Educational Leadership and Policy Studies Courses

ELPS 450 Foundations of Education (3).
A historical approach to the major social and philosophical foundations of American education, with an emphasis on the relation of educational theory to classroom practice. 00 08 01

ELPS 490 Senior Internship I (4).
Supervised field experience in an on-site educational setting that provides the student an opportunity to study and participate in the professional activities of a designated educational setting with emphasis on the planning, implementation, and evaluation of such activities. Regular conferences with faculty to evaluate student progress will be scheduled. Prerequisite: Admission to the non-certificate baccalaureate program. 00 08 01

ELPS 491 Senior Internship II (4).
Supervised field experience in an on-site educational setting with increasing emphasis placed on an integration of formal learning and in site experience. Regular conferences with faculty to evaluate student progress will be scheduled. Prerequisite: Admission to the non-certificate baccalaureate program. 20 08 01

ELPS 497 Independent Study (1-2).
Only one enrollment permitted each semester. A maximum of four hours will apply toward the bachelor's degree. Prerequisite: Recommendation of adviser and consent of instructor. 30 08 01

ELPS 550 Childhood and Youth in America (3).
A study of the changing role and character of childhood and youth as stages of life in the context of American educational and cultural history. 00 08 09

ELPS 598 Special Course: _____ (1-5).
A special course of study to meet current needs of education students, primarily for undergraduates. 00 08 01

ELPS 652 Residential Staff Skill Enhancement and Administration (3).

ELPS 715 Understanding Research in Education (3). This course introduces the concepts and skills involved in understanding and analyzing research in education and related areas. The course provides an overview of basic, general knowledge of various research methodologies. Students should expect to study much if this material in greater depth through additional course work before being fully prepared to conduct independent research. However this course should enhance their ability to locate, read, comprehend, and critically analyze research articles and reports. Topics in the course include quantitative and qualitative methods and designs, historical and descriptive research, and program evaluation. (This course fulfills the requirement of a research methods course in the first 12 hours of graduate study.) Prerequisite: Admission to graduate standing in the School of Education.

ELPS 737 The Governance and Organization of Schools (3).
This course provides the prospective teacher with an overview of the following topics: 1) The role of various levels of government in controlling schools, 2) the composition and functioning of school boards, 3) the way schools are funded, 4) the laws affecting school operations and teachers' jobs, 5) the ethical responsibilities of teachers, 6) the role of teacher unions and associations, and 7) the terms of teachers' employment. 00 08 01

ELPS 743 Foundations of Multicultural Education (3).
This class provides students with an understanding of multicultural education as an instructional concept, educational reform movement, and systemic process meant to ensure educational equity for all people, especially those who have been inadequately served and/or historically discriminated against because of their racial/ethnic or linguistic backgrounds, gender or sexual orientation, socio-economic status, and special needs. Students will examine different theoretical approaches that inform the practice of multicultural education and explore the contribution of various social sciences to the field. 00 08 29

ELPS 745 Sociology of Education (3).

This course will provide an introduction to the sociology of education. This course is designed to fulfill the doctoral core requirement for social, historical and philosophical foundations of education. Specific topics will include: conflict over the purposes of education; how those purposes are-or are not-translated into actual classroom life; how educational systems have developed historically, how status, and more specifically race, class, and gender relations, affect student experiences; and contemporary policy and reform movements.

ELPS 750 Principalship (3).
An introduction to the role, responsibilities, expectations and major duties of elementary, middle, and high school building administrators. Students are presented typical problems faced by school administrators through simulations and role playing and are expected, through reflection and discussion, to develop viable solutions. 00 08 27

ELPS 751 Educational Finance (3).
A description and analysis of national, state, and local strategies for the financial support of education, utilizing social, economic, legal, and political frameworks. Particular attention to the principles of revenue acquisition and distribution at the local and state level for public school operations, with analysis of how these principles apply to Kansas. Designed for the wide variety of educational practitioners regardless of organizational and degree levels. Prerequisite: Admission to graduate study. 00 08 27

ELPS 752 Education Law (3).
A study of legal principles and issues affecting educational policy making and practice with emphasis on student and teacher rights, equity, and the administration of schools. Prerequisite: Admission to graduate study. 00 08 27

ELPS 753 Introduction to Personnel Administration in Education (3).
An overview of the theory and practice of personnel administration. The course focuses on the processes of recruitment, selection, training and development, evaluation, compensation, equal employment opportunity, and labor relations. 00 08 27

