For more information:
Patrick Okafor

Email: patokafor2001@yahoo.com
Copyright 2008 Patrick Okafor.
All Rights Reserved.
St. John's University iscommitted to all-round-formation of her students, from several standpoints: the priest,
the student, and the teacher.

As a student, I developed repertoire of skills, which St. John’s puts at the disposal of her students, who
undeniably need to be empowered to face today’s complex society. Students' all-round success, as a goal is
the unique and defining element at St. John's.

I studied under professional scholars of repute - Drs. Jonathan Hughes, Frank Smith, Kevin McGuire, Korynne
Taylor-Dunlop, Roxanne Mitchell, Gene Geisert, James Campbell, Robert Brasco, Mitchell Nowosad, Karen
Burke,John Tarter, Zarif Baccilious, Fred Hill, Valenti, Discuillo. From this staff’s wealth of knowledge /
information I feel privileged to tap; the readiness to respond to our needs is worthy of commendation.

From a priestly viewpoint, St. John's is most worthy of the description - a Catholic University to the core. Not
only is education or intellectual enlightenment filtered through a Christian- value oriented pipe, the just and
peaceful atmosphere within which education happens, is second to none- so much so that other religious
persuasions are respected and appreciated, thus promoting free and open dialogues among the religions of
the world.

The initial step towards the doctorate has been memorable: the professors have been highly committed to
their task of all round-formation, and my student colleagues have been great and reliable companions.

St. John's, which spreads out as a rich verdure on which flocks of different species graze, has offered me
reliable tools for the mission ahead. Interactions with my wonderful professors and my classmates have made
this journey "so far so good."

Below is a list of the required courses we have taken in the doctoral program. They have been designed to
enable us to acquire the necessary equipment to confront the challenging demands of school systems and
other sensitive administrative sectors of the wider society. In the course of the formation, I have been
introduced and exposed to a number of theories and philosophies, ever cognizant of the fact that we build on
the shoulders and strengths of our ancestors in academia.

Each of the courses in the doctoral program is grouped into one of four foci or areas of educational
administration. Click on any of the divisions and you can read further on the subject.

Each course is described and information about the class texts is provided while a course synthesis gives a
picture of what I thought of the classes.
The universe is full of magical things
patiently waiting for our wits to grow sharper.

