program is based on the following tenets that emanate from the stipulations of the Individuals with Disabilities Education Act (IDEA), and it’s subsequent reauthorizations and amendments, these are such that: All children are entitled to a free and appropriate public education (FAPE); Children with disabilities should be educated with age grade peers to every extent possible (LRE); and that the Zero Reject policy allows that all students with disabilities be educated to reach their individual potentials. The advanced program in special education is also based on the inclusion philosophy, such that students with disabilities are afforded the opportunities to engage in the same routines, activities, and lifestyles as students without disabilities. The advanced program also addresses preparation for meeting the needs of students who have exceptional gifts and talents. In addition, the advanced program aims to strengthen educators’ collaboration, team work, integration of technology, and research as applicable to provide necessary supports and services for students with disabilities in today’s educational settings. The advanced program in special education, therefore, primarily focuses on the sound rationale that extensive opportunities should be provided to program participants for the exploration of varied theoretical orientations and ideologies that significantly impact upon the development and utilization of best practices in the field of Special Education. The advanced program in special education at Delaware State University is aligned with the Professional Education Unit’s conceptual model, with its component standards as follows: Diversity, Interpersonal Communication, Reflection, Effective Instruction/Assessment Strategies, Content and Pedagogical Knowledge and Skills (DIRECT), Delaware State Teaching Standards (DSTS), and with the National Council for Exceptional Children (CEC) Professional Practice Standards for instruction, assessment, behavior management, communication, consultation, and collaboration, inclusion, multi-cultural education, transition, the integration of technology to provide supports for all students to access the curriculum, and research necessary to maintain and further the field of Special Education. Goals and Objectives The goals of the advanced program in special education are to: Prepare certified or certifiable educators to engage in the responsibilities of leadership in special education in both public and private sectors. Develop an understanding of program planning, funding, and implementations of programs and projects. Conduct program evaluations. Develop supervisory skills. Understand multidisciplinary service delivery, including inter and intra-agency communication, consultation, and collaboration. Facilitate parent participation in the assessment and education decision making processes . Accurately and effectively implement the legal aspects of special education. Prepare certified or certifiable educators to employ critical thinking and problem solving knowledge and skills as they relate to working in a variety of special education and inclusive settings. Conduct quantitative and qualitative research utilizing various appropriate methodologies. Develop analytical and synthetical skills. Conduct research and assessment with diverse populations that is not culturally biased. Prepare certified or certifiable educators to apply theoretical knowledge, to the development and implementation of current best practices in instruction, assessment, behavior management, materials selection and development, communication, consultation and collaboration, working with families and community agencies, inclusion, multicultural education, transition, technology, and research. Understand the historical, philosophical, and legal foundations of special education. Serve a diverse community of learners as it relates to special education. Demonstrate an in-depth knowledge of assessment procedures. Develop the necessary linkages between assessment and effective instruction in relation to program planning. Design and implement effective instructional strategies and curricula. Plan and manage classroom routines and behaviors. Consult and collaborate with various constituencies. Develop and implement plans and strategies to facilitate effective transitions from school to adult living. Integrate technology to enhance student learning. Requirements A special education masters program candidate must have completed nine to twelve (9-12) credit hours of masters level work, applied for candidacy, and been accepted into the Masters in Special Education Program. The program requirements component of the advanced program in special education includes courses of study that provide a strong foundation in knowledge of educational principles, practice and current trends, with emphasis on research in education. The required component also focuses on skills and practices that all students in the program must know and be able to perform as special educators and teacher educators. Whereas, the elective component of the program provides a window for participating graduate candidates to prepare in one or more areas of special education as specified by their choices related to their future professional goals. Thus, required course work provides depth and breadth in special education, while elective courses provide opportunities to specialize in one or more aspects of special education. The current Master of Arts in Special Education requires that candidates take nine (9) three credit hour courses in the required component, and three (3) electives, covering a variety of topics (see program curriculum), for a total of thirty six (36) credit hours. This program, in and of itself, does not lead to certification in special education. It is designed for certified or certifiable participants, who have taken the prerequisite courses that prepare them for certification in special education (see Masters of Arts in Teaching Elementary Special Education, and/or Master of Arts in Teaching Secondary Special Education. These programs require 55 and 51 credit hours respectively because they include the required content strands that lead to certification). Certification is determined by the Delaware State Department of Education. Note: Additional content area course work may be necessary for Secondary Special Educators who wish to be considered highly qualified in the areas they teach.   