ELPS 754 Analysis of Administrative Problems (3).
An introduction to various methods of problem identification; strategies of information gathering; schemes for the analysis of qualitative and quantitative data; models of problem resolution and decision making; and communication methods appropriate for differing audiences. Students will build basic computer, library, decision and communication skills useful in future administrative practice and subsequent course work. 00 08 27

ELPS 755 Human Resource Management (3).
An overview of the theory and practice of the management, recruitment, selection, compensation, placement, and development of personnel in the school setting. 00 08 27

ELPS 756 History of Educational Thought (3).
An examination of the major ideas that have shaped practice in the schools. Emphasis is placed on assisting the student with the development of a coherent and consistent personal philosophy of education upon which administrative practice can be based. 00 08 27

ELPS 757 Education in American Society (3).
A study of the roles and goals of education in the United States, the interrelationships among schools and students, teachers, administrators, and parents, and the culture of schools. 00 08 27

ELPS 764 Historical and Philosophical Perspectives on Urban Education (2). This course is intended to help students analyze urban schools and their place in society. It also will help them understand how the social structure affects these schools and the process of education. In particular, it will consider the ways city schools have reflected the pervasive inequality characteristic of American society in the past and at present, focusing on race/ethnicity, gender, and socio-economic status. The course will also examine the politics of education, the process of debate and conflicts over means and ends in public policy that determines so much of what teachers and students can do in schools.

ELPS 770 History and Philosophy of Education (3).
A comprehensive study of influential persons and movements in the development of educational thought, Eastern and Western, from ancient times to the present. Emphasis on those ideas and historical roots which are relevant to contemporary issues in teaching and school administration. 00 08 21

ELPS 771 Philosophy of Education I (3).
An analytic inquiry into basic philosophical positions and issues relevant to education. The difference between ELPS 770 and ELPS 771 is that the latter is topically arranged and does not necessarily follow a historical sequence; it normally proceeds by problems and schools of thought. 00 08 21

ELPS 772 Philosophical Problems in Comparative Education (3).
A study of significant philosophical problems encountered when comparing educational systems. Special emphasis on the implications of axiological analysis for educational theory and practice in different areas of the world. Relationships among the social sciences, philosophy, and the international of cross-cultural venture in education. The importance of systematic value-theory in comparative research and international education. 00 08 21

ELPS 773 School and Society in Comparative Education (3).
Analysis of the role of social science in comparative education as perceived by different philosophies or schools of thought, such as Marxism, phenomenology, empiricism, pragmatism, and linguistic analysis. 00 08 21

ELPS 774 Modern Educational Theorists (3).
An in-depth study of prominent European thinkers who have contributed to educational theory and practice (e.g., Rousseau, Pestalozzi, Herbert, Froebel, Montessori, Nietzsche, Freud, Piaget, Ortega y Gassit, etc.). Prerequisite: ELPS 770 or ELPS 771 is recommended. 00 08 21

ELPS 775 History of Education and Culture in America (3).
A study of the relation between education and culture in America from colonial times to the present. American schools are considered in the wider context of cultural and social change. 00 08 21

ELPS 776 History of Childhood and Youth in America (3).
An exploration of changing attitudes toward children and youth, their subjective experience, their impact on adults, and the conditions that shaped their development. Special attention will be given to the relationship between the changing nature of childhood as a social and cultural category and the development of the education profession. 00 08 21

ELPS 777 Problems in Contemporary Educational Theory (3).
Select explorations into such provocative and problematic trends in current educational theory as Marxism, behaviorism, phenomenology, existentialism, analytic philosophy, hedonism, nonverbal education, etc. Prerequisite: ELPS 770 or ELPS 771 is recommended. 00 08 21

ELPS 778 Historical Inquiry in Education (3).
This course will provide an introduction to the methodology of historical research in education. This course is designed to fulfill the doctoral core requirement for research methods in education for students interested in doing this type of research. Specific topics will include: the historiography of education; working with primary and secondary documents; oral history as method and documentation, quantitative approaches to history; constructing historical narratives; the question of interpretation.

