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Doctor of Education in Educational Leadership (D.Ed.)

Objectives of the Program
Program Audience
Entry Requirements
Degree Requirements
Program Faculty
Course Descriptions


In the current climate of technological change and disorder among schools and programs, educational organizations must continually reinvent themselves to become truly “learning organizations” and able to flexibly and fluidly reinvent themselves to respond to disorder in our constantly changing chaotic world of this century, like all living organisms (Wheatley, 2006).

To lead the way the educational leaders of this century and the administrators with new ideas and new perspectives will apply the "new science of management" and will shape new forms and new understandings in our organizations in this era of chaos and uncertainty. The Akamai Master’s degree and the Doctorate in Education degree program in its structures and processes is based squarely on the foundational work of the National Commission on Excellence in Educational Administration in 1988; the current work of Peter Senge (1990, 1994), Margaret Wheatley (2006), and the research of Arthur Levine of 2005 in his four year study of America’s Education Schools, "Educating School Leaders," and Marzano, Waters, and McNulty (2005).

The National Commission on Excellence in Education in their report in 1988 , titled Leaders for America’s Schools set the foundations for future programs in excellence in Educational Administration. Akamai University’s Master’s and doctoral degrees in Educational Leadership have established the framework of five main areas of focus: These areas of focus are: The Theoretical Study of Educational Administration, The Technical Core of Educational Administration. The Solution to problems through Applied Research, the Development of Administrative Skills,. and involvement of Supervised Practice along with Demonstration of Competence.

Discussion of Relevancy of Courses in Programs for Preparation of Educational Administrators
In Arthur Levine’s four year study, a part which was that of Educating School Leaders, a questionnaire to 1800 principals identified relevant courses taught to Principals from their administrative preparation programs. In this program overview, we provide a listing of those relevant courses and the corresponding Akamai courses which contain the relevant learning. Listing of relevant courses

Principal's tasks and student achievement
Good leadership and administration has been found to correlate with student achievement. Marzano, Waters, and McNulty (2005, 42-43) identified 21 areas where school principals make a difference in propelling growth of student achievement.

The Principal has a responsibility to develop strong lines of communication with and among teachers and students. The Akamai course, EPS 530 Developing Quality Communication Skills for the 21st Century is devoted to developing these skills.

Another of the 231 responsibilities that are correlated to student academic achievement is the Principal’s direct involvement in curriculum, instruction, and assessment. The course, CAI 607 Leadership in Curriculum Development, addresses this responsibility toward curriculum as does the course CAI 608 Models of Teaching and Learning.

The course CAI 603: Leadership and the Instructional Program addresses the responsibility of instruction and assessment. Another area of responsibility correlated with student achievement is visibility in that the Principal has quality contact and interactions with teachers and students. In the Akamai program the course, EPS 531: Developing Quality Interpersonal Relationships, we address this responsibility.

Akamai has founded this program based on the five areas of focus identified by the National Commission on Excellence in Education, the relevant courses cited by principals of the Levine (2005) research and the research of principal’s responsibilities correlated with student achievement by Marzano, Waters and McNulty (2005.


LaWanna L. Blount, Ph.D.
Center Director for Education and Literacy


Levine, Arthur. The Education Schools Project, "Educating School Leaders" March 2005. (online) Accessed 30 October 2006. Available from website www.edschools/reports-leaders.htm

Marzano, Robert I, Waters, Timothy, McNulty, Brian A. School Leadership That Works. Alexandria, Virginia: Association for Supervision and Curriculum Development, 2005.

Senge, Peter M. The Fifth Discipline, The Art and Practice of The Learning Organization, New York: Doubleday, 1990.

The Report and Papers of the National Commission on Excellence in Educational Administration. Leader's for American's Schools Daniel Griffiths, Chairman. Berkeley: McCutchan Pub. 1988.

Senge, Peter, M.,, The Fifth Discipline Fieldbook, Tools for Building a Learnng Organization, New York: Doubleday, 1994.

Wheatley, Margaret J, Leadership and the New Science, Discovering Order in a Chaotic World. San Francisco: Berrett-Koehler Pub, Inc 2006.

