2016-2017 Catalog

Educational Leadership

http://education.und.edu/educational-leadership/index.cfm

FACULTY: Brenda Kallio  and  Pauline Stonehouse

Degrees Granted: Master of Education (M.Ed.), Specialist Diploma (Ed.S.), Doctor of Education (Ed.D.) and Doctor of Philosophy (Ph.D.)

The Department of Educational Leadership prides itself on being a leader in the field with an internationally recognized academic program that combines theory and practice to provide a scholar-practitioner educational model. Our innovative and responsive curriculum fosters intellectual vitality and facilitates the development of our world-class students and faculty.

The academic experience is designed to provide our students with an understanding of basic concepts and advanced knowledge of educational leadership. The academic offerings apply to leadership positions in the elementary, middle, secondary, and higher education levels as well as for the non-profit sector.

Details pertaining to admission and degree requirements can be found in the Degrees section

Master of Education (M.Ed.)

Admission Requirements

  1. A bachelor’s degree from an accredited college or university.
  2. A cumulative undergraduate GPA of 2.75 or at least 3.00 for the last two years.
  3. Satisfy the School of Graduate Studies’ English Language Proficiency requirements as published in the graduate catalog.
  4. Students who have received a bachelor’s degree or higher from the United States or English-speaking Canada are not required to submit the TOEFL.
  5. All applicants are required to respond to essay questions provided in the application, and submit a resume and a writing sample.
  6. All PK-12 applicants are required to submit to a background check.
  7. All PK-12 applicants are required to have a teaching credential. Typically, teaching experience beyond student teaching in PK-12 schools is required.

Degree Requirements

  1. Thirty-four (34) credits at or above the 500 level.
  2. At least 12 credits, including 2 for the EDL 997 Independent Study, must be in a single field or area of concentration.
  3. At least 6 credits must be in an area or areas of concentration (major).
  4. At least 6 credits must be in Educational Foundations and Research.
  5. A maximum of one-fourth of the credit hours required for the degree may be transferred from another institution.
  6. Preparation of a written Independent Study approved by the faculty advisor.

M.Ed. Degree (PK-12 Emphasis)

Required Courses
EDL 501Leadership and Organizational Behavior3
EDL 503Leadership Analysis and Assessment1-3
EDL 511Effective Administrative Communications3
EDL 513Leading Curriculum and Learning3
EDL 514Supervision and Staff Development3
EDL 515Education Law and Ethics3
EDL 516Education Finance and Policy3
EDL 519Internship: Curricular and Administrative Leadership2
EDL 529Special Education Law3
Select one of the following:1
Middle School Principal Field Study
Elementary Principal Field Study
Secondary Principal Field Study
Select one of the following:1-3
Administration of Elementary School Curriculum
Administration of Middle School Curriculum
Administration of Secondary School Curriculum
Independent Study
Research and Foundations/Cognate
EFR 500Introduction to the Foundations of Education3
EFR 509Introduction to Educational Research3
Electives3
Total Credits35-39

Specialist Diploma (Spec.Dip.)

The Specialist Diploma, available at UND only in Educational Leadership, is designed for students preparing for school administrative positions. This course of study is usually considered to be a terminal program of advanced preparation for professional practice. Upon completion of the Specialist Diploma, a student generally will have completed the requirements for an administrative credential, including those required for the position of school superintendent in North Dakota.

A MINIMUM OF 64 SEMESTER HOURS OF COURSE WORK BEYOND THE BACHELOR’S DEGREE IS REQUIRED FOR THE SPECIALIST DIPLOMA. THE SPECIALIST DIPLOMA MUST INCLUDE APPROXIMATELY 30 CREDITS BEYOND THE MASTER’S DEGREE.