ELPS 780 Introduction to Higher Education Administration (3).
This course is designed for beginning master's degree students and for doctoral students who have had no previous administrative experience in college or university settings. Students will be introduced to the function and responsibilities of major administrative divisions of a college or university and to the major t asks of administration: planning, programming, budgeting, staffing, managing. An emphasis will be placed on current issues facing higher education and students will be introduced to the major journals of the field. As part of the course requirements, students will spend some time familiarizing themselves with one or more administrative offices on a college campus. Prerequisite: Admission to study in higher education at the graduate level. 00 08 27

ELPS 781 Student Affairs Administration in Higher Education (3).
This course is designed to include the study of the history and development of student personnel services in higher education, the role and function of the student affairs administrator, contemporary issues and problems, and an understanding of the organization and role of student affairs administration within higher education settings. Prerequisite: Admission to the higher education program or permission of instructor. 00 08 27

ELPS 798 Special Course: _____ (1-5).
A special course of study to meet current needs of education professionals-primarily for graduate students. 00 08 01

ELPS 850 Educational Facilities (3).
A study of the principles and processes of developing functional educational facilities. Special emphasis placed on the educational planning that precedes and provides the basis for architectural planning. Among topics considered are plant utilization analysis, enrollment projections, site and equipment needs, fiscal and legal constraints, environmental factors, and the development of educational specifications. Designed for both building and central office level administrators. Prerequisite: Admission to graduate study. 00 08 27

ELPS 851 Supervision of Student Teaching (2).
A study of the organization and functions of student-teaching programs. Emphasis on the development of effective interpersonal relationships among school administrators, cooperating teachers, university supervisors, and student teachers. Designed for both administrative and instructional personnel. Prerequisite: Admission to graduate study. 00 08 28

ELPS 852 School Resource Management (3).
An examination of the sources and uses of fiscal resources in education including underlying concepts from economic theory, the impact of values on fiscal policy, state funding formulas, and school budgeting and accounting practices. 00 08 27

ELPS 853 Staff Evaluation and Development (3).
An examination of current trends in personnel evaluation with a focus on clinical supervision and adult development. Students will participate in simulation exercises to develop skills in classroom observation, conferencing techniques, evaluation of teaching artifacts, and the construction of staff development plans. 00 08 27

ELPS 854 The Student in Society (3).
A study of children and youth with particular emphasis on demographic characteristics of the population served by schools and implications of those characteristics for schools and schooling. 00 08 27

ELPS 855 Teacher Evaluation (3).
Teacher Evaluation is based on clinical, empirical and theoretical information related to effective teacher evaluation behavior from the administrative perspective. It is intended to provide exposure to competencies essential to effective evaluation of teaching performance. Evaluation knowledge, skill and performance are acquired and developed through reading, discussion, active teaching of content related to teacher evaluation and practicing observation, recording and conferencing skills. A variety of approaches is considered, but behaviorally-anchored measurement of teaching behavior is emphasized. Opportunities and needs for improvement are identified with the assistance of video-taped diagnosis of conferencing behavior. Prerequisite: Two of the following: ELPS 750, ELPS 752, ELPS 753, or C&T 840.

ELPS 856 Law and Special Education (3).
This course focuses on laws that apply to special education. The American legal system, particularly in respect to special education, the constitutional and statutory provisions of federal and state law and the judicial decisions interpreting those laws are reviewed. The course relates equal protection, procedural due process, and substantive due process doctrines to school practices affecting disabled children and examines the sex principles of P. L. 94-142 and similar principles in state legislation. This course is not the equivalent of or a substitute for ELPS 752. (Same as SPED 851.) Prerequisite: SPED 750 or permission of instructor. 00 08 08

ELPS 857 Disabled Citizens, Public Policy and Policy Analysis (3).
To train students to analyze public policy that affects disabled citizens, various models of analysis are brought to bear on federal policy (education, transportation, housing, institutionalization, protection and advocacy, medical assistance, employment, vocational rehabilitation and others). Not valid for core requirement in history and/or philosophy of education. (Same as SPED 852.) Prerequisite: SPED 851 or SPED 750 or permission of instructor. 00 08 08

ELPS 858 Professional Ethics, Public Values and Disabled Citizens (3).
This course addresses the issues that professionals (educators, physicians, allied health providers, attorneys and others) and families of disabled people face in the context of public values and attitudes and rules of law. The issues include, without limitation, education, treatment and non-treatment. Not valid for core requirement in history and/or philosophy of education. (Same as SPED 853.) Prerequisite: SPED 750, SPED 851, SPED 852 or permission of instructor. 00 08 08