Participants successfully completing the MEd Program in Educational Leadership will be:

  • Knowledgeable about the theory and practice of educational administration.
  • Able to demonstrate competence in th e performance of essential skills required for leadership positions in educational organizations
  • Sensitive to and knowledgeable of the social/psychology problems of students reflecting the state of the culture of the larger society, and be competent to take appropriate action toward the resolution of such problems within the specific educational settings.
  • Knowledgeable of larger problems and issues in education and in schools/colleges and be competent and skilled to take appropriate action toward the resolution of the problems within the specific educational settings
  • Competent to undertake research in education and apply the findings in their educational settings
  • Competent to lead the implementation of continuing current technological applications and organizational changes necessary with alternative educational delivery modes.

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The Doctor of Education in Educational Leadership is designed to prepare professional educators who are in or are interested in occupying leadership roles in educational institutions. The Doctoral Program will prepare educators interested in assuming roles as instructional supervisors, team leaders, business managers, and master teachers.

As a prerequisite for acceptance to the Doctor of Education Program participants should have completed the equivalent of a recognized Master's degree in an appropriate field of study, with several years of meaningful professional experience. Under special circumstances, well-qualified applicants are accepted to the doctoral program lacking elements of preparation when the balance of their credentials is exceptional. Under these conditions, participants would be required to add the missing competencies to their doctoral program and pay additional tuition, as appropriate. Participants are expected to be proficient in collegiate English language skills. Applicants with English as a second language should submit a record of prior successful English-language graduate study or a record of TOEFL examination with a minimum score of 500. Participants are expected to have access to a computer, email and the Internet and other outside library resources for the full extent of their programs.

NOTE: It is highly desired that candidates at the doctoral level have a Master’s degree in teaching, psychology, social work or a related field and an undergraduate grade point average of at least 2.75.

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Participants in the Doctor of Education in Educational Leadership complete a minimum of 52 credits above the baccalaureate degree, including the coursework, field study, the thesis project, and summary reviews. The coursework requirements include the academic major of 18 credits, the academic minor of 12 credits and 6 credits of research preparation courses. Participants also complete a comprehensive final examination at the conclusion of the academic coursework, prepare a formal dissertation proposal, complete the dissertation project, and prepare the manuscript for physical and oral review by faculty. As a minimum degree requirement, doctoral participants must maintain Akamai University enrollment for at least one and one-half calendar years. Most doctoral students complete their program in approximately three years.

Core Elements of Academic Major (Required: 18 credits minimum)
Minor Concentration (Required: 12 credits minimum)
Research Preparation (Required: 6 credits minimum)
Comprehensive Examination (Required: 2 credits)
Dissertation Proposal (Required: 4 credits)
Dissertation (Required: 8 credits)
Oral Defense of Dissertation (Required: 2 credits)

Core Elements of the Academic Major
Participants complete core elements of the academic major comprised 18 credits of mandated studies, as outlined below:

ELH 791: Field Study in Educational Administration (3 credits)
PLUSOne course from each of the following five groups.

Group I: Foundational Principles
Group II: Leadership Studies
Group III: Behavioral Studies
Group IV: Administration and Human Resources
Group V: Technology, Resources, Finance and Law

Group I: Foundational Principles
ELH 500: Introduction to Educational Administration and Governance (3 credits)
ELH 512: The Community College in American Higher Education (3 credits)

Group II: Leadership Studies
CAI 603: Leadership and the Instructional Program (3 credits)
ELH 505: Leadership in Distance Education (3 credits)
CAI 601: Leadership in Curriculum and Evaluation (3 credits)
ELH 625: The School Principalship (3 credits)

Group III: Behavioral Studies
EPS 530: Developing Communication Skills for the 21st Century (3 credits)
ELH 503: Organizational Behavior in Education (3 credits)
EPS 532: Child and Adolescent Psychology (3 credits)
CAI 608: Models of Teaching and Learning (3 credits)
CAI 624: The Exceptional Individual (3 credits

Group IV: Administration and Human Resources
ELH 616: Human Resource Management (3 credits)
ELH 617: Administration of Pupil Personnel Services in Elementary and Secondary Education (3 credits))