Required Courses in General and Building Level Administration *
EDL 501Leadership and Organizational Behavior3
EDL 503Leadership Analysis and Assessment1-4
EDL 511Effective Administrative Communications3
EDL 513Leading Curriculum and Learning3
EDL 514Supervision and Staff Development3
EDL 515Education Law and Ethics3
EDL 516Education Finance and Policy3
EDL 519
EDL 520
Internship: Curricular and Administrative Leadership
and Middle School Principal Field Study
3
or EDL 521 Elementary Principal Field Study
or EDL 522 Secondary Principal Field Study
EDL 535Administration of Elementary School Curriculum1-3
EDL 536Administration of Middle School Curriculum1-3
EDL 537Administration of Secondary School Curriculum1-3
Required Courses in District Level Administration with a master’s degree in administration **
EDL 523The Educational Plant3
EDL 524Educational Personnel Administration2
EDL 526Business Management in Education2
EDL 527Legal Issues in Education3
EDL 571School Community Relations2
Foundations
EFR 500Introduction to the Foundations of Education3
Select one of the following:3
Psychological Foundations of Education
Issues and Trends in Education
Historical Foundations of Education
Philosophical Foundations of Education
Sociological Foundations of Education
Multicultural Education
Gender, Sexuality and Education
Anthropological Foundations of Education
Cognate Area(s)
A minimum of 12 credits (to a maximum of 24 credits) of course work must be in one or two cognate areas outside Educational Leadership and may be outside the field of Education. The cognate area(s) serve to support the area of emphasis.12-24
Research Methods
Select from approved courses that provide the scholarly tools to support research3
Internship
EDL 593Internship in Educational Leadership ***1-8
Independent Study
EDL 997Independent Study4
Total Credits63-91

 

*

These required courses include practicum in each class.

**

As appropriate, elective courses are selected from one of the following areas to fulfill individual needs and goals in consultation with the Faculty Advisory Committee. A minimum of 20 credits of Educational Leadership courses is required. A concentration of 40 credits in the major (including Foundations and Educational Leadership courses and an Independent Study) is required.

  • Curriculum and Instruction
  • Leadership and General Administration
  • Management of Resources
***

Not required but is often advisable, depending upon student experience and goals.

Doctor of Education (Ed.D.)

Admission Requirements

The following criteria will be used to assess a student’s application for admission into the doctoral programs in the Department of Educational Leadership. No single criterion can adequately predict a student’s probable success in graduate work; as such, candidates for admission to the doctoral programs are evaluated on the following criteria:

  1. Completion of a master’s degree from an accredited college or university
  2. Grade point average from all previous graduate work (minimum of 3.5 required)
  3. Professional resume
  4. Educational leadership essay
  5. Statement of professional goals
  6. Writing sample
  7. Three (3) letters of recommendation
  8. Satisfy the School of Graduate Studies’ English Language Proficiency requirements as published in the Graduate Catalog.
  9. Interview. Applicants who successfully meet all the above requirements will be interviewed by members of the T&L Admissions Committee, either face-to-face on campus or via a synchronous online format. Final admission decisions will be based on the interview.
  10. Students who have received a bachelor’s degree or higher from the United States or English-speaking Canada are not required to submit the TOEFL.
  11. All PK-12 applicants are required to have a teaching credential, three years of teaching experience, and administrative experience in PK-12 environments.

Degree Requirements

Students seeking the Doctor of Education degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the Educational Leadership Department.

The Ed.D. program in Educational Leadership is designed primarily for practitioners preparing for school administration positions including elementary or secondary principalships, superintendencies, curriculum directorships, or other school district central office positions. Upon completion of the Ed.D. degree, a student generally will have completed the requirements for an administrative credential, including those required for the position of school superintendent in North Dakota.

  1. A minimum of 96 semester credit hours of course work beyond the bachelor’s degree.
  2. Maintenance of at least a 3.0 GPA for all classes completed as a graduate student.
  3. Completion of a dissertation, which incorporates independent work that is an original contribution to knowledge.
  4. With approval of a student’s Faculty Advisory Committee, up to 30 credits from a master’s degree may be transferred from another institution.
  5. Successful completion of comprehensive examinations in Educational Leadership and Educational Foundations.
  6. Successful completion of a final examination.
Educational Leadership Core Courses *
For PK-12 emphasis:
EDL 501Leadership and Organizational Behavior3
EDL 511Effective Administrative Communications3
EDL 513Leading Curriculum and Learning3
EDL 514Supervision and Staff Development3
EDL 515Education Law and Ethics3
EDL 516Education Finance and Policy3
Doctoral Core Courses
EDL 503Leadership Analysis and Assessment1-4
EDL 572Educational Systems and Planning2
EDL 573Administration and Organizational Behavior I3
EDL 575Education and Public Policy3
EDL 579Special Topics in Educational Leadership12
Educational Leadership PK-12
EDL 523The Educational Plant3
EDL 524Educational Personnel Administration2
EDL 526Business Management in Education2
EDL 527Legal Issues in Education3
EDL 529Special Education Law3
EDL 531School District Leadership2
EDL 532Staff and Program Evaluation2
EDL 571School Community Relations2
Foundations of Education
EFR 500Introduction to the Foundations of Education3
Select three of the following:9
Psychological Foundations of Education
Issues and Trends in Education
Historical Foundations of Education
Philosophical Foundations of Education
Sociological Foundations of Education
Multicultural Education
Gender, Sexuality and Education
Anthropological Foundations of Education
Cognate Area(s)
One or two cognate areas outside Educational Leadership and often outside the field of Education to support the area of emphasis.12-24
Scholarly Tools
Select from approved courses that provide the scholarly tools to support educational research ***6
Internship
EDL 593Internship in Educational Leadership ****1-8
Dissertation
EDL 999Dissertation10
Total Credits99-121