ELPS 870 Philosophy of Education II (3).
An exploration of select areas in philosophy, such as emphasis on value-theory or epistemology or metaphysics, and their implications for educational theory. Normally a limited number of authors will also be selected for monographic treatment. Prerequisite: ELPS 770 or ELPS 771 is recommended. 00 08 21

ELPS 871 Introduction to Qualitative Research (3).
An introduction to the foundations of and techniques associated with qualitative research methods. Students will practice interview and participant observation skills and will analyze and interpret data. Additional topics include crafting qualitative research questions, ethics of fieldwork, and establishing trustworthiness of data. Common traditions of qualitative methods employed in education and other related fields will be introduced. LEC

ELPS 880 The Community/Junior College (3).
A survey of the history and development of the community/junior college. Particular emphasis will be given to the student, the faculty, the curricula, administration, and finance. The course is intended to provide a general understanding of the operation and concerns of today's community/junior college for the current or potential community/junior college staff member. 00 08 06

ELPS 881 Seminar in Leadership (3).
The purpose of this seminar is to explore leadership in education, particularly higher education, from a variety of perspectives. Readings come from a variety of disciplinary perspectives, such as sociology, organizational behavior, and psychology. We consider various aspects of leadership and analyze the leader from a symbolic perspective, as a manager of meaning and critical change agent. We then challenge ourselves to deconstruct our leadership realities with the help of several critical perspectives as we prepare to examine who the leaders are as well as who they will, and need to, be in the educational organizations of tomorrow. 00 08 01

ELPS 882 Higher Education in the United States (3).
The purpose of the course is to acquaint students in higher education, and students from other areas who intend to work in the post-secondary setting, with the history, philosophy and development of higher education in the United States. The course focuses on three periods: 1) the founding of Harvard to 1965; 2) dissent, disruption, and change, 1965-1979; and 3) the future and crucial issues, the 1980's. European higher education and its early influence on higher education in the United States is also examined. 00 08 05

ELPS 883 The College Student (3). The characteristics of college students; impact of college on student behavior, changing attitudes, values, beliefs, and the implications of recent research on traditional and new students for instructional and administrative practices. 00 08 05

ELPS 884 Research on College Students (3). Examination of the American college student from societal, development, research, and institutional perspectives and to review the policy implications of these findings for college and university administrators and faculty. Topics include research and theory concerning the college student experience, the diverse nature of the student body and its implications for institutional policy and practice, and formulation of individual philosophies and priorities applicable to working with college students.

ELPS 885 Assessment and Program Evaluation Higher Education (3). Nature, objectives, and basic procedures of assessment and program evaluation as applied to the various aspects of higher education settings. In addition to basic procedures for evaluating programs, topics covered include accreditation, program review, benchmarking, student outcomes assessment, and evaluation of teaching in colleges and universities. Prerequisite: PRE 715 or equivalent. 00 08 25

ELPS 886 Theory into Practice in Higher Education Theory into Practice in Higher Education This course is required as a final course for all master's students in higher education. It is designed to prepare students for professional life after graduation. Using a case study approach, students will examine the reality of practice in a variety of higher educational settings including relevant political and ethical factors.

ELPS 893 Advanced Building Leadership Internship (2). Supervised and directed experiences to enhance the necessary leadership skills of a building/district leaders. Activities will include building/district level resource assessment, data analysis, professional development of teachers/principals (and district level professionals), and cooperative planning with teachers and administrators around responsibilities of curriculum, instruction, resource management and student achievement. Prerequisite: Completion (at the University of Kansas) of all certification program (M.S./Ed.D.) requirements for the Building/District Leadership Licenses.

ELPS 895 Internship (1-5).
The on site development of the skills necessary to effectively function as a school building leader. Activities will be tailored to the needs of individual students in consultation with a university adviser and a field adviser. 20 08 27

ELPS 896 Seminar in: _____ (1-4).
00 08 29

ELPS 897 Independent Study (1-4).
Prerequisite: Consent of adviser and instructor. 40 08 01

ELPS 898 Master's Project (1-4).
40 08 01

ELPS 899 Master's Thesis (1-6).
40 08 01

ELPS 948 Research in Education Policy and Leadership (3).
This course is an introduction to methods of inquiry in education policy and leadership studies. It is designed to help doctoral students explore possible research interests, formulate research questions, and to review a rich variety of approaches to inquiry in the field of education. Specific topics include: interview- and observation-driven studies, ethnography, feminist and narrative methods, legal and historical methods, questionnaire-driven studies, quantitative evaluation studies, and studies using administrative and large national data sources.