Group V: Technology, Resources, Finance and Law
ELH 606: Managing Educational Resources (3 credits)
ELH 607: Financing Education (3 credits)
ELH 794: Advanced Readings in Education and the Law (3 credits)

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Minor Field of Study (Required: 12 credits minimum)
The minor field of study must be developed in association with the primary faculty advisor and may include other courses from the Doctor of Education Program, elsewhere within the Center for Education and Literacy, or interdisciplinary in nature, selected from appropriate courses across the University

Additional Options for Minor Studies:

Applied Psychology and Human Services
Business and Economic Development
Ecological and Environmental Studies
Education and Literacy
Health and Wellness
Sustained Human Development
Transpersonal and Consciousness Studies

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Research Preparation (Required: 6 credits minimum)
Doctoral students must pursue studies providing advanced research knowledge necessary for success in their final projects (thesis). At least six semester credits of research preparation coursework is required and this might focus upon quantitative and qualitative methods or participatory action research techniques including subject selection, research design, and statistical analysis, as appropriate to each student’s proposed project.

Through this requirement, students learn to effectively define applied problems or theoretical issues and articulate the rationale for the study. They should learn to present an effective scholarly review of the academic literature and implement quantitative, qualitative or participatory action methods for evaluating academic issues.

Required (Minimum 6 credits):
ERE 500: Research Methods in Education (3 credits)
PLUS:One of the following research preparation courses, selected under guidance from the senior faculty advisor:

RES 500: Survey of Research Methods (3 credits)
RES 501: Basic Research Statistics (3 credits)
RES 502: Intermediate Research Statistics (3 credits)
RES 505: Qualitative Research Methods (3 credits)
RES 653: Transpersonal Research (3 credits)
RES 699: Research in Complementary Medicine (3 credits)

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Comprehensive Examination (Required: 2 credits minimum)
Once you have completed the coursework elements of your degree, you will be asked to schedule the Comprehensive Examination. Your primary faculty advisor and a faculty member representing the secondary academic area conduct both the written and oral components of the examination. The written portion is open book style with selected essay questions requiring creative responses that reach for the higher levels of cognition. Your answers are expected to draw from both the primary and secondary competencies of your program with proper referencing of the scholarly literature. The oral component of the examination is normally completed by telephone conference and is intended to allow detailed investigation of your written responses.

Required: EXM 980: Comprehensive Examination (2 credits)

Dissertation Proposal
Participants are expected to prepare a formal proposal related to their concept for research under the direction of the primary faculty advisor and according to University expectations. At a minimum, the research proposal should clarify the dissertation statement and methodology (including the data gathering instruments and data analysis techniques) and provide an effective overview of the scholarly literature that sets the foundation for the dissertation. The research proposal should also include a brief manuscript outline that demonstrates how the participant will present in written form the various elements of the research project.

Required: RES 985: Dissertation Proposal (4 credits)

Dissertation Project (Required: 8 credits minimum)
Following approval of the dissertation proposal, participants begin their research project. The dissertation may take the form of a traditional research project or it may be a major scholarly project of the type appropriate to the discipline. Whichever approach to the dissertation is chosen, the resulting project must demonstrate mastery of a body of knowledge in the major field of study, be the original work of the student and represent a meaningful contribution to the betterment of the human condition or an improvement to the professional field.

The Dissertation research may be conducted via quantitative, qualitative, or participatory action research. The body of the dissertation manuscript, structured according to a set of approved manuscript guidelines, should exceed 100 double spaced, typewritten pages. If the dissertation takes the form of a scholarly project, it must follow the guidelines provided by the Center for Education and Literacy for such projects.

Required: RES 990: Dissertation Project (8 credits)

Oral Review of Thesis
Once the dissertation manuscript has been prepared, the participant will be asked to schedule the formal review process. The primary faculty advisor and a faculty member representing the secondary academic field will conduct both the formal physical and oral reviews of the dissertation.

The physical review of the dissertation manuscript usually takes the review committee four to six weeks. Each reviewer will prepare questions and commentary relative to the participant's underlying review of the literature, the dissertation methodology, the mechanics of your project, and your presentation of the findings, conclusions and recommendations.

