Skip to navigation menu

Skip to main content

Organization & Leadership
Teachers College, Columbia University
Teachers College
Columbia University

TC Navigation

Course Listing > Courses

Site Navigation

Course Listing

Department Courses:

Please check the Class Schedule or contact the department for specific course availability for each semester:

ORL 4003 Crisis intervention
Study of general crisis phenomena within the framework of crisis intervention theory. Analysis of individual, family, and community dynamics.

ORL 4011 Personnel management in healthcare
Examination and application of personnel management and human relations theory in the healthcare organization. Includes human resource utilization, problem solving, comunications theory, and evaluation performance. Special fee: $25.
Instructor(s): Elaine Rigolosi

ORL 4014 Legal issues in healthcare organizations
Laws, administrative regulations, and pertinent case law affecting healthcare organizations. Theories of power, politics, and labor relations applied. Local, state, and federal impact on healthcare included. Special fee: $25.

ORL 4054 Leadership and management in healthcare organizations
Critical analysis of theory and research in organizational behavior, leadership, and management as it relates to the role of healthcare executives. Critique of the executive’s role as it relates to these theories. Special fee: $25.
Instructor(s): Elaine Rigolosi

ORL 5362 Group dynamics: A systems perspective
Enrollment limited. The course explores social processes in groups and their impact on individual behavior. In addition to a series of lectures/discussions, students are required to participate in an experiential group relations conference or to conduct a self-study project on group relations. Special fee.
Instructor(s): Sarah Brazaitis

ORL 5521 Introduction to research methods in education
This course meets a departmental requirement for an introductory course on empirical research in education and organizational studies. The goal is to help students be able to access, comprehend, synthesize, and utilize research, to support and facilitate the research efforts of others, and to begin to prepare to conduct their own research. Students read exemplars of published research, along with texts about research design, data collection and analysis, and strategies for assessing the validity and trustworthiness of research. The course covers qualitative, quantitative, and mixed methods approaches to research, such as experiments, surveys, case studies, ethnography, and action research.
Instructor(s): Alex Bowers, Katharine Conway, Craig Richards

ORL 5522 Evaluation Methods I
Provides an overview of major evaluation models and social research methods useful in developing, monitoring and studying effects of programs, services and institutions in education, health and other fields. This is the second course in a three-course sequence in assessment and evaluation methods offered through the Organization and Leadership department. The prerequisite is the 4000-level course on testing, assessment and accountability or an instructor-approved substitute. Offered twice annually.
Instructor(s): Madhabi Chatterji

ORL 5523 Evaluation Methods II--Seminar
This evaluation research seminar, conducted in actual client contexts, provides laboratory and field experiences in planning, designing, execution, and reporting of various components of evaluations. This course is the third and culminating course in a three-course sequence in assessment and evaluation methods offered through the Organization and Leadership department. The prerequisite is ORL 5522, Evaluation methods I or an instructor-approved substitute. Offered once biennially, typically in fall.
Instructor(s): Madhabi Chatterji

ORL 5524 Instrument design and validation--Seminar
Provides hands-on seminar experiences in the design and validation of instruments to measure educational, psychological, health and social contracts. The type of instrument can vary according to student interests (e.g., multi-part surveys, attitude scales, behavior ratings scales, performance assessments or tests of cognitive abilities and achievement). The prerequisites are intermediate level courses in measurement/statistics or instructor-approved substitutes. Offered once biennially, typically in the fall.
Instructor(s): Madhabi Chatterji

ORL 5551 Ethics for healthcare professionals
Review of ethical issues in healthcare and healthcare delivery. Special fee: $150.

ORL 6010 Work/Family Issues: A multidisciplinary approach
Work/family issues are critical topics for families, employers, policymakers, and researchers/ educators. They include issues such as job flexibility, parental leave, unemployment and employment transitions, telecommuting, job sharing, dual careers, and the timing of childbearing. Adopting a multidisciplinary approach, this course introduces students to the concepts the emerging field of work/family scholarship.

ORL 6011 Advanced system management
Managing systems requires the generation of useful information for decision-making. This course focuses on using information for strategic planning and management of systems in healthcare.

ORL 6500 Qualitative research methods in organizations: Design and data collection
An introduction to qualitative research methods conceptualization and data collection procedures and design. Students learn various qualitative data collection techniques and conduct a pilot study.
Instructor(s): Lyle Yorks

ORL 6501 Qualitative research methods in organizations: Data analysis and reporting
Prerequisite: ORL 6500. Strategies and procedures for qualitative data analysis, within and across case studies, individual and group interview analyses, data display, and methods of presenting and reporting findings.

ORL 6518 Methods of case study and analysis
Techniques and methods of preparing and analyzing case studies of organizations and institutions.

ORLA 4001 Introduction to school leadership and decision making
This course uses the literature on decision-making theory in combination with intensive case-study analysis in groups to explore how decision-making styles and strategies affect problem-based decision-making in innovative public school settings.

ORLA 4002 Data analysis for policy and decision making I
This is an introductory course in quantitative research methods that focus on non-experimental designs and the analysis of large-scale longitudinal datasets, especially those related to education policy. Students become familiar with the logic of inferential statistics and the application of basic analytic techniques. No prior knowledge of statistics or quantitative methods is required.

ORLA 4010 Introduction to organization analysis in education
This course draws on concepts and propositions from organization theory to help students construct and analyze case studies of schools and school systems and develop action plans for organizational change, reform, and renewal. Special focus on theories of bureaucracy and community; organizational structure, culture, and politics; professional learning communities; and strategic learning organizations.

ORLA 4021 Introduction to Management Systems
Co-requisite: ORLA 4022. An introduction to the fundamental principles and concepts of management information systems. The course examines the management of information systems across several different types of organizations, with an emphasis on the management of education-related information systems in K-12 as well as in institutions of higher education. The course explores both the theoretical as well as practical implications of information systems. Several key themes are addressed, such as: looking at how information systems can increase the problem-solving capabilities within an organization or school; and exploring how information can enable leaders to perform their jobs more effectively. Special fee: $50.

ORLA 4022 Introduction to management systems-lab
Co-requisite: ORLA 4021. The purpose of this lab is to provide students with technical hands-on computer experience in web-based technologies and database design. This lab is designed to build the capacity of students to conceptualize and develop data-based information systems. Students will be introduced to resources and participate in exercises related to the design, implementation, and maintenance of an information system.

ORLA 4025 Resource allocation for student achievement
This course emphasizes the skills of school budgeting and facilities management, personnel allocations, and grant writing with a view to leveraging student achievement. Students use simulations and case studies to analyze an actual school budget; make a three-year budget forecast; and reassign faculty, support staff, and instructional resources to improve performance.

ORLA 4030 Ethical issues in educational leadership
An examination of ethical issues inherent in educational leadership, with an emphasis on ethical practice as well as theory. The ethics of rights, justice, and care applied to moral dilemmas arising from the professional literature, the humanities, and the student’s own practice.

ORLA 4033 Ethical and legal issues in education leadership
This course explores the nexus between law, ethics, and school leadership. It relies on both case law and the use of ethical dilemmas in the form of case studies and hypotheticals to teach prospective leaders how to consider, for themselves, the tensions they experience when the law, professional practice, and their ethical codes of conduct are in conflict.

ORLA 4038 Leadership of elementary schools
ORLA 4038 deals with the elementary principalship, linkages to the community, and the instructional program.

ORLA 4039 Leadership of elementary schools
ORLA 4039 focuses on school organization, pupil personnel, teacher personnel, and funds and facilities.

ORLA 4040 Education policy: Implications for practice
An introduction to policy analysis concepts and techniques in a range of school and nonschool settings. Emphasis on technology and learning.

ORLA 4042 The role of the state in education governance, policy, and practice
The impact of state authority on local schools and school districts, seen through case studies of contemporary educational issues. Roles, relationships, trends, and the political context of policy making at the state level.

ORLA 4044 Leadership for adult development
In this course we will explore an expanded notion of leadership that includes supporting adult development as a focal concern. Participants interested in organizational and individual leadership and growth, especially teachers, principals, superintendents, and other leaders, will study how constructive-developmental theory and pillar practices for supporting adult growth can enable leaders to support adults’ transformational learning. Permission of the instructor is required.
Instructor(s): Ellie Drago-Severson

ORLA 4045 Restructuring schooling in urban environments
Institutional and policy analysis of school redesign experiments in urban settings, with special emphasis on the Chicago case. Review of theoretical foundations research, political support, and implementation consequences of system-wide school reform, as well as analysis of how both experimental and system-wide change is initiated.

ORLA 4046 School finance: Policy and practice
Examination of the judicial and legislative involvement in school finance reform, taxation, and the equity and efficiency of local, state, and federal finance policies and systems.
Instructor(s): Craig Richards

ORLA 4047 Politics and public policy
What are the relative roles of research and politics in determining public policy? One tradition considers public policy from the perspective of rational decision-making and considers research to be a source of objective enlightenment. A second tradition considers public policy as the outcome of battles among organized interests and portrays research as a weapon exploited by the powerful to further their own ends. This course addresses these and other issues as they relate to each of the stages in the policy process and as manifested in contemporary education policy debates such as that around school choice.