 

*

If the Master’s degree or Specialist Diploma did not include these courses or their equivalent, they must be completed as soon as possible after admission to the Ed.D. program.

**

As appropriate, elective courses are selected from one of the following areas of emphasis to fulfill individual needs and goals in consultation with a student’s Faculty Advisory Committee. A minimum of 30 credits of Educational Leadership courses is required. A concentration of 48 credits in the major is required (including Educational Leadership courses, scholarly tools and dissertation).

  • Curriculum and Instruction
  • Leadership and General Administration
  • Management of Resources
***

EFR 515 Statistics I (or its equivalent) may not be used to fulfill Scholarly Tools.

****

Not required but often advisable, depending upon student experience and goals and these credits are reported in your major.

Doctor of Philosophy (Ph.D.)

Admission Requirements

The following criteria will be used to assess a student’s application for admission into the doctoral programs in the Department of Educational Leadership. No single criterion can adequately predict a student’s probable success in graduate work; as such, candidates for admission to the doctoral programs are evaluated on the following criteria:

  1. Completion of a master’s degree from an accredited college or university
  2. Grade point average from all previous graduate work (minimum of 3.5 required)
  3. Professional resume
  4. Educational leadership essay
  5. Statement of professional goals
  6. Writing sample
  7. Three (3) letters of recommendation
  8. Satisfy the School of Graduate Studies’ English Language Proficiency requirements as published in the graduate catalog.
  9. Interview. Applicants who successfully meet all the above requirements will be interviewed by members of the T&L Admissions Committee, either face-to-face on campus or via a synchronous online format. Final admission decisions will be based on the interview.
  10. Students who have received a bachelor’s degree or higher from the United States or English-speaking Canada are not required to submit the TOEFL.
  11. All PK-12 applicants are required to have a teaching credential, three years of teaching experience, and administrative experience in PK-12 environments.

Degree Requirements

Students seeking the Doctor of Philosophy degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the Educational Leadership Department.

The Ph.D. program in Educational Leadership is designed for students preparing for positions in which research and creative experience are predominant interests. Ph.D. candidates are expected to have undertaken and completed independent research leading to an original contribution of knowledge in the field. It is generally expected that the Ph.D. dissertation will be publishable. This degree option typically provides preparation for those who aspire to leadership positions in higher education, in government agencies, or in other educational policy organizations.

  1. A minimum of 90 semester credit hours of course work beyond the bachelor’s degree.
  2. Maintenance of at least a 3.0 GPA for all classes completed as a graduate student.
  3. Completion of a dissertation, which incorporates independent work that is an original contribution to knowledge.
  4. With approval of a student’s Faculty Advisory Committee, up to 30 credits from a master’s degree may be transferred from another institution.
  5. Successful completion of comprehensive examinations in Educational Leadership and Educational Research.
  6. Successful completion of a final examination.
Educational Leadership Core Courses *
For PK-12 emphasis:
EDL 501Leadership and Organizational Behavior3
EDL 511Effective Administrative Communications3
EDL 513Leading Curriculum and Learning3
EDL 514Supervision and Staff Development3
EDL 515Education Law and Ethics3
EDL 516Education Finance and Policy3
Doctoral Core Courses
EDL 503Leadership Analysis and Assessment1-4
EDL 572Educational Systems and Planning2
EDL 573Administration and Organizational Behavior I3
EDL 575Education and Public Policy3
EDL 579Special Topics in Educational Leadership12
Educational Leadership PK-12
EDL 523The Educational Plant3
EDL 524Educational Personnel Administration2
EDL 526Business Management in Education2
EDL 527Legal Issues in Education3
EDL 529Special Education Law3
EDL 531School District Leadership2
EDL 532Staff and Program Evaluation2
EDL 571School Community Relations2
**
Foundations of Education
EFR 500Introduction to the Foundations of Education3
Select one of the following:3
Psychological Foundations of Education
Issues and Trends in Education
Historical Foundations of Education
Philosophical Foundations of Education
Sociological Foundations of Education
Multicultural Education
Gender, Sexuality and Education
Anthropological Foundations of Education
Cognate Area(s)
One or two cognate areas or one minor area outside Educational Leadership and often outside the field of Education to support the area of emphasis.12-24
Scholarly Tools
Select from approved courses that provide the scholarly tools to support educational research ***9
Internship
EDL 593Internship in Educational Leadership ****1-8
Dissertation
EDL 999Dissertation12
Total Credits98-120