The oral review of the dissertation is conducted under the direction of the primary faculty advisor with the assistance of two qualified members of the faculty. The examination is carried out by telephone conference call or another appropriate means, and is designed to allow detailed investigation of the dissertation project. Through the oral review, the graduate committee explores issues related to the dissertation including methodology, review of literature and interpretation of the findings.

One outcome of the dissertation review process is a set of final expectations directing the student through the remaining tasks for completing the dissertation manuscript. Once the final manuscript is approved, the student will submit the formal document to an approved bindery and later ship the bound dissertation to the University for permanent archival storage.

Required: EXM 995: Oral Review of Dissertation (2 credits)

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LaWanna L. Blount, Ph.D.
Center Director for Education and Literacy

Dr. Blount has had a long career in education, and sociology. She was the founder and chair of the Master’s and Ph.D.Programs in Educational Administration and the Master’s Degree Program in Sociology at Greenwich University, a distance learning university ,of Norfolk Island , Australia. Previously she taught sociology at Connors State College, Muskogee, Oklahoma, and taught in the graduate program of Human Resource Management at Chapman University, Carlsbad, California. She taught at the Western Australian College of Advanced Education (Edith Cowan University), in Perth, Western Australia where she was also the founder and chair of the Master’s Degree Program in Educational Administration. She was a Research Officer and an Education Officer with the Technical Education Division in Perth, Western Australia, and an Associate Fellow of the Australian Institute of Management. Her early career was spent teaching in Venezuela and Libya for Exxon Corporation. Dr. Blount is currently interested in genealogical research. She has compiled and published two family history/genealogy books, is a member of the Association of Professional Genealogists, and served as editor of the Muskogee County Genealogical Society Quarterly. She has presented papers and written many articles in education, educational administration, and genealogy. In 2006 she compiled Notable Women of Polk County, Texas, a book sponsored by the Polk County American Association of University Women,(AAUW). Dr. Blount’s BS in Education is from the University of Wisconsin, Platteville. Her M.S. in Educational Administration and her Ph.D. in Higher Educational Administration and Sociology are from the University of Wisconsin, Madison.

Anthony Payne, N.M.D., Ph.D., M.D. (honorary)
Dr. Payne holds earned degrees in physical anthropology (B.S., M.A. with honors, Columbia Pacific University), and doctorates in nutritional medicine (N.M.D., Aksem Oriental Medical School) and pastoral psychology (Ph.D., Romano Byzantine Catholic College). He served as editor-publisher of Biological Medicine Newsletter and co-hosted two radio talk shows during the 1980s. Dr. Payne was on staff at one of the largest integrative medical diagnostic and treatment clinics on the west coast, Steenblock Medical Center now dba as Brain Therapeutics Clinic ( During the 1990s, he wrote two books, plus numerous popular and technical articles. Dr. Payne also served as an AOL Community Leader and was appointed Texas state chancellor of the International Association of Educators for World Peace (United Nations NGO). He carried out laboratory research for Inter-Cal, Inc.


CAI 601: Leadership in Curriculum Development and Evaluation (3 credits)
This is a practical course planned for curriculum coordinators, senior teachers, and curriculum directors, who wish to develop skills in developing and leading curriculum development processes. The development of skills in understanding curriculum models, developing situational analyses strategies for developing and evaluating and improving curriculum in schools, including integrating technology into the curriculum will be emphasized. The role of the principal in leading curriculum development and evaluation will also be examined/ (Instructor: Dr. Donald Logsdon)

CAI 614: Teaching Science in the Secondary School (3 credits)
This course will consist of an analysis of effective instructional strategies, classroom management, and assessment techniques of pupil learning in the science curriculum in the secondary school. Issues and problems in the teaching of science will be an area of focus. (Instructor Dr. Donald F. Logsdon, Jr.)

CAI 615: Teaching Mathematics in the Secondary School (3 credits)
This course will consist of an examination of instructional strategies, classroom management, and assessment of pupils in the curriculum framework of mathematics in the secondary school. Issues and problems in the teaching of mathematics will be an area of focus. (Instructor Dr. Donald F. Logsdon, Jr.)