ORLA 4048 Education policy analysis and implementation
Explores the issues of policy (or reform) implementation in schools and districts by focusing on the political reactions and organizational buffers to policy change and the ways that policies become adapted and changed to fit locally defined problems. Distinctions between implementation issues in bottom-up and top-down policy change are explored.
Instructor(s): Luis Huerta

ORLA 4049 Creating a learning community
How can education leaders and others create communities that support adult learning (i.e., changes in knowledge, skills, understanding, and/or behavior)? This course focuses on theories and research on adult learning and leadership practices. We will examine: (1) leadership in support of adult learning; (2) adult learning theories; (3) elements that shape adult learning communities (challenges and creative strategies); (4) practices that support adult learning; and (5) the importance of caring for one’s own learning. Permission of the instructor is required.
Instructor(s): Ellie Drago-Severson

ORLA 4050 Economics of education
Teaches the basic economic concepts and methods to be used for further study and analysis of educational finance, education and inequality, education and economic growth, the impact of educational policies on educational outcomes, school reform, and school choice. (Also listed as ITSF 4050.)

ORLA 4058 Privatization and choice in education
Small public schools, independent schools, charter schools, vouchers, home schools, religious schools, and for-profit educational ventures are examples of the explosion of options in schooling available to a growing number of American families. The purpose of this course is to understand the configuration of these choices in America and the implications of those choices for a democratic society. Students consider whether school choice can serve the best interests of families and the common good. Through on-site visits, students use the diversity of schools in New York City as a laboratory for learning. Permission of the instructor is required.

ORLA 4060 Designing Charter Schools
Design focus on instructional, governance, accountability systems, and organizational patterns. Reference to research on school models and on legislative and regulatory context of charter schools. Charter school leaders participate as resources. Collaborative field and electronic studies of existing charter schools.
Instructor(s): Paul O'Neill

ORLA 4070 The analysis of private schools
This course examines contemporary challenges for independent schools and utilizes the talents of prominent leaders in the field to share their expertise. It focuses on practical applications of education research and theory with special emphasis on the implications for practice in independent schools.

ORLA 4071 leadership of private schools and non-profit organizations
How can leaders transform "good" schools into excellent schools? The purpose of this course is to equip dynamic individuals with skills and knowledge for aligning schools to accomplish challenging goals. Students study how mission and vision, governance, teamwork, social intelligence, and organization behavior contribute to effective leadership practice. They assess barriers to school change and explore strategies to overcome them. They analyze culture and ways to develop the habit of continuous school improvement. The course uses a variety of approaches with a focus on case studies. Permission of the instructor is required.
Instructor(s): Pearl Kane

ORLA 4086 Law and education: Regulation, religion, free speech, and safety
This survey course focuses on legal issues that arise in public and private schools. Topics include governmental regulation of public and private schools; church-state issues (prayer, vouchers, evolution); free-speech rights of students, teachers, and extracurricular groups; who controls the curriculum; the school’s authority to make and enforce rules governing student and staff conduct on and off school grounds; the duty to protect the safety of students and others; child abuse; search and seizure; and due process. The course draws on the multidisciplinary perspectives of law, policy, research, and educational practice.

ORLA 4155 Privatization and school choice
This course addresses the increasing emphasis on market-type choice systems including educational vouchers, for-profit educational firms, and charter schools. Emphasis on the theory of emerging empirical evidence underlying these developments in education. Also listed as ITSF 4155.

ORLA 4501 Special topics in education leadership and policy
This course offers periodic exploration of topics and issues related to theory, research, policy, and practice in the organization, administration, and leadership of education in public and private contexts; issues in education policy formation, implementation, and analysis; and other related topics. Topics and emphases change each term. Course may be taken more than once.
Instructor(s): Michael Rebell

ORLA 4820 Summer Institute: Management Systems
Broad introduction to the conceptual underpinnings and intensive hands-on application of microcomputer-based techniques for manage-ment planning, resource allocation, information systems design, and data-based-policy and decision analysis in both public and private organizations. Special fee: $50.

ORLA 4874 Strategic marketing for academic institutions
Students survey the major themes of marketing with specific attention to the independent school context. Topics include a broad range of marketing concepts, such as ways to develop an effective communications program and branding. As part of the course, students design and undertake a market research project. Case studies are drawn from educational institutions.

ORLA 4876 School finance: Resource allocation for non-profit organizations
An exploration of the business aspects of managing private schools. The focus is on critical issues of management including: decision making, strategic planning, and analysis and allocation of resources. Participants analyze complex issues and problems confronting leaders in private schools such as: enrollment and tuition stabilization, pricing and affordability, funding sources, endowment management, compensation, and government compliance.

ORLA 4900 Research and independent study in educational leadership
For students wishing to pursue independent study and/or research on topics not covered in regular courses. Requires faculty member's approval of a study plan, reading list, and final paper or other products or projects. Permission required from individual faculty.
Instructor(s): Ellie Drago-Severson, Jay Heubert, Pearl Kane, Craig Richards

ORLA 5002 Data analysis for policy and decision making II
This is an intermediate-level course in non-experimental quantitative research methods, especially those related to education policy. The class examines such topics as factor analysis, modeling non-linear relationships and interactions using regression, analyses of change, logistic and multinomial logistic regression, missing data analyses, and fixed effects models. Prerequisite: students should have completed at least one graduate-level course in applied statistics or data analysis (e.g., ORLA 4002).

ORLA 5012 The social context of education reform: Public engagement and community development
Political analysis of administration at the service delivery and community levels.
Instructor(s): Luis Huerta

ORLA 5016 Educational equality: The role of law
Historically, many barriers to educational equality – and many important efforts to overcome such barriers – have involved the law. This course examines major efforts to use law to attack discrimination and to ensure high-quality education for all children. Topics include: addressing racial segregation and concentrated poverty; the standards movement and high-stakes testing; the right to an adequate education; sex and gender discrimination; harassment; services for English-language learners; special education; and affirmative action. The course draws on the multidisciplinary perspectives of law, policy, research, and educational practice.
Instructor(s): Jay Heubert

ORLA 5017 Groups and interpersonal behavior
Organizational behavior with reference to interpersonal relationships and the conflicts resulting from the needs of individuals compared to the demands of the organization. Special permission required.

ORLA 5018 School leadership for adult development
School leaders must exercise practices to support adult development, especially in the context of standards-based reform. We will explore adult developmental theories and their connection to leadership; constructive-developmental theory; pillar practices for supporting adult growth (i.e., learning that helps adults develop increased cognitive and affective capacities to better manage the complexities of work and life). We consider: How can leaders better support adults’ growth? What practices support adult development? What developmental principles inform these practices?

ORLA 5020 Information systems for decision making in learning organizations
A theoretical, conceptual, and operational analysis of information systems used for decision making and problem solving in learning organizations. An integral part of the course involves developing the technical and analytical skills necessary to manage information systems, with an emphasis on those systems that are designed to make it possible for organizations to transform their information-based systems into knowledge-based systems. Emphasis is also placed on understanding the environmental system in which the organization exists.

ORLA 5025 Ecology of data-driven leadership
This course relies upon systems theory and its application to school systems. The course teaches prospective leaders the use of databases of various kinds to pursue a systematic inquiry in the health and productivity of the ecology of the school. It explores various approaches to data mining, model building, and ultimately the “art of improvisational leadership.” The course teaches students how to distinguish the different purposes for which data can be used and misused and relies heavily on the use of cases, simulations and exercises, including those with complex feedback systems. Familiarity with spreadsheets and simple statistics is helpful.
Instructor(s): Alex Bowers

ORLA 5029 Staffing, mentoring, and supervising learning communities
This course draws upon the research literature in human resources management and emphasizes best practice in the recruitment, hiring, mentoring, professional development, and evaluation of teachers including the termination of incompetent teachers. The course uses problem-based units on teacher recruitment and hiring, role playing on effective mentoring, video evaluations of teacher practices, and strategies for removing incompetent teachers.
Instructor(s): Robert Monson

ORLA 5051 Program leadership: Cases
Permission required. Case studies in a simulated school system.

ORLA 5052 Instructional leadership of independent schools
The purpose of this course is to help prepare independent school educators for their roles as instructional leaders and to encourage reflection about the craft of teaching. It will provide an overview of contemporary theories and research about how people learn and how this knowledge can inform leadership in curriculum design, teaching strategies, student assessment practices, and the design of professional development.
Instructor(s): Alyse Hachey

ORLA 5055 School administration and cultural diversity
An in-depth exploration of opportunities and challenges posed by racial/ethnic, socioeconomic, linguistic, and other forms of cultural diversity in education. Focus on research on the lived experiences and educational outcomes of students from diverse backgrounds and on the implications for policy, politics, organizational design, and leadership practice.

ORLA 5086 Education policy making and the courts
Beginning with the school desegregation decrees issued by the federal courts in the wake of Brown v. Board of Education, the federal and state courts have been called upon to consider a range of asserted educational rights and to oversee far-reaching institutional reforms that bear little relationship to traditional judicial remedies. This course will examine the legal and political justifications for the courts’ role in making educational policy and reforming public institutions, as well as the courts’ capacity to undertake these functions. The course will give particular attention to school desegregation and special education cases in the federal courts and education adequacy litigations in the state courts, including the recent decisions of the New York State Court of Appeals in CFE v. State of New York.