 

*

If the Master’s degree or Specialist Diploma did not include these courses or their equivalent, they must be completed as soon as possible after admission to the Ph.D. program.

**

As appropriate, elective courses are selected from one of the following areas to fulfill individual needs and goals in consultation with a student’s Faculty Advisory Committee. A minimum of 30 credits of Educational Leadership courses is required. A concentration of 48 credits in the major (including Foundations and Educational Leadership courses, scholarly tools courses and a dissertation) is required.

  • Curriculum and Instruction
  • Leadership and General Administration
  • Management of Resources
***

EFR 515 Statistics I (or its equivalent) may not be used to fulfill Scholarly Tools.

****

Not required but is often advisable, depending upon student experience and goals, and these credits are reported in your major.

Courses

EDL 501. Leadership and Organizational Behavior. 3 Credits.

This course provides school leaders with preparation in skills for providing purpose and direction for individuals and groups, shaping school culture and value, facilitating the development of shared strategic vision for the school, formulating goals and planning change efforts with staff, and setting priorities for one's school in the context of community and district priorities for student and staff needs.

EDL 502. Technology and Information Systems. 2 Credits.

This course provides an understanding of selected computer applications for educational administrators. The focus of instruction is to have educational leaders use the computer as a decision-making and planning tool for carrying out communication functions of administration at the building and district levels.

EDL 503. Seminar Educational Leadership. 1-4 Credits.

Repeatable to 4 credits. Repeatable to 4 credits. S/U grading.

EDL 511. Effective Administrative Communications. 3 Credits.

This course prepares aspiring school leaders to plan for their personal and professional development; understand and use the principles of interpersonal, oral, and written communication.

EDL 512. Research, Measurement, and Program Evaluation. 3 Credits.

This course provides school leaders with an understanding of how to determine what diagnostic information is needed about students, staff, and the school environment; examine the extent to which outcomes meet or exceed defined standards, goals, or priorities for individuals or groups; draw inferences for program revisions; interpret and understand research, measurements, and evaluations; relate programs to desired outcomes; develop equivalent measures of incompetence; and design accountability mechanisms.

EDL 513. Leading Curriculum and Learning. 3 Credits.

This course provides school leaders the ability to understand major curriculum design models, interpret school district curricula, initiate needs analyses, plan and implement with staff a framework for instruction, align curriculum with anticipated outcomes, monitor social and technological developments as they affect curriculum, and adjust content as needs and conditions change. Corequisite: EDL 535 or EDL 536 or EDL 537.

EDL 514. Supervision and Staff Development. 3 Credits.

This course provides school leaders with preparation in skills for instructional improvement, working with faculty and staff to identify professional needs. Classes are designed for in-depth study and practice planning, organizing, and facilitating programs that improve faculty and staff effectiveness and are consistent with institutional goals and needs; supervising individuals and groups; providing feedback on performance; arranging for remedial assistance; engaging faculty and others to plan and participate in recruitment and development activities; and initiating self-development.

EDL 515. Education Law and Ethics. 3 Credits.

This course is designed as a beginning law course for school administrators. In addition to the acquisition of legal knowledge as it relates to P-12 education, students are introduced to ethical perspectives that frequently influence the legal decision-making process.

EDL 516. Education Finance and Policy. 3 Credits.