CAI 624: The Exceptional Individual (3 credits)
The goals of this course are to provide teachers within the regular classroom setting, and administrators, psychologists social workers, members of the legal profession and law enforcement, and others who interact on a daily basis with children, a better and more comprehensive understanding of the identification and characteristics of exceptional children, , in addition to arriving at a better understanding of the issues related to the involvement of these children as they participate in the social, recreational, and educational aspects of their everyday lives. This course will include definitions of the various categories of exceptionality, planning and providing Special Education services, consideration of Special Education within a culturally diverse population, parents and families of children with special education needs, Early Childhood Special Education, and specific attention to each of the various categories of exceptionality. (Instructor: Dr. Dan Huber)

ELH 500: Introduction to Educational Administration and Governance (3 credits)
This introductory course is designed for those who wish to become administrators of school systems. It is an overview of school administration in the American context. Topics to be examined include, the context of schooling in America, both public and private, overview of responsibilities and administrative processes; leadership, managerial, political and educational roles and educational administration in the 21st century; the culture of school and administration, governance, power, and influence structures; Federal and state government roles in education, policy making, legal and financial issues. (Instructor: Dr. Ruth Huffman-Hine)

ELH 505: Leadership in Distance Education (3 credits)
This course provides an introduction to leadership issues, concepts, and trends dealing with the organization, management, and operation of distance education systems. Within this framework, students will explore global trends and developments; challenges facing educators and trainers; the entrepreneurial culture; organizational change processes; leadership in traditional and non-traditional entities; as well as management and leadership theory. The course is aimed at both prospective and practicing in personnel leadership positions within education and training environments that utilize distance learning. (Author and Instructor: Dr. Margaret Morabito)

ELH 512: The Community College in American Higher Education (3 credits)
This course is an overview of the organization, invention and historical development of the community college and its promise of educational opportunity in the American Higher Educational System. Participants will explore current readings of the community college movement, teaching and learning in the community college and current designs of the community college within an administrative context. (Instructor: Dr. LaWanna L. Blount)

ELH 503: Organizational Behavior in Education (3 credits)
Through readings and analysis and the introduction of new educational concepts, participants will analyze organizational behavior in schools. The major focus of the course is based within the framework of the knowledge, dispositions and performance indicators of the schools six Interstate School Leaders Licensure Consortium (ISLLC). The course will address the shift in thinking in the ongoing school reform movement, the concept of the research resulting from the No Child Left Behind Act of 2001; the distinction between transformational leaders and transactional leaders and the effectiveness of adaptive leadership in times of rapid change, uncertainty and the chaotic world of today. New ideas of educational equality will be addressed as they relate to assumptions about intelligence. Students will be expected to complete exercises and write a paper describing their own theory of educational practice which illustrates their understanding of Organizational Behavior in Education. (Author and Instructor: Dr. LaWanna Lease Blount)

ELH 606: Managing Educational Resources (3 credits)
This is a practical course in applying business management principles to the management of the resources in the school system. Skills will be developed in financial management, accounting, auditing, computerized business management systems, salary schedules, budgeting procedure managing the use of facilities, and pupil transportation. (Instructor: To Be Announced)

ELH 607: Financing Education, Elementary-Secondary (3 credits)
This is an introductory course of the analysis and abases for the collection and distribution of federal, state and local funds for elementary-secondary education). Problems and issues in financial support of education are addressed. Special attention is focused on the financing of special populations at the elementary and secondary level. The career orientation of the student will determine the educational level of focus for the course. (Instructor: To Be Announced)

ELH 616: Human Resource Management (3 credits)
Personnel decisions are critical decisions that greatly affect the teaching and learning in educational systems. This course examines the human resource, personnel management functions. Topics include but are not limited to, selection and recruitment of personnel, legal issues in personnel management, compensation and reward; strategies for promoting human resource development, managing personnel conflicts, designing and implementing performance evaluation systems; staff termination, reduction in force and collective bargaining. (Instructor: Dr. Mirjana Radovic)

ELH 617: Administration of Pupil Personnel Services in Elementary- Secondary Education) (3 credits)
Participants will examine the organization, operation and delivery of school programs in student vocational and psychological counseling, health, social services, discipline, child juvenile justice system. The aim of the course is to provide a framework for the study of student services administration. Legal issues will be studied within this framework. Students will select an area to study in depth in the operations, delivery and administration of student personnel services. Participants will be evaluated on field projects and a scholarly paper. (Instructor: To Be Announced)