ORLA 5096 Introduction to special education law
This class provides an introduction to concepts and authorities essential to a basic, useful understanding of special education law and policy. It will benefit those concerned with school leadership, instruction, and school law, as well as those interested in special education law from practical or policy perspectives.
Instructor(s): Paul O'Neill

ORLA 5340 Basic practicum in conflict resolution
This course is developed and staffed by Teachers College Center for Cooperation and Conflict Resolution. The purpose of the course is to provide aspiring principals with a brief theoretical background in the group dynamics, mediation, and conflict resolution. The course emphasizes experiential and reflective learning.

ORLA 5515 Master's seminar in leadership, policy, and politics
This seminar is designed to give students the opportunity to demonstrate a theoretical and analytical understanding of the practical problems inherent in conducting policy research for education clients. Policy analysis requires its practitioners to evaluate available information, to weigh the possible impacts of alternative policies; to understand political, legal, and/or economic ramifications; and to produce plans for action that are organizationally feasible and publicly valuable.
Instructor(s): Luis Huerta

ORLA 5530 Action research in organizational behavior
Techniques and methods of designing and conducting action research on organizational problems. Various methodological and organizational issues are addressed regarding the use of action research to foster organizational learning and problem solving through systematic inquiry and reflection. Students conduct an action research project.
Instructor(s): Alex Bowers

ORLA 5531 Leadership and action research practicum
This course teaches students the theory of practice action research. Action research is a stance toward research that argues for using research to influence positive outcomes, even during the study phase of research. The methods themselves may be quantitative, qualitative, statistical, or some combination thereof. The purpose of the research design is to subordinate the research process to goal (e.g., of school improvement). At the same time, students develop the traditional skills of research methods, question deeply held presuppositions about “what works,” and seek to become connoisseurs of effective knowledge-driven strategies of school improvement.

ORLA 5532 Program development: Teaching, learning, and assessment

Instructor(s): Robert Monson

ORLA 5541 Federal politics, federal policies, and administrators
The course will begin with a theoretical discussion of the meaning of “equal educational opportunity” from a variety of philosophical, economic, educational, and political perspectives. We will then review the egalitarian concepts reflected in Congressional statutes, administrative regulations, and court decrees in such areas as school desegregation, bilingual education, and special education and the extent to which these legal mandates have, in practice, advanced educational opportunity.

ORLA 5587 Strategic management of independent schools and nonprofit organizations
The purpose of this class is to equip educators with the skills needed for effective independent school practice. Classes are organized to develop skills in the following broad areas: staffing and management, strategic planning and structural leadership, external relations, and transitioning into a new work environment. To develop proficiency in these important leadership skills, students have opportunities to learn about and then practice skills in the classroom context with feedback from peers and experienced practitioners. Permission required.
Instructor(s): Pearl Kane

ORLA 5645 Educational policy: Planning and implementation

ORLA 5646 Educational policy: Planning and implementation

ORLA 5689 School heads colloquium
Enrollment limited to 20 participants. The purpose of the symposium is to provide renewal and reflection on issues relevant to school leaders through intensive study and collaboration with professional peers from independent and international schools. Topics include moral leadership and current education issues in public and private schools. Participants also conduct research on a topic of interest to their schools. Through on-site visits, students use the diversity of schools in New York City and the rich cultural resources as a laboratory for learning. Permission required.
Instructor(s): Alex Bowers, Pearl Kane

ORLA 5830 The Klingenstein Summer Institute for early career teachers
Residential program. Enrollment limited to 75. An intensive two week program held annually in June that introduces early career teachers to the complexity and challenge of teaching in independent schools. Prominent professors, guest authors, and nationally renowned educators deepen understanding on topics related to the organizing themes: improving teaching and learning, understanding diversity and multiculturalism, and assessing and overcoming resistance to change. Permission required.

ORLA 5880 School Law Institute
Explore important, timely issues of education law, including issues of race and poverty in education; serving English-language learners; the legal rights of students with disabilities; the right to an adequate education; and issues of safety and order (harassment, child abuse, tort liability, search and seizure, and cyber-bullying). For more information, see page 260, visit http://www.tc.edu/ schoollaw, and/or contact Professor Jay Heubert at heubert@tc.edu.

ORLA 6018 Staff personnel administration
Human resource needs, certification, selection, assignment, promotion, salaries, retirement, absences, evaluation, development, tenure, academic freedom, teachers organizations, grievances, and collective negotiations.

ORLA 6019 Labor management relations in education
Enrollment limited. Negotiations as administrative process for decisions and management of patterns of remuneration and conditions of work. Cases and simulation. Special fee: $30.

ORLA 6020 Pro-seminar in education leadership
This seminar course is topical and brings in guest speakers, exemplary practitioners, researchers and policy makers from academia, public schools and school districts, charter schools and education management organizations, private and independent schools, business, and other organizations to share their experience, research, and insights about effective leadership practices. The central theme of the Pro-Seminar is the development of personal self-awareness and mastery, as well as professional effectiveness. Students will be introduced to a variety of tools, assessment instruments, and other resources that are useful for personal reflection and professional growth. The seminar is customized for students preparing for leadership at different levels and in different contexts, for example aspiring public school principals, independent school heads, or district level leaders.

ORLA 6030 Sociology of formal organizations
An introduction to organizational theory as it applies to a variety of institutions with particular attention to the potential of educational activities as a force in formal organizations. Also listed as HUDF 6030.

ORLA 6460 Internship in school eadership
The internship in public school leadership presents an opportunity to become im-mersed in the field of leadership practice and to appreciate the importance of instructional leadership in the creation of a learning environment. The internship combines oppor-tunities to study effective leadership first-hand, develop and practice instructional leadership skills, and be mentored for a career as a school principal. The internship requires approximately 450 hours (12-15 hours per week over a full year) of supervised field work in a public school. Permission required.

ORLA 6461 Internship in school and school district leadership
A 450-hour supervised field experience in school district leadership. Partially satisfies New York State requirement for School District Leaders certificate. Permission required.
Instructor(s): Jay Heubert, Pearl Kane, Craig Richards

ORLA 6540 Topics in urban education policy
Leadership responsibility in the formulation, implementation, and assessment of urban education policy.

ORLA 6542 Social and political history of American education reform
Over the past century, educators have experienced wave after wave of reforms intended to address the latest education “crisis.” This perpetual cycle of school improvement stems in part from the competing and often contradictory demands placed upon public education. In response, school improvement efforts have alternated between a focus on equity and excellence, progressive and traditional pedagogical approaches, centralized and decentralized governance, and private rights versus public needs. Students in this course will explore the social and political roots of these pendulum swings and examine the historical forces that fuel America’s desire for continual school reform. Issues of race, religion, class, and language—which are intimately tied to these tensions—are woven into the readings, discussions, and course-work. Permission of the instructor is required.

ORLA 6552 Research, theory, and practice in education leadership
This course focuses on major theoretical perspectives on administrative leadership in education, how these perspectives are studied and advanced through empirical research, and how the theory and research are connected to leadership practice. Students will examine theory and empirical research on topics such as leadership effects on student learning; challenges in leading learning organizations; and the relationships among leaders’ knowledge, skills, and dispositions and their leadership preparation and effectiveness.
Instructor(s): Alex Bowers

ORLA 6560 Advancement to doctoral candidacy seminar
Doctoral students with a minimum of 60 points toward the Ed.D. may enroll. Permission required.

ORLA 6611 Colloquium in Organizational behavior
Emphasis on classic studies and analysis of the implications of research for organization theory and practice. Permission required.

ORLA 6621 Colloquium: Management science
Permission required.

ORLA 6631 Colloquium: Institutional analysis
Permission required.

ORLA 6641 Advanced topics in research methods and design
This course provides students the opportunity to explore advanced topics in research design and analytic methods, especially as they relate to studies of educational contexts and policies.
Instructor(s): Alex Bowers

ORLA 6900 Directed research and study in education leadership
For students wishing to pursue independent study or original research as they prepare for their doctoral certification examination and/or dissertation proposal. Permission required from individual faculty.
Instructor(s): Alex Bowers, Jay Heubert, Pearl Kane, Craig Richards

ORLA 7500 Dissertation seminar in educational leadership
This course provides students the opportunity to discuss topics related to the preparation of their dissertation proposal in a seminar format. Students present their ideas and writing for feedback from the instructor and other students. Students may enroll in this seminar once. Permission of the instructor is required.
Instructor(s): Craig Richards

ORLA 7501 Dissertation research seminar
This course provides students the opportunity to discuss their dissertation proposal in a seminar format, with support and feedback from the instructor and other students. Students are eligible to enroll in this seminar after enrolling in ORLA 7500 and before their dissertation proposal has been approved. Students may enroll in this course once. Permission of the instructor is required.

ORLA 7503 Research Seminar
This course provides students the opportunity to discuss their dissertation research in a seminar format, with support and feedback from the instructor and other students. Students are eligible to enroll in this seminar after their dissertation proposal has been approved. Students may enroll in this course once. Permission of the instructor is required.
Instructor(s): Alex Bowers

ORLA 7570 Research in leadership
Permission required. Advanced seminar involving a critical review of important works in educational leadership and presentations of works in progress.