Includes such topics as the organization of and responsibility for education in the United States at the federal, state, and local levels; basic administrative theories, processes, and techniques; and major areas of concern in the operation of local schools. The course includes an experiential learning assignment in which students complete a budget project.

EDL 517. Social, Cultural, Political, and Community Dimensions of Schools. 4 Credits.

This course provides school leaders with an understanding of the historical, philosophical, ethical, social, and economic influences affecting education to the degree that they can apply their understandings to professional decisions. Students are expected to apply political concepts and strategies and approaches to collaboration in involving the community in decision making, building community support for integrating health and social services in support of students, and developing community support for school priorities. Throughout the course, students' work will be expected to manifest a sensitivity to issues of diversity in a pluralistic society.

EDL 519. Principalship. 2 Credits.

This course provides school leaders with an understanding of the role of the building principal along with skills and techniques associated with the principalship. The topics include the principal's role in community and family relationships and collaboration, using community resources to support the academic and social needs of students and families, the development and application of policies related to students and staff, planning and delivering of curricular and cocurricular programs within the school, and the principal's role in working with staff. Students must also enroll in a one-credit field-based experience (EDL 520, 521 or 522) appropriate for their desired level of preparation for the principalship.

EDL 520. Middle School Principal Field Study. 1 Credit.

This course provides a field-based experience in the role of the middle school principal. Corequisite: EDL 519.

EDL 521. Elementary Principal Field Study. 1 Credit.

This course provides a field-based experience in the role of the elementary school principal. Corequisite: EDL 519.

EDL 522. Secondary Principal Field Study. 1 Credit.

This course provides a field-based experience in the role of the secondary school principal. Corequisite: EDL 519.

EDL 523. The Educational Plant. 3 Credits.

The purpose of this course is to provide a study of the planning, construction, modification, and maintenance of school buildings and complimentary facilities such as playgrounds, athletic fields and facilities, drop-off zones, and parking lots. This course will include appraisal of school facilities and techniques for developing and using input from the community and building and program audits.

EDL 524. Educational Personnel Administration. 2 Credits.

Study of selection, assignment, evaluation, development, and release practices for certified and non-certified school personnel; salary and contract administration in schools.

EDL 526. Business Management in Education. 2 Credits.

Study of the business function in educational organizations with emphasis on budget development and administration, accounting, purchasing, risk management, support services, and capital outlay.

EDL 527. Legal Issues in Education. 3 Credits.

Study of the legal issues affecting educational organizations with emphasis on state and federal relationships to local institutions, school boards and other governing bodies, contracts, teachers' and students' rights, and tort liability of educational organizations and their officers. Consideration is given to legal research and policy analysis.

EDL 529. Special Education Law. 3 Credits.

A course designed to give participants a working knowledge of the legislative, judicial, and administrative changes which have revamped the areas of teaching and administering special education since 1974. It will provide information useful to administrators, practitioners, attorneys, parents, and advocates on topics including: student records, discipline, related services, due process, least restrictive environment, and appropriate education.

EDL 531. School District Leadership. 2 Credits.

A study of concerns and issues related to education leadership and administration at the district level, including relationships between the superintendent and the school board, community and school district staff.

EDL 532. Staff and Program Evaluation. 2 Credits.

A study of the evaluation of staff, including teachers, administrators, support personnel, and boards; and for purposes of accreditation, the evaluation of components that support the curriculum. Procedures, processes, and instruments will be identified and analyzed.

EDL 533. Collective Negotiations. 2 Credits.

A study of the collective bargaining process in the field of education. Includes topics such as contract language, planning for negotiations, bargaining strategies, impasse and arbitration, contract maintenance, grievance procedures, and results of the negotiations.

EDL 535. Administration of Elementary School Curriculum. 1-3 Credits.

Designed primarily for graduate students seeking positions as curriculum coordinators or administrative positions. A study of leadership skills for developing the administrator's understanding of knowledge construction, adult learning, planning and implementing a framework for curriculum design and instruction, and the professional responsibility for assessing and implementation of an elementary curriculum. The course examines the current issues, trends, subject areas, student achievement, and challenges for the future of elementary curriculum. The student will research the current best practices for application of administrative skills in relationship to supervision of a comprehensive K-5 grade level curriculum and its impact on learners. Corequisite: EDL 513.