ELH 625: The School Principalship (3 credits)
This course examines the roles and responsibilities of the school principal and the issues of those roles from practical and theoretical perspectives. Topics include, instructional leadership, ethical and moral leadership, leadership in technology and curriculum development, staff development, policy development, and community relations. Case studies, projects and papers are required. (Instructor: To be assigned)

ELH 794: Advanced Readings in Education and the Law (3 credits)
Through this course, graduate students pursue a directed study project in education law under the direction of qualified faculty. This course is intended to allow graduate students to add in a significant manner to their advanced knowledge in the discipline through research and reading, field explorations or completion of a special project. Students begin the course with the preparation of a brief proposal for study and pursue selected foundational readings in support of their studies. Students may pursue a survey of the academic literature and conduct field investigations on t he topics and construct reflective elements of the discipline under the guidance of a qualified mentor. A scholarly paper, research report of special presentation of the quality suitable for publication is required. The goal of this course is to open for closer student inspection a selected and defined area of study in education and law. (Instructor: To Be Announced)

EPS 530: Developing Communication Skills for the 21st Century (3 credits)
This course will introduce and explore the nature of human communication processes in relation to social development to understand apparent changes in social communication occurring in today s rapidly changing world environment. The aim of the course will be to help participants develop skills for understanding, participating, and facilitating social dialogue, that is, the art of thinking and communicating together with one or more others in dynamic, relationship units in different social, cultural and educational contexts. Advance readings and participatory projects will be required (Instructor: Dr. Margaret Morabito).

EPS 532: Child and Adolescent Psychology (3 credits)
This course will serve as an overview of this branch of psychology covering the developmental and psychological issues of childhood through adolescents. Special importance will be given to a wide spectrum of the mental health problems that appear in this age span, such as pervasive developmental disorder, attention-deficit hyperactivity disorder (ADHD), learning disabilities, mental retardation, depression (chronic, major, reactive, dysthymia, and bipolar), anxiety disorders, drug abuse and delinquency (conduct disorder, bullying). (Instructor: Dr. Dan Huber)

ERI 500: Research Methods in Social Science with Applications to Education (3 credits)
This is a basic course for understanding, designing, and analyzing social research. The emphasis is on applied research in an educational, community, or social-action setting. Social research, as part of science, is viewed as a more systematic set of reliable activities aimed at developing empirically based sociological frames of reference for the investigation of variable relationships, interpretations, and targeted applications. Students will develop knowledge by organizing their conceptual tools, values, and research skills through advanced readings, library research, field projects, examinations, and student-targeted projects. Students will be exposed to a variety of data-collecting roles including the use of quantitative, qualitative, action-research models, interventions, and methodologies. (Instructor: To be assigned)

ELH 791: Field Study in Educational Leadership (3 credits)
Students in Educational Leadership investigate the core tasks and responsibilities in the field of Educational Leadership through close contact with practitioners and the tasks and roles of an administrator in an educational institution. Students may pursue field study through a supervised practice, advanced field study or other external exploration under the direction of a qualified mentor and an approved field site sponsor. Graduate students participate in the field study for a minimum of 45-50 contact hours per Akamai University semester credit. The field placement is expected to afford students appropriate practical hands on experience and in-depth knowledge of the profession. Students complete a daily journal and prepare a scholarly paper summarizing their findings for the field study. (Instructor: Dr. LaWanna L. Blount)

CAI 603: Leadership and the Instructional Program (3 credits)
This course focuses on the school administrator's professional and ethical responsibilities as a leader, principal, to improve instruction and the learning process. Participants will study the wealth of research and theoretical concepts relative to the dynamics of leadership focusing on the work of Marzano, Waters, and McNulty (2005) and the relationship of leadership to student achievement. Participants will be provided the opportunities to evaluate and refine their leadership skills and apply them in their administrative positions; and resolve leadership problems through the use of case studies. (Instructor: Dr. LaWanna Lease Blount)