ORLA 7573 Advanced seminar
This seminar provides an opportunity for students to share their dissertation work with others and to consider questions of interpretation, significance, and the presentation of findings for multiple audiences.

ORLA 8900 Dissertation advisement in educational leadership
Individual advisement on the doctoral dissertation. Students register for this in the first semester after their dissertation proposal has been approved and continue registering in this (or in another course, with sponsor approval) until the dissertation is completed. Requires ongoing consultation between the student and dissertation sponsor. The fee equals three points at the current tuition rate for each term. Permission required from individual faculty.
Instructor(s): Alex Bowers, Jay Heubert, Pearl Kane, Craig Richards

ORLD 4050 Introduction to adult and continuing education
An introduction to the professional field of adult and continuing education: fields of practice (higher education, workplace, management training, social action, literacy and the like, and their evolution, and new challenges); schools of thought - pragmatism, radicalism and humanism - their transformation and their relevance; clarification of concepts; and discussion of emerging issues and challenges.
Instructor(s): Jeanne Bitterman, Judith Parker

ORLD 4051 How adults learn
Role and perspective changes in adulthood, concepts of maturity, learning theories, personality development, cognitive learning and thinking, creativity, interests and attitudes, motivation, self-concept, and achieving styles. Implications for the education of adults in a wide variety of workplace, community, and educational settings.
Instructor(s): Arthur Langer

ORLD 4052 Program development: Assessing learning needs and evaluating outcomes
In-depth consideration of issues, strategies and tools for ensuring that the right needs are identified within organizations, that resulting learning programs address learning needs, and that program development pro-vides adequately for evaluation of learning on multiple levels. Course addresses both theory and practical examples of implementation.

ORLD 4053 Facilitating adult learning
In-depth consideration of issues, strategies, and methods for facilitating adult learning. Theory is considered in relationship to practice. Methods are identified that are suited to adult learning in different settings, and to the role played by groups in individual to team learning. No prerequisites required, but learning is enhanced when taken following ORLD 4051.
Instructor(s): Jeanne Bitterman

ORLD 4054 Adult literacy: Critiquing theory and practice
Permission required. Explores the complex issues surrounding adult literacy from the educator’s perspective. Through a critical reading of representative literature and an in-field project, insight into contextual approaches to literacy and the myths surrounding illiteracy may be gleaned.

ORLD 4500 Special topics in adult education
Periodic explorations of special topics and issues in fields of higher education administration, student personnel administration, adult and workplace education, and college teaching and academic leadership.
Instructor(s): Jeanne Bitterman

ORLD 4800 Workshop in higher and adult education
Special topics or events related to the administration of programs in adult education. Topics change each semester. Open to degree and non-degree students.

ORLD 4815 Developing critical thinkers
This workshop will explore answers to questions concerning facilitating adult learning. Presentations from the work-shop leader will be interspersed with small group exercises focusing on different approaches to helping adults learn. Participants will be encouraged to explore their own experiences as learners and facilitators and to consider how these experiences might help them to reframe their practice.
Instructor(s): Stephen Brookfield

ORLD 4827 Fostering transformative learning
In this course, we will explore how adult learners transform their habits of mind through critical self-reflection and discourse. We will also examine the relationships between individuation, authenticity, and transformation. We will focus on practical and innovative strategies for fostering transformative learning in adult education settings. This is a distance learning course.
Instructor(s): Patricia Cranton

ORLD 4828 Imagination, authenticity and individuation in transformative learning
Participants in this course will engage in an in-depth exploration of transformative learning with an emphasis on the role of affect and imagination in the learning process. The rational, cognitive approach will be reviewed for those participants unfamiliar with the traditional theory. We will investigate how the journey of becoming authentic is a transformative process. Jung’s concept of individuation - differentiating one’s Self from the collective- will be used as yet another lens through which we can view transformation.
Instructor(s): Patricia Cranton

ORLD 4844 Helping adults learn
In this course, participants will explore the ways in which adults learn critical thinking and they will experience different techniques to teach critical thinking. Exercises to be reviewed will include: Scenario analysis, heroes and villains, crisis decision simulation and critical incidents. The course will mix presentations by the leader with small group exercises.
Instructor(s): Stephen Brookfield

ORLD 4850 Discussion as a way of teaching
Discussion is one of the most frequently used teaching methodologies in higher and adult education today. This 2-day workshop explores the rationale for the use of discussion, examines some of the most frequently used discussion approaches, and investigates the use of discussion in specific teaching contexts. It is based on Stephen Brookfield (the workshop leader) and Stephen Preskill’s book Discussion as a Way of Teaching, a 1999 Educational Studies Association Critics’ Choice.
Instructor(s): Stephen Brookfield

ORLD 4900 Research and independent study in adult education
Faculty. Permission required
Instructor(s): Jeanne Bitterman

ORLD 5023 Leadership and self-development: A biographical approach
This course takes an in-depth look at leadership and self-development using a biographical approach. Writing one's own life history and interpreting other students narrative brings participants to go directly to the heart of all significant leadership transformation: growing as a person to grow as a leader. Multidisciplinary readings are also privileged in order to explore leadership as a complex phenomenon.
Instructor(s): Michel Alhadeff-Jones

ORLD 5053 Developing and managing adult learning programs
Organization studied in relation to community structure and social forces. Finance and facilities, personnel, program, and community relations. Major emphasis on case analysis.
Instructor(s): Marie Volpe

ORLD 5054 Strategy development as a learning process in organizations
This course provides a comprehensive view of organizational strategy from a learning perspective. Students examine various models for facilitating the development of strategic initiatives through learning interventions.
Instructor(s): Lyle Yorks

ORLD 5055 Staff development and training
Introductory course covering the organization, management, and instructional process involved in staff training and development programs in business, industry, unions, healthcare institutions, government, and other noncollegiate settings. Current developments, innovative practices, and issues. This course is also offered in a distance learning format.
Instructor(s): Judith O'Neil, Judith Parker

ORLD 5056 Adult education social action
A historical, sociocultural and psychopolitical approach to adult learning and education. Contexts of adult education for social change in the North (social movements, community development) and the South (NGOs, community education); concepts of conscientiation, social action, praxis, and empowerment are covered as well as new challenges to social change education (globalization, liberation, post-modernism).

ORLD 5057 Adult learning and education: Theory and practice
Prerequisite: ORLD 4050, ORLD 4051, or ORLD 4053. Advanced seminar in theory development through a synthesis of the writings of selected philo-sophers, social scientists, and educators. History and transformation of adult education philosophy and theory; cultural, social and political contexts of theory-building; critical analysis of the main schools of thought; discussion of new challenges to adult learning and education theory (social learning, organizational learning).

ORLD 5061 The learning organization
This course describes theory and practice in creating learning organizations. In-depth attention is given to action science as a framework for organizational learning. Readings and case studies provide insight into learning at individual, group, and organizational levels. ORLD 5055 or its equivalent is a prerequisite. Education Leadership Ed.D. students are exempt from the prerequisite.
Instructor(s): Terrence Maltbia

ORLD 5062 Human resource development in organizations
A comprehensive view of the field of human resource development. The emphasis is on how HRD relates to a changing workplace and how emerging theories of strategic and performance management relate to the learning and development needs of people and organizations. Prerequisite: ORLD 5055 or ORLJ 5003 (Organizational Psychol-ogy students), or instructor permission.
Instructor(s): Lyle Yorks

ORLD 5065 The Learning Society
This course introduces students to ways in which people learn through daily participation in society. Students examine how society and social institutions learn in a “learning society,” and how educational support for this needs to change. Prerequisite: ORLD 4050.

ORLD 5301 Practicum in group facilitation in healthcare settings I
This course is Part One of a three-course series focused on professional group supervision and on critical reflection on the theory, practice and integration of professional group supervision. The practicum series integrates theories of adult education, spirituality, personality, and therapeutic supervision in palliative and health care settings. This first course focuses on the person as educator within the supervisory relationship: exploring professional identity, reviewing group facilitation standards, and providing an overview of supervision. Students need to be engaged in a practicum, which can be arranged by themselves, by agencies with which they are associated, or through internships linked to the course.

ORLD 5302 Practicum in group facilitation in healthcare settings II
This course is Part Two of a three-course series. Helps students to apply their learning to observe, critique, and deepen their supervisory work, with a particular focus on the educator’s assessment of supervisees and group function. Students need to be engaged in a practicum, which can be arranged by themselves, by agencies with which they are associated, or through internships linked to the course.

ORLD 5303 Practicum in group facilitation in healthcare settings III
This course is Part Three of a three-course series. Focuses on intervention and curriculum development vis-a-vis supervision, adult education program design, and, behavioral sciences, and cultural competence. Students need to be engaged in a practicum, which can be arranged by themselves, by agencies with which they are associated, or through internships linked to the course.