----Eden Phillipotts  
Course #
Title of Courses
Course Period
EDU 5415
Introduction to Educational Administration:
This course covers the basic principles of administrative practices including federal, state,
and local district organization, concepts of leadership, decision-making process,
administration as human relations and administration as a business enterprise.
Fall 2002
Dr. Gene Geisert
EDU 5418
Administration Theory:
This is the first course in administrative theory which analyzes the school context as
organizational behavior including structural, motivational, cultural. leadership. and decisional
Fall 2002
Dr. John C. Tarter
EDU 5811
Policy &  Politics
Administration and Supervision of Special Edu Services and Compensatory Reading Programs:
Reviews specific goals, policies, procedures, and responsibilities to meet student needs and
statutory requirements dealing with programs serving special populations and reading
Fall 2002
Dr. Donna Maria Valenti
EDU 5571
Administrative Leadership in Schools
This course focuses on the administrative role of building principal in developing a
successful context for the improvement of instructional performance in cognitive and
affective dimensions as well as effective day-to-day operational practices of the school.
Spring 2003
Dr. Mario Anthony
EDU 5632
Organization and Administration of the Elementary and Secondary School Curriculum:
Emphasizes the connection of organizational structures and administrative practices to the
presentation of curriculum and instructional performance.
Spring 2003
Dr. Fredrick Hills
EDU 5655
Data Analysis: SPSS
This course provides an introduction to the principles and practices of data processing as
applied to schools. Emphasis is placed on utilizing the computer for analysis of data, writing
reports an the organization of school based information.
Spring 2003
Dr. James Campbell
EDU 5471
Leadership in Instructional Supervision:
This course provides an introduction to the principles and practices of data processing as
applied to schools. Emphasis is placed on utilizing the computer for analysis of data, writing
reports an the organization of school based information.
Fall 2003
Dr. Zarif Baccilious
EDU 5791
Policy &
Legal Aspects in Management and Administration of Schools:
This course is designed to refine educational judgement about problems with legal
implications, particularly based on individual and group interests;  review the legal principles
most important for public school administrators and their application to specific cases.
Spring 2004
Dr. Jeffrey Olson
EDU 5950
Seminar I in School Administration and Supervision:
Practice at the building level in resolving questions of coordination, meditations, and
resource allocation dealing with individual schools and their settings.
Spring 2004
Dr. Robert Brasco
Dr. Fredrick Hills
EDU 5651
Policy &
School Community Relations in Education:
This course will investigate the complexities of dealing with many levels of community as it
relates to schools. Students will examine selected methods of community analysis and
focuses on strategies and techniques designed to improve the relationships with the school
community as well as between systems and their respective communities.
Fall 2004
Dr. Mitchele Nowosad
EDU 7708
Trends and Techniques in the Evaluation of Programs:
This course examines current major approaches to formative and summative. It considers the
establishment of evaluation criteria and standards, data gathering and analysis techniques,
maximizing use of evaluation data, criteria of assessing effective evaluations, and ethical
Fall 2004
Dr. Karen Burke
EDU 5419
Advanced Study in Organizational Theory:
This course provides for an in-depth study of selected administrative and organizational
perspectives and focuses on the review and the evaluation of the literature and current
research in areas such as; administrative processes, bureaucratic processes and
dysfunctions, authority power structures, organizational development, contingency theory,
leadership theory, attribution theory, non-traditional perspectives and trends in managerial
and administrative functions and roles.
Spring 2005
Dr. John C. Tarter
EDU 5420
Policy & Politics
Politics in Education:
Examination and analysis of the political aspects of education in large cities and suburbs in a
period of declining enrollments and resources; analysis of the conflicting political demands by
community groups, students, ethnic minorities and organized teachers and changing patterns.
Spring 2005
Dr. Mitchele Nowosad
EDU 5721
Policy &
Collective Bargaining:
Research and collective negotiation literature is examined with emphasis on the applicability
to each student's needs for his/her own professional situation. Examples of collective
negotiations agreements are examined, analyzed and compared. The implications of recently
enacted legislations are considered.
Fall 2006
Dr. Jonathan Hughes
EDU 7211
Statistics II:
More advanced statistical methods and principles of measurement. Techniques such as
multiple correlation/regression , analysis of variance and covariance to analyze and interpret
data. mission of assignments. The data derived from the projects will allow students to analyze
existing research in the field of education.
Spring 2006
Dr. Roxanne Mitchell
EDU 7801
Digital Portfolio:
Students examine internet and web site technology using a web site design software package.
Students are then required to develop a web site which would reflect their acquired
knowledge in the form of a digital portfolio.
Summer 2006
Dr. Jonathan Hughes
EDU 5105
Multicultural Organizational Theory:
This course examines the challenges and opportunities in the educational organization
pertaining to establishing equity in a diverse multicultural society. Systemic discrimination,
cultural and institutional, white privilege, and multicultural awareness, as well as evaluating
case studies on discrimination with educational systems are explored.
Fall 2006
Dr. Roxanne Mitchell
EDU 7901
Advanced Research Design:
This course examines research design alternatives. A substantial component of the course
centers around practical applications of qualitative models for educational research problems.
Spring 2007
Dr.  Roxanne Mitchell
EDU 5990
Doctoral Dissertation Seminar Advisement:
This course provides guidance in finalizing a dissertation topic and in the development of
dissertation proposals. Elements of and development of a proposal with a emphasis on the
first three chapters of a dissertation.
Spring 2007
Dr. Korynne
EDU 5665
Computer Program  & Applications in Administration:
An overview of administrative and instructional uses of the computer in educatuional settings.
This course is designed to help school personnel make decisions about the future use of
computers in education. It is a guide to informed and logical computer decisions.
Summer 2005
Dr. Jonathan Hughes