CAI 608: Models of Teaching and Learning (3 credits)
The aim of this course is to present to the teacher a wide selection of teaching models or approaches to teaching that teachers can effectively use to develop curriculum, design instructional materials and assist them in the day to day and long term instruction in the classroom. Topics include: where models of teaching come from, how to classify and apply them, the generic social models, information-processing models, personal family models, and behavioral system models. At the conclusion of this course, participants will demonstrate that they can apply various models of teaching and learning in their classroom. (Instructor: To Be Announced)

SOC 505: Introduction to Social Gerontology (3 credits)
This course is an introduction to the new and emerging field of social gerontology which is the non-physical aspects of aging. Social gerontology includes concepts from the psychological, social psychological and social aspects of aging. Topics to be explored will include basics of individual aging and health, psychological aspects of aging, social adaptation of individuals to the aging process, family and support systems, retirement and employment, lifestyles, religion, needs and resources, health care, social policies and aging, and careers in social gerontology. Students will be required to write a paper on health care policies for the aging and present their view on the issue ( Author and Instructor: LaWanna Lease Blount, Ph.D)

SOC 506: Sociology of Education (3 credits)
This is a survey course in understanding schools as social organizations. The aim of this course is to develop an analysis of the school and some of the key issues in the sociology of the school; its structure and processes within a global, historical and comparative framework, Issues to be addressed within this framework include: schooling in industrialized and developing societies, schools and socialization, schools and cultural transmission, schools and social selection, inequality, comparative issues in teaching and learning and school reform in America.(Instructor/Author Dr. LaWanna Lease Blount)

SOC 530: Sociology of the Family: Public and Private (3 credits)
The social institution of the family has undergone dramatic changes over the past years. This course explores these changes. The family has two underlying structures, private and public. The public structure leads us to explore current social policies related to the family, which is a major focus throughout this course. The aim in the Sociology of the Family is to provide the opportunity to study the history of the family and the larger social structures into which family relations are included as social class, racial and ethnic divisions, families and the work place, and the consequences of power, inequality, and authority in the family. Violence and conflict in the family are explored, as are divorce, remarriage and the building of stepfamilies. The topic of the public family and how it is meeting the responsibilities of caring for children and the elderly, immigrant families, and implications of welfare reform legislation are examined. Finally, an exploration of the implications of the current social changes and trends of the 21st century and how they have affected the social institution of the family. In this course some attention will be placed on how sociological research is conducted and the strength and limitations of various research methodologies. Also, families of other cultures will be addressed. (Instructor and Author: Dr. LaWanna Lease Blount)

EXM 980: Comprehensive Examination-Doctoral Students (2 credits)
This is the traditional comprehensive examination of doctoral students conducted by the graduate committee immediately following completion of the academic coursework and prior to undertaking the dissertation. The examination usually includes both written and oral components and is confined to the programs of studies completed by the student.

RES 985: Dissertation Proposal (4 credits)
Participants prepare a formal dissertation research proposal according to publish University policies and guidelines.

RES 990: Dissertation (8 credits)
This course governs the conduct of the dissertation project for the Doctoral level student. The dissertation is a major undertaking that is a demonstration of mastery of a field of study and an original contribution to the field usually 150 or more pages in length. The dissertation project may take any of several forms, depending upon the field of study and the expectations of faculty. This may be quantitative or qualitative research, participatory action research. Doctoral students may re-enroll for this course for noncredit, as needed.

EXM 995: Oral Defense of Dissertation-Doctoral Students (2 credits)
This examination is an oral defense of the doctoral dissertation conducted by the graduate committee immediately following their reading of the dissertation manuscript. The process follows guidelines published by the University.

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Honoris Causa Program
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Akamai University is internationally accredited by the Accreditation Service for International Colleges (ASIC). The University has earned Premier status with ASIC for its commendable areas of operation. ASIC is an approved accrediting body for the purposes of compliance by the UK Border Agency (UKBA) is a member of the British Quality Foundation (BQF), sits on the Quality Standards Group of UK NARIC, and is one of a number of international accrediting bodies listed in the international directory by the Council for Higher Education Accreditation (CHEA) in the USA and is a member of the CHEA International Quality Group (CIQG).

Akamai University
187 Kino`ole Street
Hilo, Hawaii 96720 USA