ORLD 5550 Research on organizational learning
Students will read and discuss theory and research on organizational learning for knowledge/expertise creation and sharing; and review, design, or conduct research in schools, businesses, or not-for-profit organizations.
Instructor(s): Martha Gephart

ORLD 5815 Critical theory and adult learning
In this workshop, participants examine major figures in the critical theory tradition. The implications of the ideas of notable individuals such as Marcuse, Fromm and Foucault are considered as they relate to adult learning and the practice of adult education.
Instructor(s): Stephen Brookfield

ORLD 5819 Workplace Learning Institute
The Workplace Learning Institute brings together public and private sector training and human resource practitioners, managers, program directors, faculty and students interested in exploring current issues that define the scope and nature of workplace learning. Themes vary each time it is offered.
Instructor(s): Judith O'Neil

ORLD 5821 Leveraging emotional intelligence (EQ) to enhance organizational effectiveness
The Workplace Learning Institute. Leveraging Emotional Intelligence (EQ) to Enhance Organizational Effectiveness will explore research, best practices, future directions, learn to select among popular EQ assessment and measurement tools, distinguish between cognitive learning and emotional learning strategies, effectively position the “business case” for EQ and evaluate the effectiveness of EQ learning strategies. Participants will receive personal profiles based on three popular EQ assessments and applied insights to leadership development strategies including executive coaching.
Instructor(s): Terrence Maltbia

ORLD 5822 Building productive relationship with social intelligence (SQ)
The Workplace Learning Institute. Building Productive Relationships with Social Intelligence (SQ) describes the components of the emerging emotional economy and why its important to organizational performance, expand EQ capability by amplifying social intelligent components, examine the social neuroscience behind the dynamics of productive relationships, combine non-verbal agility to expand empathic accuracy for improved communication, and develop foundational human interaction skills to enhance relationships. Participants will examine the results of 2 assessments: (1) NBI (Thinking Style) and (2) Team Roles Inventory with a focus on devising small group and team development interventions.
Instructor(s): Terrence Maltbia

ORLD 5823 Building 21st century organizational capability with cultural intelligence
The Workplace Learning Institute. Building 21st Century Organizational Capability with Cultural Intelligence (CQ) students will learn a strategic learning and leadership framework used to guide cultural diversity interventions in organizations, examine the theoretical and philosophical foundations associated with evidence-based cultural diversity strategies, explore a set of core practices informed by important leadership questions, experiment with sample tools designed to launch strategic cultural diversity processes, apply strategic diversity learning and change process to personal project to integrate key learning. Participants will examine how three assessments (i.e., Culture in the Workplace Questionnaire, CQ Assessment, and Bennett’s Intercultural Development Inventory) can be used to inform the design and implementation of various learning strategies focused on building a leveraging diversity capacity in the workplace.
Instructor(s): Terrence Maltbia

ORLD 5900 Research in adult education
Permission required. Conduct research studies (not a part of a doctoral dissertation) under guidance. Focus on a particular institution or type of institution, e.g., college of liberal arts, professional school, community college.
Instructor(s): Marie Volpe

ORLD 6550 Advanced Seminar in Adult Education
Intensive study of a selected topic. Topic varies from term to term and is typically related to an ongoing program or research project. Students may begin either term.

ORLD 6551 Advanced Seminar in Adult Education
Intensive study of a selected topic. Topic varies from term to term and is typically related to an ongoing program or research project. Students may begin either term.
Instructor(s): Jay Heubert

ORLD 6557 Research practices in Adult Education
Faculty.

ORLD 6558 Research practices in Adult Education
Faculty.

ORLD 6900 Research in adult education (for Columbia coaching certification program) (4 each)
Permission of Instructor required. Certain sections of ORLD 5900 and ORLD 6900 are designed to enable students to participate, for credit, in the Executive Coaching Introductory and Advanced Coaching Intensives conducted in partnership with Columbia University, Business School. ORLD 5900 is used to take the Introductory Intensive for credit. ORLD 6900 is used to take the Advanced Coaching Intensive for credit.
Instructor(s): Terrence Maltbia

ORLD 7500 Dissertation seminar adult education
Permission required. Students should have completed most or all coursework (including research methods courses) and have passed the certification examination. The course is intended for students who have identified a reasonably narrow area for research and have already completed a preliminary literature review. The course will assist the student in design, methods, and other matters of concern in the preparation of an acceptable dissertation proposal.

ORLD 7900 Directed Dissertation Research
Permission required. All doctoral students eligible for this course must register each semester until a proposal hearing has occurred and a proposal has been approved.
Instructor(s): Jeanne Bitterman, Arthur Langer

ORLD 8900 Dissertation Advisement in Adult Education
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.
Instructor(s): Jeanne Bitterman, Victoria Marsick, Judith O'Neil, Lyle Yorks

ORLH 4010 Purposes and policies of higher education
An introduction to the U.S. system of higher education through an overview of the system and its history, a survey of the missions and purposes served by U.S. colleges and universities, and an investigation of some of the pressing policy questions now confronting those institutions.
Instructor(s): Corbin Campbell

ORLH 4011 Curriculum and instruction in higher education
An introduction to trends and issues pertaining to curriculum and instruction in U.S. higher education. Internal and external influences on curriculum and teaching, and implications for college and university classrooms. Examination of key trends and developments, including the impact of the new scholarship of teaching.
Instructor(s): Anna Neumann

ORLH 4012 The community college
Emerging issues, problems, and trends in community colleges, technical institutes, and adult education. Topics include the history and philosophy of the community college movement, governance and finance, teaching, student personnel work, impact on students, and the future of the community college.

ORLH 4020 College and university organization and administration
Basic aspects of college and university organization and administration with consideration given to the roles of various groups in governance and management as well as organizational processes such as leadership, decision making, and conflict resolution. External and internal constraints examined from conceptual, practical, and policy perspectives.
Instructor(s): Corbin Campbell

ORLH 4022 College personnel policies and practices
Personnel problems in colleges, including faculty and staff evaluation, recruitment, affirmative action, promotion, tenure, retrenchment, leadership/management, and personnel development.

ORLH 4025 Higher education policy
Professor Dougherty. An introduction to the higher education policy making process. Main topics: the general nature of policy making with examples and readings from higher education; key actors, institutional structures and processes in the federal, state, and local higher education policy arenas; and the origins and consequences of key policy enactments affecting college access and success, instruction, accountability, and the economic development role of higher education.

ORLH 4030 The economics of post-secondary education
A theoretical and practical discussion of public/private finance of higher education. Economic and social rationales are discussed as well as specific financing proposals.

ORLH 4031 Financial Administration of Higher Education Institutions
No financial training is required. Introduction to the financial pressures facing colleges and universities and the various kinds of solutions they have adopted to meet those pressures. Topics include strategic planning, cost cutting, outsourcing, enrollment planning, new curricula, and fund raising.

ORLH 4040 The American college student
Reviews the demographic data about student access to college, the determinants of social class, race and gender differences in college access and choice, and the influence of colleges upon students.
Instructor(s): Kevin Dougherty

ORLH 4041 Student personnel administration: Organization, functions, and issues
Permission required. An introduction to various forms of organization and functions: multidisciplinary foundations, including historical and philosophical foundations and conceptual and research contributions from the behavioral and social sciences.
Instructor(s): Monica Christensen

ORLH 4042 Student personnel administration: Programs and services
A survey of programs and services typical of American colleges and universities. Includes contemporary issues of concern to student personnel administrators.
Instructor(s): Monica Christensen

ORLH 4043 Developmental academic advisement programs in colleges and universities
A survey of theory and research and an examination of the various organizational, administrative, and staffing arrangements that pertain to student advisement programs in colleges and universities.

ORLH 4500 Special topics in higher education
Periodic explorations of special topics and issues in fields of higher education administration, student personnel administration, college teaching, academic leadership, and higher education policy.

ORLH 4800 Workshop in higher education
Special topics or events related to the administration of programs of higher education. Topics change each semester.

ORLH 4820 Cultural diversity training in higher education settings: Issues and concerns
This introductory workshop will address multicultural training issues in higher education such as workshop and intervention design, assessment issues and methods, ethical concerns, group process, and general training considerations.

ORLH 4830 Transforming the curriculum: Theory and practice
This course is designed to explore both the cognitive and cultural implications of curriculum design. It emphasizes the theoretical and practical implications of curricular transformation based on the new scholarship of gender, race, ethnicity, and class, as well as student intellectual and interpersonal development.
Instructor(s): Anna Neumann

ORLH 4845 Diversity: Implications for recruitment and retention
Students will explore diversity (race, class and gender) concerns affecting the recruitment and retention of diverse student and faculty populations in the context of American higher education.

ORLH 4900 Research and independent study in higher education
Faculty.

ORLH 5011 College teaching and learning
Designed for individuals who aspire to college teaching. This course emphasizes research on student learning, multiple pedagogies (such as experiential learning, learning communities, effective lecture, discussion, evaluation approaches, and curriculum design). The course stresses the implications of diversity in the student population.
Instructor(s): Anna Neumann

ORLH 5021 Patterns of organization and management in higher education
The study of college and university organization from multiple perspectives, with emphasis given to understanding their implications.

ORLH 5044 Theories of diversity in higher education
Critical analysis of cultural diversity in American higher education with respect to the curriculum, co-curriculum, and institutional structure. Presents new paradigms with which to understand the complexities of response that are necessary to adequately meet the needs of all students.