REQUIRED COURSES   Capstone Options Program candidates have the option to choose between a six-hour research thesis, or complete 30 program credit hours and either a global comprehensive exam, or a scholarly multi-media research presentation as their capstone experience. These options are as follows: Research Thesis: Students selecting the research thesis option must satisfactorily conduct an empirical research study and successfully defend the research study before a duly convened faculty committee. Scholarly Research and Multi-media Presentation: This option requires students to write a research paper and present the contents of the paper in a multi-media presentation to a faculty committee. Course Descriptions:  EDUC-611. THEORY TO PRACTICE IN EDUCATING INDIVIDUALS WITH EXCEPTIONAL NEEDS  This course assists educators to identify, understand, and develop curriculum for meeting the exceptional needs of learners across ages and levels of intensity. Principles of practice and program development will be explored in light of accepted models and theoretical structures. 3 credits. EDUC-621. TECHNOLOGY IN SPECIAL EDUCATION  This course examines the infusion of technology in special education and general education classrooms and settings to support the learning of students who require special educational services. Students in this course will compare and analyze the utilization of technology for this purpose in the Unites States of America and other countries. Human factors and resources will be considered in the selection of devices, adaptation, and modification to accommodate the instructional and curriculum access of learners with disabilities. Prerequisite 12-611. 3 credits. EDUC-625. INTRODUCTION TO STATISTICS AND RESEARCH METHODS IN EDUCATION This course covers application of basic statistical techniques and research methodologies employed in qualitative and quantitative research in education. Students will be introduced to descriptive and inferential statistics and the design of research. The focus of the course will be primarily on action research. 3 credits. EDUC-628. CURRICULUM, METHODS, AND MATERIALS IN SECONDARY SPECIAL EDUCATION This course is designed to impart knowledge and skills in curriculum development, transition assessment and program planning, adaptations, modifications, and accommodations needed for individual students with disabilities to access curricula and make successful transitions to adult living and career development. (This course is for Secondary Special Education only.) 3 credits. EDUC-629. ASSESSMENT OF INDIVIDUALS WITH EXCEPTIONAL NEEDS  This course imparts specific knowledge and skills involved in utilizing formal and informal instruments and techniques to assess the strengths, needs, interests, and preferences of individuals with exceptional social and learning needs. Emphasis is placed on providing students with knowledge and skills necessary for selecting, administering, interpreting, evaluating, and reporting results from measurement and/or screening instruments and techniques commonly employed by professionals to facilitate special education placement, accommodations, and program decisions. 3 credits. EDUC-630. CURRICULUM, METHODS, AND MATERIALS IN ELEMENTARY SPECIAL EDUCATION This course is designed to impart knowledge and skills in curriculum development, adaptations, modifications, and accommodations for individuals with exceptional needs in a variety of elementary educational settings. Students will model and practice the selection and use of commercially available and teacher-made materials. (This course is for Elementary Special Education only.) 3 credits. EDUC-633. CLASSROOM MANAGEMENT AND POSITIVE BEHAVIORAL SUPPORT This course demonstrates various approaches, programs, and methods for assessing and implementing behavior change in classrooms and related settings. Emphasis is placed on the creation of a safe and conducive learning environment for all learners. Students model and demonstrate individual and group management techniques. Consideration is given to age and developmental level, cultural and familial expectations, and learning characteristics. 3 credits. EDUC-640. MULTI-CULTURAL EDUCATION This course explores the use of knowledge about cultures in the schooling process; presents specific teaching strategies, classroom management techniques, and communication strategies that have proven to be effective with culturally diverse populations; explores ways to identify and alleviate negative bias and prejudice in teaching materials, assessment instruments, school practices, and school organization. 3 credits. EDUC-644/683. USING TECHNOLOGY TO ENHANCE STUDENT LEARNING AND ORGANIZATIONAL MANAGEMENT This course addresses current technologies from a practitioner’s point of view. The Internet, World Wide Web and production software are sued with the intent to make informed decisions both administratively and instructionally. Advance students will have the opportunity to focus on emerging technologies in their applications from the viewpoint of planning, enhanced communications, managing information, delivery of instruction and the latest technologies used by professionals in their respective fields. 3 credits. EDUC-648. THEORIES OF INSTRUCTION AND CURRICULUM DESIGN  The course design provides an opportunity for graduate candidates to supplement their theoretical knowledge of curriculum and instruction by developing units or courses in step-by-step fashion. Participants design an actual course of instruction with the asset of guidelines and theoretical base. This combination of theory and process provide educators with a unique approach to learning curriculum development and enhancement skills. 