EDL 536. Administration of Middle School Curriculum. 1-3 Credits.

Designed primarily for graduate students seeking positions as curriculum coordinators or administrative positions. A study of leadership skills for developing the administrator's understanding of knowledge construction, adult learning, planning and implementing a framework for curriculum design and instruction, and the professional responsibility for assessing and implementation of the middle school level curriculum. The course examines the current issues, trends, subject areas, student achievement, and challenges for the future of middle school level curriculum. The student will research the current best practices for application of administrative skills in relationship to supervision of a comprehensive 6-8 grade level curriculum and its impact on learners. Corequisite: EDL 513.

EDL 537. Administration of Secondary School Curriculum. 1-3 Credits.

Designed primarily for graduate students seeking positions as curriculum coordinators or administrative positions. A study of leadership skills for developing the administrator's understanding of knowledge construction, adult learning, planning and implementing a framework for curriculum design and instruction, and the professional responsibility for assessing and implementation of secondary curriculum. The course examines the current issues, trends, subject areas, student achievement, and challenges for the future of middle school level curriculum. The student will research the current best practices for application of administrative skills in relationship to supervision of a comprehensive 9-12 grade level curriculum and its impact on learners. Corequisite: EDL 513.

EDL 538. Auxiliary School Functions. 3 Credits.

Overview of school business and facilities management for educational administrators. Topics include: introduction to special area budgeting and accounting; insurance and risk management; forecasting; vendor relations; supervision of classified and support staff; management of support services, e.g., transportation, food service; facility operation and maintenance; and space utilization analysis, allocation; and cooperative community use of facilities.

EDL 571. School Community Relations. 2 Credits.

Study of the responsibility of classroom, attendance unit, and district personnel in public information efforts; design, use, and analysis of surveys; study of involvement of parents and other community members in resource, advisory, and decision-making activities; preparation of news releases and public information materials; study of relationships to media personnel.

EDL 572. Educational Systems and Planning. 2 Credits.

A study of the planning process including topics such as establishing goals; assessing needs; identifying resources; and generating, analyzing, and selecting alternatives. Processes and techniques in planning will be emphasized.

EDL 573. Administration and Organizational Behavior I. 3 Credits.

A study and critique of selected theories and research in administration and organizational behavior including topics such as leadership; formal and informal structure; communication; change and intervention; motivation and morale; interpersonal relations and conflict management; small-group processes; and personality, values, and ethics.

EDL 574. Administration and Organizational Behavior II. 3 Credits.

A continuation of Administration and Organizational Behavior I. Provides the student with the opportunity to design and carry out an original field study project in organizational behavior, participate in critiquing studies designed and completed by fellow students, and engage in individualized study in a topic area related to behavior in organizations.

EDL 575. Education and Public Policy. 3 Credits.

A study of the development of policy issues, analysis of policy formation, implementation analysis, and structures and actors in policy activity.

EDL 579. Special Topics in Educational Leadership. 1-4 Credits.

Exploration of special topics in the study of educational leadership not regularly included in available course offerings. May be repeated for different topics. Prerequisite: Consent of instructor or advisor. Repeatable.

EDL 589. Superintendency Series. 1 Credit.

Repeatable.

EDL 593. Internship in Educational Leadership. 1-8 Credits.

This is a culminating experience primarily for Specialist Diploma and doctoral students. May be repeated. Prerequisites: Appropriate foundational, cognate, and major area coursework and consent of the advisor and instructor. Repeatable.

EDL 597. Readings in Educational Leadership. 1-4 Credits.

Designed primarily for advanced graduate students. May be repeated for different topics. Prerequisites: Consent of advisor and instructor. Repeatable.

EDL 599. Individual Research in Educational Leadership. 1-4 Credits.

May be repeated. Prerequisites: Consent of advisor and instructor. Repeatable.

EDL 996. Continuing Enrollment. 1-12 Credits.

Repeatable. S/U grading.

EDL 997. Independent Study. 1-4 Credits.

Repeatable to 4 credits.

EDL 998. Thesis. 1-9 Credits.

EDL 999. Dissertation. 1-12 Credits.

Repeatable to 12 credits.

Office of the Registrar

Tel: 701.777.2711
1.800.CALL.UND
Fax: 701.777.2696

Twamley Hall Room 201
264 Centennial Drive Stop 8382
Grand Forks, ND 58202-8382