ELPS 950 Educational Policy Making and Reform (3).
An analysis of patterns of influence, organizations, and governmental agencies which impact education at the community, state and national levels. Particular emphasis is placed on analysis of policy development process and the relationship of policy to administration. Recommended to students in educational administration and higher education. 00 08 28

ELPS 951 Supervision of Instruction (3).
A study of the principles and techniques necessary for coordinating, monitoring, and improving the educational programs of elementary and secondary schools. 00 08 28

ELPS 952 School Finance: Policy and Practice (3). The objective of this course is to understand the financial systems and mechanisms used by states in the funding of elementary and secondary education in the United States. In simple language, we will be concerned with five basic issues: (1) Where the money comes from; (2) How it is redistributed; (3) How it is spent; (4) The relative effectiveness of spending decisions including selected international comparisons; and (5) How the previous four financial activities participate in a common financial ecology. The course provides an overview of theory and concepts central to the understanding of school finance with an emphasis on policy issues. It also examines the mechanics of school finance funding in light of state policies.

ELPS 953 District Human Resource Management (3).
An in-depth study of theory and research in personnel administration. The focus will be on current literature dealing with empirical assessments of personnel theory and techniques. Specific concepts to be considered include the following: educator characteristics, job analysis and design, personnel recruitment, selection and evaluation techniques, staffing and development, and labor relations. Prerequisite: ELPS 753 or its equivalent. 00 08 27

ELPS 954 Sociology of Educational Organizations (3).
A synthesis of current theoretical and empirical developments in formal organizations. These are evaluated for applicability to administering educational organizations. 00 08 27

ELPS 955 District Business Management (3). This course emphasizes skills for effective and efficient business and financial management of school districts in a Kansas or Missouri context. Basic topics include: Short range and long range financial planning, analysis of financial statements, budget preparation, fund accounting and financial reporting, contracting of services including transportation and food services, staff salaries and benefits and insurance. The course also includes a number of strategic methods for institutional planning including: Cost Benefit Analysis, Cost Effectiveness Analysis, and enrollment, revenue and expenditure forecasting techniques. Prerequisite: ELPS 952.

ELPS 956 District Leadership (3).
The focus of the course is the role of the public school district superintendent. Organized study will include assigned readings, lectures, guest speakers, discussion, and the completion of a study project. The course will include consideration of such topics as boardsmanship, community relations, district leadership, professional accountability, district maintenance and operations, professional employment and relationships with other agencies. The course is designed to serve the needs of those graduate students pursuing advanced study with the intention of completing requirements for district certification. Some students will also find the field appealing as an area for dissertation research. Prerequisite: Doctoral status in educational administration or permission of instructor. 00 08 27

ELPS 957 Educational Policy, Ethics and Law (3).
Course focuses on use of legal and moral reasoning in analysis of educational policy issues. Specific topics will vary depending on interests of instructor and students and current controversy. Examples of possible topics to be included: school desegregation, teacher collective bargaining, separation of church and school, equal educational opportunity. Prerequisite: ELPS 752, equivalent, or consent of instructor. 00 08 27

ELPS 958 American Educational Reform Movements: Past and Present (3). An examination of the origin, nature, and consequences of educational reform in the United States. The primary goal is to attain a balanced evaluation of current educational reform. 00 08 21

ELPS 959 Organization and Administration of Services for Exceptional Children (3).
To aid administrators and prospective administrators responsible for organizing and administering programs of education for exceptional children, state and federal guidelines and regulations, legal aspects and financing of special education, planning a program, administering special services. (Same as SPED 971.) Prerequisite: Nine hours of Education including educational psychology and SPED 725. 00 08 09

ELPS 960 Specialist Project (1-4).
40 08 01

ELPS 970 Theory and Research in Administration (3).
A survey of the theoretical and empirical literature in educational administration and the methods used to investigate these content areas. Major emphasis is devoted to developing research skills applicable in practice and to the identification of possible generic topics suitable for future dissertation work. 00 08 27