3 credits EDUC-602. IDENTIFICATION AND INSTRUCTION OF STUDENTS WHO COME FROM DISADVANTAGED SITUATIONS In this course, students learn to identify characteristics of the school population which have been classified as disadvantages. Students model and demonstrate approaches and techniques to ensure that all students access the curriculum which have proven successful at local and National levels. 3 credits. EDUC-607/-633. THEORIES AND PRACTICES OF CLASSROOM MANAGEMENT  Study of techniques for managing the special education classroom. Behavioral and humanistic approaches are examined and evaluated in relation to managing both instructional programs and student behaviors. Individual and group management techniques will be explored. Consideration will be given to age, developmental level, behavioral, and learning characteristics of school students. 3 credits. EDUC-608 . DIAGNOSTIC TEACHING OF READING  Analysis of the diagnostic teaching of reading and literacy; a review of current research and opinion; evaluation of materials, techniques, and programs for assessment and prescription of reading techniques. Practicum in implementing and evaluating a diagnostic-prescriptive reading program. 3 credits. EDUC-609. IDENTIFICATION AND INSTRUCTION OF STUDENTS WITH EXCEPTIONAL GIFTS AND TALENTS  In this course, participants will learn and discuss the process and issues involved with identifying, instructing, and providing social and learning supports for students who are classified as having exceptional gifts and talents. They will become familiar with national incentives and various statewide programs for students in this category of special education services. 3 credits. EDUC-632. ADMINISTRATION AND SUPERVISION OF SPECIAL EDUCATION  This course is focused on the areas of program planning, project development, and budgeting for special education programs and services using federal, state, and local funding sources, faculty and staff development in-service programs, program evaluation, and supervision of special education and related service personnel. Additional topics addressed in this course are the relationships among special educators, general educators, and vocational educators in transition and program planning, working with families and advocates, inter-agency collaboration and cooperation in meeting the exceptional needs of individuals with disabilities. 3 credits. EDUC-634 CONTEMPORARY ISSUES IN SPECIAL EDUCATION  This course provides for an intensive study of the educational implications and ramifications of current issues in the fields of special education, human services, employment, and housing for persons with disabilities. An in-depth study of a particular problem area is required of each student. 3 credits. EDUC-635 COUNSELING AND GUIDANCE FOR INDIVIDUALS WITH DISABILITIES AND THEIR FAMILIES  This course is designed for special educators, general educators, and vocational educators who need to be involved with research, methods, and techniques of guiding and counseling students, and their families. Topics include programming, services, and supports for students who are considered to have social and emotional maladjustment. Engineering group dynamics and structuring classroom activities to develop social awareness, knowledge, and skill-streaming are emphasized. Increased collaboration and cooperation with community mental health and developmental disabilities resources is promoted. 3 credits. EDUC-636 LEGISLATION, LITIGATION, AND FINANCE IN SPECIAL EDUCATION  Students in this course examine the impact of legislation, litigation, and funding that provides the basis for providing special education supports and services. Students explore and examine the roles of parents, educators, other professionals, and community representatives. They analyze how special education supports are financed at federal, state, and local levels. 3 credits. EDUC-637 ISSUES IN SECONDARY TRANSITION AND VOCATIONAL EDUCATION  Students in this course identify current issues related to secondary transition and vocational education (i.e., development and implementation of curriculum, using instructional strategies, infusing technologies, collaborating and coordinating to promote the development of self-determination skills and career development of individuals with disabilities.) Participants intensely study the educational implications and issues in relation to increasingly diverse, inclusive educational settings and classroom learning environments. Special emphasis is placed on life-long career development, vocational education, the role of rehabilitation services, and transitions of students with disabilities from school to adult living. Program candidacy is required. 3 credits. EDUC-638 SEMINAR IN SPECIAL EDUCATION RESEARCH AND PRACTICE Candidates in this course undertake a comprehensive study of specific topics in the education of individuals with disabilities. This study will be announced periodically and offered through the graduate seminar. Permission of the Program Coordinator or Department Chair must be secured in writing and filed in the Office of Graduate Programs prior to enrolling in this course. 3 credits. EDUC-699 THESIS OPTION  Candidates seeking the Master of Arts Degree in Special Education at Delaware State University will complete one of the following options: 1.) An approved program consisting of thirty six (36) credit hours, or (2.) a thesis plus and approved program consisting of 30 credit hours. Said thesis must be prepared according to the specifications of the Education Graduate Program Office. A preliminary application must be submitted to the Education Graduate Program Director in the semester prior to registration for the thesis credit. 6 credits. Contact: Dr. N. K. Rathee Acting Director, Graduate Program nrathee@desu.edu Ext. 7170, Room 112        

