Students investigate theories and methods that promote the practice of forecasting and planning in school districts. Contemporary educational leaders must be able to investigate and respond to the long-term impact of social, economic, political, cultural and demographic trends affecting schools and districts. Emphasis is placed on using multiple data sources to drive effective long-range and strategic planning that, in turn gives purposeful direction to policies and decision making.

This seminar course is designed to prepare future leaders in higher education, with emphasis on California public community colleges. Through class lectures, independent research, group discussions, and review of original documents that define current policy and practice, students will develop a working knowledge of theoretical finance models, contemporary laws and practices regarding finance, established political structures, and leadership challenges for designing and improving financial systems in both two-and four-year institutions.

Building on the K-12 culturally responsive pedagogy corpse of literature that primarily focuses on student/teacher interactions, the purpose of this course is to enable students to participate in an emerging discourse concerning culturally responsive institutions. Much of the existing culturally responsive literature is situated in African American K-12 schooling experiences. Thus, it is our task to stretch the body of work to connect it with related educational paradigms and other communities and to construct a theoretical and practical culturally responsive model for preK-16 institutional practices and structures. The course is built on the premise that in order to become or grow as a culturally relevant institutional leader, candidates must be willing to contemporaneously examine the historical, social, political, economic, and cultural influences that both impact and construct schooling as well as their own actions and beliefs concerning power relations, race, and societal structures and their relationship to the dominate hegemony that maintains society and institutions.

As individuals and organizations complete the process of adopting new technologies to support learning, a number of factors come into play-including the technology's design and usability; the fit with local culture and practices; the associated costs; and the expected benefits of adoption. Some factors are about the technology, others about the prospective user, still others about the local context of use. In addition to descriptions of factors and users, researchers have identified stages and repeating patterns that shape the adoption process. This course reviews these various factors and processes with an emphasis on school and university settings.

Concepts of ethical philosophy (e.g., self-interest, free will, social responsibility, duty) are explored as the basis for legal standards (protection of individual rights, fair treatment, equality of opportunity, duty of care, public trust) through study of education case law that deals with instructional leadership. Students will study ways to identify ethical principles that are embedded in the problematic situations faced by school leaders; recognize the overarching legal principles that thread through court cases related to public schools and reflect ethical principles; develop an ability to apply philosophical principles derived from ethical considerations and legal principles to practices of school leaders; and approach both the analysis of court cases and problems from practice from a critical perspective that reflects on the larger ethical issues embedded in the cases or practical problems.

In Directed Individual Study, students will explore and select a topic for research in US education under the supervision and direction of a faculty advisor and mentor. Students will learn to develop thoughtful and clearly written research questions that address current issues in US education. Students will investigate current literature related to the topic under study and will participate in some aspect of research and develop skills that allow them to work independent of direct supervision on those specific skills by the end of this experience.

In Directed Individual Study, students will explore and select a topic for research in US education under the supervision and direction of a faculty advisor and mentor. Students will learn to develop thoughtful and clearly written research questions that address current issues in US education. Students will investigate current literature related to the topic under study and will participate in some aspect of research and develop skills that allow them to work independent of direct supervision on those specific skills by the end of this experience.

Upon completion of this course, students will by able to: (a) read, comprehend and critically evaluate a variety of education research studies; (b) identify the limitations and delimitations associated with various studies; (c) generate a research question; (d) justify the need for the research; (e) identify literature/research gap the research is positioned to address; (f) justify the significance of the research; (g) connect the research question to existing literature and existing theory; and determine the methodology and design for carrying out the research.

The course is designed to give students knowledge and skills in social and behavioral research methods applied to issues facing urban school administrators. The focus is on applications for educational and administrative decision-making. The course includes application of various types of research methods to examine educational ideas such as teaching, curriculum, and programs. Students will show that they know major research terms, approaches and designs, and will show they can apply educational measurement concepts to educational issues in urban settings, use computer and data analysis, apply principles of scientific inquiry, interpret and critique published research reports and carry out a project using techniques for investigating educational problems.

The course is designed to give students knowledge and skills in social and behavioral research methods applied to issues facing urban school administrators. The focus is on applications for educational and administrative decision-making. The course includes application of various types of research methods to examine educational ideas such as teaching, curriculum, and programs. Students will show that they know major research terms, approaches and designs, and will show they can apply educational measurement concepts to educational issues in urban settings, use computer and data analysis, apply principles of scientific inquiry, interpret and critique published research reports and carry out a project using techniques for investigating educational problems.

As individuals and organizations complete the process of adopting new technologies to support learning, a number of factors come into play-including the technology's design and usability; the fit with local culture and practices; the associated costs; and the expected benefits of adoption. Some factors are about the technology, others about the prospective user, still others about the local context of use. In addition to descriptions of factors and users, researchers have identified stages and repeating patterns that shape the adoption process. This course reviews these various factors and processes with an emphasis on school and university settings.

This seminar course is designed to prepare future leaders in higher education, with emphasis on California public community colleges. Through class lectures, independent research, group discussions, and review of original documents that define current policy and practice, students will develop a working knowledge of theoretical finance models, contemporary laws and practices regarding finance, established political structures, and leadership challenges for designing and improving financial systems in both two-and four-year institutions.

Building on the K-12 culturally responsive pedagogy corpse of literature that primarily focuses on student/teacher interactions, the purpose of this course is to enable students to participate in an emerging discourse concerning culturally responsive institutions. Much of the existing culturally responsive literature is situated in African American K-12 schooling experiences. Thus, it is our task to stretch the body of work to connect it with related educational paradigms and other communities and to construct a theoretical and practical culturally responsive model for preK-16 institutional practices and structures. The course is built on the premise that in order to become or grow as a culturally relevant institutional leader, candidates must be willing to contemporaneously examine the historical, social, political, economic, and cultural influences that both impact and construct schooling as well as their own actions and beliefs concerning power relations, race, and societal structures and their relationship to the dominate hegemony that maintains society and institutions.

Upon completion of this course, students will be able to (a) read, comprehend and critically evaluate a variety of education research literature; (b) identify the limitations and delimitations associated with the literature; (c) understand the nature and purpose of the qualifying paper; (d) select a topic about which to write; (e) identify key research studies and scholarly works related to the topic; (f) identify the theoretical framework of the topic; and (g) write with clarity in academic style, adhering to APA format.