Institutes & Centers

The University of San Diego School of Leadership and Education Sciences faculty, students, staff and alumni are involved in the preparation of educational leaders via several academic centers and institutes. Numerous opportunities are available through our centers and institutes for those who seek to do research, take coursework, or do in-depth study in their chosen field.

Institute for Nonprofit Education and Research serves as the umbrella for the Nonprofit Leadership & Management Master's Program , Caster Family Center for Nonprofit Research and the Doctorate in Leadership Studies with a Specialization in Nonprofit Leadership and Management. The mission of the Institute for Nonprofit Education and Research is to educate leaders for the nonprofit community through academic excellence, applied learning and research. The work of the Institute is co-directed by Robert Donmoyer, Ph.D. and Pat Libby and is supported by an active Advisory Committee.

Center for Education Policy and Law (CEPAL)
Established by a grant from the William D. Lynch Foundation in 2007, CEPAL is a joint undertaking of the USD School of Law and the School of Leadership and Education Sciences. The center’s mission is to foster better linkage between educational research, policymaking, and practice by undertaking commissioned empirical and legal research on education policy issues at the local and state levels; enhancing communication between education leaders and local and state-level policymakers; and facilitating understanding among USD law students and education graduate students about the policymaking process through courses, internships, and research opportunities. To assist CEPAL in its work, an Advisory Board of distinguished membership has been established. A group of affiliated faculty members from both schools conducts legal research and both quantitative and qualitative educational research.

Center for Student Support Systems
The purpose of CS3 is to strengthen the practice of counseling and related student support services in schools through improving theory, leadership and advocacy, and program development and evaluation. The center's vision focuses on all K-12 students in California and beyond being served by data-driven comprehensive student support systems. CS3 accomplishes its mission through a variety of activities including annual events such as Annual Forum on the State of Guidance and Counseling in Schools – since 1999 – and the Spring Symposium on Action Research in School Counseling – since 2004, trainings and professional development workshops, and research and special projects. CS3: Providing training for leadership and advocacy in revitalizing California student support systems; Developing action research as a tool for strengthening the practice of school counseling in the nation.

Character Development Center (CDC)
Character education is one of the largest educational paradigms in schools today. Across the country, as well as internationally, many schools, school districts and communities are focusing on integrating character education into academic learning as a means of educational balance. The CDC (formerly known as the International Center for Character Education) supports work and research in character development through courses, certificate programs, conferences, teacher resources, and an annual student essay contest focusing on matters of character.

COMPASS Family Center
The COMPASS Family Center represents an innovative approach to help and to support families of children with special needs.  This is achieved through the integration of resources and services aimed at assisting families to cope more effectively with the challenges and needs presented by having a child with a disability or chronic illness. All of the services provided to families by COMPASS and its partner organizations are based on the belief that parents are competent decision-makers who must be allowed to choose the level of involvement that best suits them according to their values, resources, strengths, needs and supports.

The Educational Leadership Development Academy (ELDA) is a collaboration of the University of San Diego (USD) and local school districts designed to produce and build a pool of high quality principals and instructional leaders that can successfully lead the improvement of instruction in their schools. Aspiring and existing administrators acquire the skills and competencies they need to be highly successful in leading continuous instructional improvement. The customized leadership credentialing programs and tailored professional development include a continuum of University coursework, experiential learning, and reflective practice. ELDA sponsors professional growth opportunities for experienced administrators through the ELDA Summer Institutes (http://www.eldainstitutes.com)

Global Center
The Global Center supports the School of Leadership and Education Sciences's mission and promise to prepare students with the professional knowledge, skills, and ethical perspectives they will need for effective leadership and practice in a diverse society. The Global Center seeks to accomplish this by providing global education opportunities to SOLES students and by offering opportunities for non-U.S. students and scholars at the SOLES.

Leadership Institute
The purpose of the Leadership Institute is to improve the theory, teaching and practice of leadership so that groups, organizations and communities can better meet the adaptive challenges facing them. This is accomplished through a variety of activities: research and writing, training in nontraditional leadership pedagogies, conferences and executive programs for practitioners, and seminars that encourage interdisciplinary exchange, application and critique among scholars and practitioners.

Manchester Family Child Development Center
The primary goal at the Manchester Family Child Development Center is to offer children a safe environment in which to grow, learn, and collaborate. This is best promoted by engaging children in a variety of learning experiences that are primarily self directed, but enhanced by the role of teacher as facilitator, researcher, partner, and guide. Within this framework, and in small classes of 12-15 multi-aged children, we strive to meet the needs of families in our community.