ORLH 5241 Observation and supervised fieldwork in higher and postsecondary education
Permission required. Students reserve two days a week for work in colleges. A seminar integrates field practices with course theory. Required of all students doing an internship.
Instructor(s): Monica Christensen

ORLH 5242 Observation and supervised fieldwork in higher and postsecondary education
Permission required. Students reserve two days a week for work in colleges. A seminar integrates field practices with course theory. Required of all students doing an internship.
Instructor(s): Monica Christensen

ORLH 5522 Advanced professional seminar: Contemporary Student Issues and Policies
Intensive analysis of selected problems and issues in postsecondary education. The course is intended for practicing professionals in postsecondary education as well as majors in the program. Other students in the college who wish to enroll should obtain permission of the instructor.
Instructor(s): Monica Christensen, Judith Glazer-Raymo

ORLH 5524 Advanced professional seminar: An analysis of student cultures
Critical analysis of selected research reports pertaining to the student cultures. The focus is on the purposes of each study, the question(s) asked, the assumptions and theories upon which the research is based, the sources of data, the method(s) of data collection, the conclusions and interpretations developed, and the relevance of the research to student personnel in particular and to higher education in general.
Instructor(s): Monica Christensen

ORLH 5525 Advanced professional seminar: College student development theories
Course focuses on college student development theories and their application to higher education. Primary areas of focus include: (1) intellectual and ethical developmental theory, individual development models, learning styles models, and theories of cultural identity, (2) ethical considerations using theory in practice, and (3) critique of theories from a variety of research perspectives.
Instructor(s): Monica Christensen

ORLH 5526 Advanced professional seminar: Advanced professional seminar: The literature of higher education
Permission required if not a student in the program. Intensive analysis of research/writings on problems and issues in postsecondary education. The course is intended for Ed.M. and Ed.D. students in the program. Other students in the college who wish to enroll should obtain permission of the instructor. Analysis of selected classic and contemporary works that have influenced thought and affected public opinion and public policy related to higher education. Topics vary from year to year.
Instructor(s): Anna Neumann

ORLH 5527 Advanced professional seminar: The college professoriate
Review and discussion of the research and literature, diverse roles, and expectations that characterize the position of college professor, with attention to implications for professional and personal development.
Instructor(s): Anna Neumann

ORLH 5533 Advanced professional skills: Faculty evaluation and development
Theory and practice concerning the evaluation and improvement of college teaching. Topics include models and practices for the evaluation of faculty and for the organization and administration of faculty development programs.

ORLH 5534 Advanced professional skills: Financial decision making in education
Introduction to a series of financial decision-making tools including cost accounting, cost benefit analysis, and discounted cash flow. Emphasis on applied financial decision making.

ORLH 5536 Advanced professional skills: College classroom assessment
An in-depth study of major assessment techniques for the college classroom. Particular attention will be paid to assessment models associated with collaborative learning, teaching portfolios, and student portfolios.

ORLH 5537 Advanced professional skills: College classroom assessment research
Prerequisite: ORLH 5536. In-depth study of classroom research methods based on the classroom assessment methods studied in ORLH 5536.

ORLH 5900 Research in higher education
Faculty.

ORLH 6511 Coordinating seminar in higher education
Permission required. Course restricted to Ed.D. and Ed.M. students in the Higher Education program. An overview and discussion of the most topical literature in American higher education, this course is designed to explore a wide variety of educational roles in the context of the goals and aspirations of new doctoral students.
Instructor(s): Corbin Campbell

ORLH 6520 Advanced seminar in the community college
Selected issues such as teaching in a community college, the future of the community college, or state and national governance and finance systems for the community college are explored in depth.

ORLH 6521 Advanced seminar in the community college
Selected issues such as teaching in a community college, the future of the community college, or state and national governance and finance systems for the community college are explored in depth.

ORLH 6550 Advanced seminar in higher education
Intensive study of a selected topic. Topic varies from term to term and is typically related to an ongoing program or research project. Students may begin either term.

ORLH 6551 Advanced seminar in higher education
Intensive study of a selected topic. Topic varies from term to term and is typically related to an ongoing program or research project. Students may begin either term.

ORLH 6552 Advanced seminar in theories of intellectual and ethical development for college students
Permission required. Intensive study of the major theories of college student intellectual development, particularly the work of Carol Gilligan, Lawrence Kohlberg, William G. Perry, Jr., Katie Cannon, and those who have expanded the research on student intellectual and ethical development. Additional models considered include Reflective Judgment and Women’s Ways of Knowing. Students will also learn the assessment and scoring methods associated with each model.

ORLH 6556 Educational leadership: Research, art and practice
Examination of leadership research definition, dimensions, characteristics, and capacities. Exploration of leadership opportunities within entire range of educational practice. Application of leadership lessons to educational problems and situations through case studies.
Instructor(s): James Antony, Judith Glazer-Raymo

ORLH 6557 Research practices in higher and adult education

Instructor(s): Anna Neumann

ORLH 6558 Research practices in higher and adult education

Instructor(s): Anna Neumann

ORLH 6900 Research and independent study in higher education

ORLH 7500 Dissertation seminar in higher education
Students should have completed most or all coursework (including research methods courses) and have passed the certification examination. Students register for the course the semester a proposal hearing is to be scheduled. The course is intended for students who have identified a reasonably narrow area for research and have already completed a preliminary literature review. The course will assist the student in design, methods, and other matters of concern in the preparation of an acceptable dissertation proposal.

ORLH 7900 Directed dissertation in research
All doctoral students eligible for this course must register each semester until a proposal hearing has occurred and a proposal has been approved.

ORLH 8900 Dissertation advisement in higher and adult education
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.
Instructor(s): Monica Christensen

ORLH 9900 Research and independent study in higher education

ORLJ 4002 Functions of organizations
A survey of the primary functions and operations of organizations: accounting, finance, marketing, strategic planning, management information systems, and the relation of these functions to human resource management.
Instructor(s): David Buckner

ORLJ 4005 Organizational psychology
Introduction to theories and research that underlie the field of organizational psy-chology. Implications and applications in various organizational contexts are considered.
Instructor(s): Caryn Block, Gina Buontempo

ORLJ 4009 Understanding behavioral research
Overview of alternative methods of behavioral research and their relative strengths and limitations. Application of methodological principles in order to read and evaluate social science research and learn how to begin to conduct research.
Instructor(s): Michael Bazigos, Gina Buontempo, Madhabi Chatterji, Frank Golom, Stacey Lutz, Elissa Perry, Svetlana Shmulyian

ORLJ 4010 Executive coaching
This course is didactic in nature. The key concepts, theories, models, and processes underlying a successful and developmentally appropriate approach to coaching as a career option will be outlined. This is not a “how to” course. Core concepts include theories of adult development and learning, leadership development, psychological assessment and diagnosis, and a critical examination of the numerous definitions and models that define “coaching” today.

ORLJ 4901 Research and independent study in social-organizational psychology

Instructor(s): Caryn Block, Gina Buontempo, Charles Harrington, Debra Noumair, James Westaby

ORLJ 5003 Human resource management
Current and emerging emphases in the management of human resources in organizations.
Instructor(s): Michael Bazigos, Bruce Echtenkamp, James Westaby

ORLJ 5005 Leadership and supervision
Major psychological and other interdisciplinary approaches to the study of leadership. Critical analysis of relevant theories, research, and practical applications.

ORLJ 5012 Organizational Internship

Instructor(s): Gina Buontempo

ORLJ 5013 Negotiations in Organizations
Develops skills for negotiating in organizational contexts through instruction and readings in negotiation theory and research and participation in negotiation simulations.

ORLJ 5014 Special topics in organizational psychology
Faculty. New and emerging developments, practices, and concerns in the field of social-organizational psychology are examined and evaluated. Topics are announced in the schedules distributed each semester.
Instructor(s): Debra Noumair

ORLJ 5015 Executive selection and management
Offered Summer only. Seminar to explore issues in and methods for executive selection and development.

ORLJ 5016 Special topics in organizational psychology
Faculty. New and emerging developments, practices, and concerns in the field of social-organizational psychology are examined and evaluated. Topics are announced in the schedules distributed each semester.
Instructor(s): David Buckner

ORLJ 5017 Small group intervention: Theory and method
Prerequisite: ORL 5362. This course gives students an opportunity to develop a better understanding of the dynamics of small work groups and to learn intervention skills to improve group performance. The course covers relevant theory and research that underlies effective small group interventions. The class format will include lecture, discussion and in-class exercises.
Instructor(s): Sarah Brazaitis

ORLJ 5018 Using survey research in organizational consulting
Prerequisite: ORLJ 4009. This course illustrates how to conduct survey research for organizational change initiatives. The following topics are covered: entering into survey research consulting, selecting concepts, conducting focus groups, survey construction and administration, data analysis, identifying needs, survey feedback techniques, and final reports. Students develop a survey-based project from initial conceptualization to final report presentation.
Instructor(s): James Westaby

ORLJ 5019 Data-based interventions in organizations
Prerequisite: ORLJ 4009. Reviews tools for collecting, organizing, and analyzing qualitative and quantitative data in organizations. Students explore and practice the use of data collection techniques most frequently utilized by practitioners in the field (secondary data, observations, questionnaires, interviews, and focus groups), as well as practice analysis techniques associated with these tools. The use of diagnostic tools is considered within the framework of the consulting cycle (contracting and planning, data collection, data analysis, and data feedback). Upon completion of this course, the students should be well prepared to engage in a consultation with the real client.

