Educational Leadership
Admission is considered only after all required application materials have been received and reviewed. Where appropriate, all international student requirements must be met. Admission decisions are based upon the predicted success of the applicant as a student and professional in the chosen field and are made only after considering all available data. A student must meet all requirements for full admission. After being accepted for graduate study in the School of Education, the student should contact her/his assigned adviser assigned for assistance in filing a plan of study for consideration by the program.
Please note, the priority deadline for this program is February 1 with a final deadline of April 1. This means that your application must be submitted AND all supplemental materials, such as official transcripts and recommendations, received at the Graduate School by that date.
Required application materials are as follows:
Master of Education (M.Ed.) or the Master of Science (M.S.) in Educational Leadership
- Official transcripts of all previous collegiate work, including one verifying graduation with a bachelor’s degree from an accredited institution;
- A cumulative baccalaureate GPA of 3.0 on a 4.0 scale;
- Resume including credentials, licenses and certificates;
- Two references that evaluate the applicant's potential for success as a graduate student in the chosen master's degree program and as an educational leader; and
- A leadership essay.
The Master of Science (M.S.) and the Education Specialist (Ed.S.) degrees require a master's paper or thesis. The Master of Education (M.Ed.) degree is a non-thesis, practitioner-oriented degree. Programs vary in their requirements for a written comprehensive exam or a portfolio/oral.
K-12 Leadership Program of Study
| Code | Title | Credits |
|---|---|---|
| Research, Measurement and Program Evaluation | ||
| Social, Cultural and Political Dimensions of Schools | ||
| Leadership, Planning and Organizational Behavior | ||
| Educational Law and Policy | ||
| Curriculum, Instruction and Learning Theory | ||
| Personal Communication & Ethics | ||
| Personnel, Supervision and Staff Development | ||
| Policy and Educational Finance | ||
| Administration of K-12 Schools | ||
| Practicum/Internship | ||
| Total Credits | 30 | |
K-12 Licensure Additional Credits
(Non-transcripted)
| Code | Title | Credits |
|---|---|---|
| EDUC 738 | Administration of K-12 Schools | 3 |
| EDUC 794 | Practicum/Internship (Will take either Elementary or Secondary Ed focused) | 3 |
Higher Education Program of Study
| Code | Title | Credits |
|---|---|---|
| Higher Education Core Courses | 12 | |
| Organization and Administration of Higher Education | ||
| Higher Education Student Affairs and Enrollment Management | ||
| Financing Higher Education | ||
| Diversity and Educational Policy | ||
or EDUC 808 | Empowerment & Transformative Education | |
| Inquiry Core | 6 | |
| Research, Measurement and Program Evaluation | ||
| Select one: | ||
| Statistics In Educational Research | ||
| Reflective Practice and Research in Education | ||
| Assessment Techniques for Educational Institutions | ||
| Planning and Conducting Needs Assessment | ||
| Program Evaluation Research | ||
| Electives Based on Professional Specialization | 12 | |
| Required Comprehensive Experience/Culminating Experience | 6 | |
| Practicum/Internship (M.Ed. Only) | ||
| Comprehensive Project | ||
| Master's Thesis (M.S. Only) | ||
| Total Credits | 36 | |
Sara Bano, Ph.D.
Assistant Professor
Michigan State University, 2020
Justin Benna, Ph.D.
Assistant Professor
University of New Hampshire, 2018
Research Interests/Areas of Expertise: PK-12 School Leadership; Social and Political Contexts of Schools; Educator Development and Professional Learning
Dean Bresciani, Ph.D.
University Distinguished Professor
University of Arizona, 1996
Amanda Cordova, Ph.D.
Assistant Professor
University of Texas at San Antonio, 2018
Liza Gilblom, Ph.D.
Assistant Professor
Cleveland State University, 2017
Research Interests/Areas of Expertise: Geographic Information Systems, Privatization in Education, Equity in Education, Critical Social Theory
Brent Hill, Ph.D.
Associate Professor
Oklahoma State University, 2011
Research Interests/Areas of Expertise: Monte Carlo Simulations, Educational and Psychological Measurement, Learning Theory, Structural Equation Modeling, Q Methodology, Time Series Analysis
Lei Jiang, Ph.D.
Assistant Professor
University of Georgia, 2021
Hollie Mackey, Ph.D.
Associate Professor
Pennsylvania State University, 2010
Research Interests/Areas of Expertise: Socio-cultural Dimensions of Educational Leadership, Indigenous Theory and Methodology, and Educational, Self-Determination
Cailen O'Shea, Ph.D.
Assistant Professor
University of Nebraska-Lincoln, 2020
Research Interests/Areas of Expertise: School Transformation, Innovation for Equitable Education, PK-12 School Leadership, Quantitative Methods
Laura Parson, Ph.D.
Associate Professor
University of North Dakota, 2016
Research Interests/Areas of Expertise: Teaching and Learning in Higher Education (SoTL), Women in Higher Education, Women in STEM, Ethnographic and Discourse Methods of Inquiry
Chris Ray, Ph.D.
Professor & Head
Oklahoma State University, 2007
Research Interests/Areas of Expertise: Institutional Effectiveness, Learning Outcomes Assessment, Instrument Development, Moral Development and Education, College Student Development
Nathan Wood, Ph.D.
Associate Professor
University of Minnesota, 2006
Research Interests/Areas of Expertise: Socio-Cultural Issues in Education, Identity Development, Preparation of Educational Researchers