Physical Education (K-12)

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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.      

Elementary Special Education (1-8)

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  Introduction The Elementary Special Ed major prepares teachers to work with children (kindergarten through eighth grade) who have who have high incidence disabilities. This type of teaching requires specialized skills, and Delaware State offers the perfect environment for developing those skills, with small class sizes and a supportive atmosphere that emphasizes direct faculty-student interactions. The program requires 70 hours of field experience and covers the latest methods in instruction, diagnosis, testing, child development, and assessment. In addition, our students develop strategies for meeting the often difficult challenges involved in special education. The United States faces a critical shortage of special education teachers, so graduates of this program are likely to find many job opportunities. Professional Preparation All graduates become licensed teachers in the state of Delaware. The college has campus chapters of professional teaching organizations such as Kappa Delta Pi and the Council for Exceptional Children. Students will develop professional teaching skills in language development remedial and developmental reading behavior analysis and modification assessment and diagnosis of exceptional students lesson planning and classroom management communication with parents and family members Faculty All faculty in the Special Education program have teaching experience with learning-disabled students between grades 1 and 12. 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. College Of Education 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 Special 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 full semester of student-teaching placement during the senior year. Students have the opportunity to conduct research in behavior change and response to intervention (RTI). They present their findings during the annual Honor’s Day proceedings.      

Secondary Special Education (7-12)

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  Introduction The Special Education program prepares teachers to work with students who have high incidence disabilities. Students work closely with faculty and gain a large DOSE of direct real-world experience, developing the specialized skill set required by this challenging but rewarding profession.  Special Education teachers make a real difference in the lives of students and their families. The United States is currently experiencing a critical shortage of special education teachers, so graduates of this program often have a wide range of employment options, not only in schools but also in rehabilitation facilities, parent guidance centers, and counseling programs. Professional Preparation Graduates of the Special Education program are certifiable to teach in the state of Delaware and are prepared to assume the complex responsibilities of teaching students with special needs. Preparation is focused on developing researched-based strategies for instruction, assessment, behavior analysis and change, classroom management and for students with diverse backgrounds and needs in least restrictive environments.  Graduates will be able to:   Create individualized educational programs (IEP) tailored to each student’s strengths and needs Manage and monitor student behavior and social interaction skills Use adaptive technology in the classroom Communicate and collaborate with parents and other teachers Use art, music, fitness, and wellness in their special education programming Plan a culturally responsive special-education program Use adaptive and assistive technologies Collaborate with families and other stakeholders Faculty In the challenging field of special education, experience is the greatest teacher. Our special education faculty members have all worked in special education classrooms, providing them with researched-based approaches and practices. Their experience enables them to act as mentors and career coaches, offering specific guidance and problem-solving advice to teacher education students.   In addition to their practical experience, professors bring years of academic study, research, and scholarship into the classroom. Research and Experience Real-word experience for the Special Education major occurs in three phases; early field experience (EFE) during the sophomore year; a practicum for method course in the junior year; and a full semester of student teaching in the senior year.   Students also have the opportunity to participate in research on subjects such as behavior change and response to intervention (RTI), and to present their findings at the annual University-wide Honors Day presentation event.    

Science Education

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  Introduction   The United States faces a critical shortage of qualified science teachers, particularly within diverse communities. The Science Education program at Delaware State addresses both of these needs. Students benefit from small classes, and they gain valuable hands-on teaching experience in real-world schools. Science education is a field of critical needs/teachers shortage thus program completers have good prospects for employment. Professional Preparation The Science Education program is recognized by the National Science Teachers’ Association (NSTA) and prepares graduates to teach physical and earth sciences at the middle school and high school levels. All graduates become licensed teachers in the state of Delaware. Students will develop professional teaching skills in: core subjects such as physics, biology, chemistry, and astronomy cutting-edge scientific material such as climate change and environmental issues the use of advanced technology in the classroom lesson planning assessment Faculty Delaware State’s diverse faculty come from a wide range of ethnic and national backgrounds, making them especially qualified to prepare teachers for multicultural classrooms. They have many years of direct teaching experience and have been involved in developing statewide science curriculum and professional development standards for teachers. Above all, Science Ed faculty act as mentors, taking a personal interest in students to help them meet challenges in the classroom, the professional world, and in life. Research and Experience As part of the Science Education program, students must complete a short-term content-specific research project. In addition, they complete hundreds 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  full semester of student-teaching placement during the senior year.  

Middle Level Education (5-8)

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  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)

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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)

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  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 rsianjina@desu.edu Ext. 7170, Room 112   Ms. Sabrina Bailey, Senior Secretary - Chair's Office sdbailey@desu.edu Ext. 6720, Room 100     Dr. Janet Hill, Associate Professor Program Coordinator jhill@desu.edu Ext. 7393, Room 242  

College of Education, Health & Public Policy

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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 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
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College of Education, Health and Public Policy

Price Building, Room 115

1200 N. DuPont Highway

Dover, DE 19901-2277

(302) 857-6700

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

Meet The Dean & Staff


Marshá Taylor Horton, Ph.D.

Dean

Price 115
302.857.6700
Lynn McGinnis, MBA



Administrative Assistant/Finance & Budget Assistant

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302.857.6700

 

Doctorate in Educational Leadership

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  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 nrathee@desu.edu Ext. 7170, Room 112 Dr. Prince Attoh, Associate Professor Program Coordinator pattoh@desu.edu Ext. 6718, Room 267    

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