ORLJ 5020 Special topics in Organizational Psychology
Faculty. New and emerging developments, practices, and concerns in the field of social-organizational psychology are examined and evaluated. Topics are announced in the schedules distributed each semester.
Instructor(s): Elissa Perry, Svetlana Shmulyian

ORLJ 5040 Research methods in social psychology
Open only to qualified doctoral students in the behavioral or social sciences. Representative approaches to practice in the design, conduct, and analysis of research. Fall: Experimental and quasi-experimental design. Spring: Field and survey methods; policy and evaluation research.
Instructor(s): Caryn Block

ORLJ 5041 Research Methods in Social Psychology II
Open only to qualified doctoral students in the behavioral or social sciences. Representative approaches to practice in the design, conduct, and analysis of research. Fall: Experimental and quasi-experimental design. Spring: Field and survey methods; policy and evaluation research.

ORLJ 5045 Organizational dynamics and theory
Prerequisite: ORLJ 4005 or equivalent. Study of organizations as total systems with consideration of different types of organizations. Emphasis on the impact of such dimensions as mission, strategy, structure, culture, systems, and leadership on individual and organizational performance and vice versa. Organizational change is also addressed.

ORLJ 5046 Intercultural communications in organizational contexts: Theory, issues, and practices
This class is designed to explore the intercultural communication field and what it has to offer professional educators in the context of their understanding of intercultural theory and practice and in their ability to design effective and empathic learning environments.

ORLJ 5047 Development of the multi-cultural self
This course focuses on issues of identity development, social and cultural diversity, and the intersections of multicultural aspects of the self in the context of the organization. Perspectives of social identity development, intellectual and ethical maturity, social learning theory, and intercultural analysis are major components in the study of the individual.

ORLJ 5106 Psychological aspects of organizations
Prerequisite: ORLJ 4005. Examines contemporary theory, research and practice in organizational behavior. Topics include: organizational entry, socialization, motivation, reward systems, group and individual decision-making, conflict resolution, stereotyping and discrimination.
Instructor(s): Michael Bazigos

ORLJ 5115 Social networks and performance
Grounded in psychology, social network analysis, and organizational science, this course shows how social networks influence performance in a variety of settings, such as social, organizational, educational, military, and international settings. Many topics relevant to social networks are explored, such as motivated goal pursuit, leadership, social networking, and group and organizational networks. The course also explains how dark networks function, such as terrorist cells, counter-terrorism efforts, and bully networks. Students are interactively involved in the course.

ORLJ 5147 Conflict resolution in early childhood settings
This course introduces a developmentally appropriate model of working with conflict resolution in early childhood classrooms. It features demonstrations and practice in the use of circle time activities, puppets, role-playing, and modeling to promote social-emotional and problem-solving skills. Strategies for classroom management and parent involvement are highlighted.

ORLJ 5148 Managing conflicts in organizations
Designed to address conflicts in the context of organizations from both theoretical and practical points of view. Review of the latest research findings about what causes conflict in organizations, how the issues are framed, how the conflicts are managed, and how conflict impacts the parties involved and the organization as a whole. Theories are applied in different types of activities such as analyzing case studies, participating in simulations, and designing conflict management systems. Students also engage in skill building activities, such as role plays, to better learn how to prevent conflicts from occurring and to intervene in conflicts that have developed.
Instructor(s): Claudia Cohen

ORLJ 5310 Preparation for Coaching
The purpose of this course is to introduce students to the basic structure and techniques of interviewing and listening. The course is largely experiential and is intended for students who have little or no background or experience in counseling or coaching.

ORLJ 5311 Management and leadership practices
Enrollment limited. This elective combines theory and practice in management and leadership, with an emphasis on practical applications- what managers and leaders actually do. In addition to theory, simulations, behavior modeling, team participation, and individual presentations are used to provide a series of developmental experiences.

ORLJ 5312 Practices in HR management
This elective course provides theory and practice in specific functions which are the responsibilities of Human Resource professionals. Simulations, role plays, mock employment interviews, case studies, consulting issues, and the construction and use of competencies are used to provide a series of developmental, skill building experiences. The course goals are built around enabling students to develop capabilities and have experiences which can be directly applied to the Human Resource positions they may some day occupy.

ORLJ 5340 Basic Practicum in conflict resolution
Enrollment limited. Students will be trained in the basic skills of collaborative negotiation and mediation and will have supervised practice in these skills.

ORLJ 5540 Proseminar in social and organizational psychology
Open only to qualified doctoral students in the behavioral or social sciences. Intensive readings and analysis of theories and research in social and organizational psychology and social structure.
Instructor(s): Peter Coleman

ORLJ 5541 Proseminar in social and organizational psychology
Open only to qualified doctoral students in the behavioral or social sciences. Intensive readings and analysis of theories and research in social and organizational psychology and social structure.

ORLJ 6040 Fundamentals of cooperation, conflict resolution and mediation in different institutional contexts
Topics such as cooperation and competition, trust and suspicion, bargaining and negotiation as they relate to conflict resolution in various contexts.
Instructor(s): Peter Coleman

ORLJ 6045 Demography in Organizations
This course seeks to understand the role that demography plays in organizations. The main focus in this course is on demographic variables such as race, gender, and disability. The course examines various theoretical frameworks that help us to understand how demographic variables influence organizational behavior and decisions.
Instructor(s): Elissa Perry

ORLJ 6048 Teaching to cultural and cognitive complexities
This seminar focuses on issues of complex cognitive and cultural thinking and problem solving skills. Students gain knowledge about and exposure to a variety of assessment components and tools in the field of organization change and management.

ORLJ 6244 Fieldwork in organization consulting
Doctoral-level course, permission required. Prerequisites: ORLJ 5045 and ORLJ 6343. Background in organization development required. Students engage in consultation with a client that emphasizes data gathering, organization diag-nosis, and feedback.

ORLJ 6340 Research workgroup in social-organizational psychology: Multicultural self
Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.

ORLJ 6341 Research workgroup in social-organizational psychology: Work/Family Issues
Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.

ORLJ 6342 Research workgroup in social-organizational psychology: Multi-level research in organizations
Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.

ORLJ 6343 Practicum in change and consultation in organizations
Permission required. Prerequisite: ORL 5362 and ORLJ 4005. Enrollment limited. Open to doctoral candidates and others who have a strong background in social science, organizational behavior, administration, psychology, or business. Planned change in organizations. Offers the opportunity to study and experience anticipated consultant roles during the entry, diagnostic, and intervention phases of efforts to effect change. Special fee.
Instructor(s): Debra Noumair, William Pasmore

ORLJ 6344 Research workgroup in social-organizational psychology: Conflict, justice, and cooperation
Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
Instructor(s): Peter Coleman

ORLJ 6345 Research workgroup in social-organizational psychology: Diversity and discrimination in organizations
Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.

ORLJ 6346 Research workgroup in social-organizational psychology: Organizational attitudes, job search, and career development
Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
Instructor(s): James Westaby

ORLJ 6347 Research workgroup in social-organizational psychology: Motivational issues in organizations
Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
Instructor(s): Caryn Block

ORLJ 6348 Research workgroup in social-organizational psychology: Psychology of managerial and leadership competence and multirater feedback
Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.

ORLJ 6349 Research workgroup in social-organizational psychology : Group/organizational dynamics and diversity issues in organizations
Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
Instructor(s): Debra Noumair, William Pasmore

ORLJ 6350 Advanced practicum in conflict resolution
Prerequisite: ORLJ 5340. Limited enrollment. Students will engage in negotiation and mediation involving persons from different cultural contexts as well as with “difficult” cases.

ORLJ 6500 Stereotypes and stereotypic processes in organizational contexts
Open only to qualified doctoral students in the behavioral or social sciences. This course seeks to understand how stereotypes are typically structured and operate, as well as the types of information they include. This course specifically considers the role of stereotypes and stereotypic processes in organizational contexts.
Instructor(s): Caryn Block, Elissa Perry

ORLJ 6640 Social-organizational psychology colloquium
Permission required. For doctoral candidates only. Discussion of ongoing projects involving research and consultation.

ORLJ 6901 Advanced research and independent study in social-organizational psychology

Instructor(s): Caryn Block, Charles Harrington, Debra Noumair, James Westaby

ORLJ 7501 Dissertation seminar
Permission required. Development of doctoral dissertations and presentation of plans for approval. Registration limited to two terms. For requirements, see section on Continuous Registration for Ed.D./Ph.D. degrees.

ORLJ 8900 Dissertation advisement in social-organizational psychology
Fee to equal 3 points at current tuition rate for each term. For requirements, see section on Continuous Registration for Ed.D./Ph.D. degrees.
Instructor(s): Caryn Block, W. Warner Burke, Debra Noumair, James Westaby

ORLN 4001 Contemporary issues in nursing
. Identification and analysis of current issues in nursing; development of appropriate background; formulation of personal stances on selected issues.

ORLN 4004 Historical trends in nursing
Consideration of the history of nursing and nursing education and its influence on current developments in nursing.

ORLN 4005 Theories of nursing
Theoretical foundations of nursing. Critical analysis of theories that explain the nature of nursing practice.

ORLN 4013 Fiscal management of the nursing organization
Focus is the fiscal impact of providing nursing services. Management information systems, organizing human and material resources, and assessing the cost and quality of nursing services are studied. Health organization finance and nursing budgeting are included.