ELPS 971 Comparative Education (2).
A factual, descriptive, and analytical study of national systems of formal education, or schooling, as exemplified in contemporary educational establishments. Organizational and administrative policies and teaching practices, with emphasis on Germany, France, England, U.S.S.R., People's Republic of China and Japan. Other nations may be examined on an individual project basis. The difference between ELPS 971 and ELPS 772 is the philosophical emphasis of the latter. 00 08 21

ELPS 972 Educational Problems in Latin America (3).
Designed to meet the needs of students majoring in Latin American studies or interested in the area. Development of an awareness of the concept of cross-cultural confluence with Latin America as it relates to education. Survey of the main problems confronted by Latin American educational systems and examination of the difficulties experienced by North American educators when confronted with such problems. 00 08 01

ELPS 980 Postsecondary Finance (3).
This course is designed for advanced doctoral students in higher education, particularly those who will be preparing unit budgets or budget presentations and those who make and implement fiscal policy (e.g., financial aid offers). The course material covers different types of college and university budgeting - incremental, zero-based and formula - and their impact on university revenues; statewide coordination and its impact on programs, program duplication and funding; retrenchment and quality issues; the legislative role in budget preparation; unified and comparative management systems (e.g., WICHE and NCHEMS); and the impact of federal contracting and student aid policies. 00 08 27

ELPS 981 Higher Education Law (3).
An overview of the developing law of higher education, with emphasis on and analysis of employer-employee relationships, student-faculty/administration relationships, and the impact of federal and state regulation on these relationships. 00 08 27

ELPS 982 Faculty in Higher Education
This course considers the role and circumstances of faculty in higher education including variations among different types of institutions. Topics include the history and demographics of the professoriate, the academic work environment and labor market, the role of faculty in institutional governance and policy making, and the social and political context of academia.

ELPS 983 Curriculum Innovation in Higher Education (3).
A study of contemporary post-secondary curriculum with particular emphasis on the nature of curriculum, the organization and structure of academic programs, the nature of change in academic communities and exemplary innovative institutions. 00 08 05

ELPS 984 Teacher Education in the United States (2). A study of the development, issues, and programs for the preparation of teachers. Open to all regular graduate students.

ELPS 985 Evaluations of Programs in Higher Education (2).
Nature, objectives, and basic procedures of evaluation as applied to the various aspects of higher education. Open to all regular graduate students. 00 08 05

ELPS 986 The Governance and Administration of Higher Education (3).
A theory-based course aimed at providing an understanding of the governance and administration of academic institutions - particularly universities. Emphasis is directed toward an analysis of decision-making in these complex organizations. 00 08 05

ELPS 993 Advanced District Leadership Internship (2). Supervised and directed experiences to enhance the necessary leadership skills of a building/district leaders. Activities will include building/district level resource assessment, data analysis, professional development of teachers/principals (and district level professionals), and cooperative planning with teachers and administrators around responsibilities of curriculum, instruction, resource management and student achievement. Prerequisite: Completion (at the University of Kansas) of all certification program (M.S./Ed.D.) requirements for the Building/District Leadership Licenses.

ELPS 994 Advanced Topics: _____ (1-3).
A special course of study to meet current needs of education professionals - primarily for post-master's level students. 00 08 29

ELPS 995 Field Experience in: _____ (1-5).
Supervised and directed experiences in selected educational settings. The adviser will schedule regular observations of the field experience and conferences with the student. Written summaries and evaluations of the field experiences will be prepared independently by the student, a representative of the cooperating agencies, and the adviser. Open only to advanced students. Field experience credit in any one semester may not exceed 5 hours, and total credit may not exceed 8 hours. 20 08 01

ELPS 996 College Teaching Experience in: _____ (2).
To meet the college teaching experience requirement for doctoral programs, a student shall engage in a semester-long, planned, instructional activity that shall include college classroom teaching under supervision. Planning shall be done with the adviser and/or the member of the faculty who will supervise the experience. The activity shall be done under the supervision of a member of the University of Kansas faculty or by an individual or individuals designated by the candidate's committee. 20 08 01

ELPS 997 Individual Study (1-4).
Prerequisite: Prior graduate course work in the area of study and consent of instructor. 40 08 01

ELPS 998 Seminar in: _____ (1-4).
00 08 01

ELPS 999 Doctoral Dissertation (1-15).
40 08 01