ORLN 4050 Health problems and issues in society
Political and economic concepts influencing the delivery of healthcare services. Consideration of health issues facing the public and possible courses of action.

ORLN 5000 Nursing science
Prerequisite: ORLN 4005. Examination of emerging issues in nursing research and healthcare. Relevance to theory development and health policy are emphasized.
Instructor(s): Keville Frederickson

ORLN 5005 Interdisciplinary theory in nursing
Prerequisites: ORLN 4005, ORLN 4050, or equivalent. Evaluation of utility of theories and models from related disciplines in posing research problems in nursing. Focus on strategies of concept analysis and theory derivation.

ORLN 5010 Administration of a nursing organization
Prerequisite: ORL 4054. Analysis and application of administrative theory and structure to the nurse executive role. Analysis of fit of models to the nursing administrative task. Application of MBO quantitative decision theory, and other models in the nursing administrative function.

ORLN 5011 Designing, planning, and monitoring the healthcare system
Prerequisite: ORL 4054. Corequisites or prerequisites: ORLN 4005, ORLN 4013, and ORLN 5010. Identification and analysis of organization and planning theories applicable to the nursing care system. Development of design models based on analyses of current and predictable healthcare needs of society and the nursing market. Ability to assess architectural plans as they impact on nursing care delivery.

ORLN 5013 Informatics in nursing
Focus on computerized management information systems, computer-based analysis of decision alternatives, assessing nursing care quality and cost-effectiveness, and other feedback mechanisms specific to the nursing organization. Special fee: $50.

ORLN 5040 Methods in nursing research
Prerequisites: ORLN 4005, ORLN 5000. Analysis of hypothetical generation, study designs, and data collection methods in nursing research with emphasis on application to practice.

ORLN 5043 Nursing research development
Prerequisites: ORLN 4005, ORLN 5040, or equivalents. Philosophical foundations of empirical and naturalistic inquiry methods are examined with reference to developing a domain-significant research problem. Emphasis given to clarification to study design within interdisciplinary knowledge relevant to nursing.

ORLN 5212 Fieldwork in executive nursing management
Permission required. Open to only Ed.M. students. Observation, assessment, and evaluation of a preceptor nurse executive in a major nursing institution; concurrent assessment of the nursing organization. Specific objectives to be developed by student, faculty, and preceptor. Special fee: $25.

ORLN 5230 Fieldwork in nursing education
Permission required. Supervised practice in teaching nurse learners in one or more settings: classroom, clinical, or practice.

ORLN 5530 Seminar: Clinical teaching and evaluation
Inquiry in effective strategies for teaching and evaluating students in the laboratory setting. Analysis, or theory and related research.

ORLN 5908 Independent study in professional nursing
Permission required. Individual, guided learning experience at the master’s level in a selected aspect of professional nursing. Topic agreed upon between student and faculty.
Instructor(s): Elaine Rigolosi

ORLN 5910 Independent study in nursing administration
Permission required. Individual, guided learning experience at the master’s level in a selected aspect of nursing administration. Topic agreed upon between student and faculty.
Instructor(s): Elaine Rigolosi

ORLN 6014 Managing the socially responsible organization
Analysis of selected social, economic, and political megatrends that have or will continue to influence the direction of change in the healthcare industry. The process of analysis is intended to serve as a conceptual framework for the categorization of discrete trends affecting the management of nursing services and programs.

ORLN 6212 Advanced study in nursing administration
Permission required. Open only to doctoral candidates. Internship in a nursing organization as a nurse executive; involves active assumption of the executive role, including responsibility for assigned projects and organizational responsibilities. Specific objectives developed among student, faculty, and preceptor. Special fee: $25.

ORLN 6501 Seminar in professional nursing
Prerequisites: Two courses in nursing professionalism and/or history. Examination of selected professional nursing problems or domain in depth. Course may be repeated for credit if different topics are covered.

ORLN 6511 Innovations in nursing management
Prerequisites: ORL 4054, ORLN 4011, ORLN 5010. Selected innovations in nursing, other health disciplines and management science are analyzed regarding underlying processes for translating new knowledge into successful practice. Special fee: $10.

ORLN 6514 Marketing nursing programs and services
Prerequisites: ORL 4054, ORLN 5010. Analysis of marketing concepts and principles of strategic planning as they relate to nurse executive role in health service industry.

ORLN 6522 Policy formation and governance in healthcare
Policy formation and governance within nursing organizations and within the larger institution of which they are a part. Exploration of external and internal influences on policy formation in nursing.

ORLN 6540 Dissertation design development
Permission required. Prerequisites: ORLN 4005, ORLN 5005, ORLN 5043, statistics, and certification. Required of all doctoral candidates. Group critique of dissertation proposals; focus on beginning to intermediate aspects of analysis of theory and research design. This course may be repeated as often as necessary until the student is ready for the departmental examination. Once ORLN 6540 is taken, continuous fall/spring enrollment in this course or in ORLN 8900 is required until the semester during which the departmental examination is held.
Instructor(s): Keville Frederickson, Elaine Rigolosi

ORLN 6541 Advanced dissertation design development
Permission required. Prerequisite: ORLN 6540 and certification. Focus on advanced aspects of research design and method.
Instructor(s): Elaine Rigolosi

ORLN 6615 Colloquium in nursing administration
Prerequisite: Determined by instructor based on subject to be covered. Examination of selected problems in nursing administration for in-depth coverage. Course may be repeated for credit if different topic is taken.

ORLN 6635 Colloquium in nursing education
Prerequisite: Determined by instructor based on topic selected. Examination of selected problems in nursing education practice and administration. Course may be repeated for credit if different topic covered.

ORLN 6908 Independent study in professional nursing
Permission required. Individual, guided learning experience at the doctoral level in a selected aspect of professional nursing. Topic agreed upon between student and faculty.
Instructor(s): Elaine Rigolosi

ORLN 6909 Independent study in nursing theory
Permission required. Individual, guided learning experience in a selected nursing theory or theory problem. Topic agreed upon between student and faculty.
Instructor(s): Elaine Rigolosi

ORLN 6910 Independent study in nursing administration
Permission required. Individual, guided learning experience at the doctoral level in a selected aspect of nursing administration. Topic agreed upon between student and faculty.
Instructor(s): Elaine Rigolosi

ORLN 6930 Independent study in nursing education
Permission required. Individual, guided learning experience at the doctoral level in a selected aspect of nursing education. Topic agreed upon between student and faculty.
Instructor(s): Elaine Rigolosi

ORLN 6940 Independent study in nursing research
Permission required. Allows student to contract with an individual faculty member for research-related work in a defined area of study, including dissertation development.
Instructor(s): Elaine Rigolosi

ORLN 7500 Dissertation seminar in nursing
Permission required. Prerequisite: ORLN 6540 and certification. The departmental examination, involving presentation of dissertation proposal for faculty approval. This course is required of all certified doctoral candidates and may be taken only once. If the student is unable to satisfactorily complete the departmental examination during the semester in which enrolled, an incomplete is given.
Instructor(s): Elaine Rigolosi

ORLN 7900 Directed dissertation in research
Permission required. Prerequisites: ORLN 6540 and ORLN 6541. All doctoral students eligible for this course must register for this course during completion of the dissertation. This course may be repeated as often as necessary upon advice of the advisor.
Instructor(s): Elaine Rigolosi

ORLN 8900 Dissertation advisement in nursing
Individual advisement on doctoral dissertation following completion of all course work. Fee to equal 3 points at current tuition rate for each term. For continuous requirements, see section in catalog on Continuous Registration for Ed.D. degree.
Instructor(s): Elaine Rigolosi

Other Courses:

Please check the Class Schedule or contact the department for specific course availability for each semester:

A&HH5070 History and theory of higher education
Fundamental ideas that have shaped liberal education in the United States and basic issues that arise in the formulation of purposes, policies, and educational programs in colleges and universities.
Instructor: Cally Waite

CCPJ4064 Theories of Counseling
Approaches to counseling; theories and research findings; educational, vocational, and personal counseling; typical problems; illustrative cases.
Instructor: Melanie Brewster

CCPJ5062 Career Counseling and Development
General concepts of career development and methods of assessment in career counseling. This course also highlights various issues related to the career development of diverse client populations in light of contemporary socio-political phenomena. Materials fee: $40.
Instructor: Melanie Brewster

CCPJ5164 Multicultural counseling and psychology
Introduces students to a range of approaches used in psychology and other disciplines for developing therapeutic interventions across diverse racial, cultural, and linguistic groups. Examination of culturally indigenous perspectives of and approaches to mental health and healing. Introduction to culturally based counseling methods.
Instructor: Michael Lau

MSTU4030 Computer applications in education
Hands-on experience learning a variety of computer applications, focusing primarily on word processors, spreadsheets, and database managing. Students create their own educational applications. No computer background assumed. Special fee: $45.

ORLF6900 Research and independent study
Faculty/staff. Permission required.

ORLF7503 Dissertation seminar
Faculty. Permission required. Development of doctoral dissertation proposals.

ORLF8900 Dissertation Advisement
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.

ORLJ 5002 Advanced functions of organizations
Students will learn about the larger contexts within which businesses function, the mechanisms by which they are regulated, and the impact these variables have on the decision-making role and behavior of management and employees in an organization.