Academic Programs Catalog

College of Education

Department of Educational Administration

Marilyn Amey, Chairperson

 


Graduate Study

Graduate study in the Department of Educational Administration leads to the Master of Arts, Doctor of Education, or Doctor of Philosophy degree. Each degree represents a different level of understanding and skill. Programs and specific degrees available are:

Economics of Education:
    Graduate Specializaiton
Educational Leadership:
    Doctor of Education
Education Policy:
    Doctor of Philosophy
Higher, Adult, and Lifelong Education:
    Master of Arts
    Doctor of Philosophy
K–12 Educational Administration:
    Master of Arts
    Doctor of Philosophy
Student Affairs Administration:
    Master of Arts
Teaching and Learning in Postsecondary Education:
    Graduate Certificate
Urban Education:
    Graduate Certificate

Students who are interested in obtaining school administrator or central office administrator certification, either in addition to or apart from earning a graduate degree in a program that is administered by the Department of Educational Administration, should consult with an academic advisor to ensure that they complete the required courses.

Students seeking Graduate Certificates in Teaching and Learning in Postsecondary Education or Urban Education must consult with the certificate coordinator to ensure that they complete an approved program of study.


Graduate Specialization in Economics of Education

The Graduate Specialization in Economics of Education, which is administered by the College of Education, is designed to provide students with advanced statistical training and understanding of the application of these methods to key educational topics, with particular emphasis on use of economic methods and theories.

The specialization is available as an elective to students who are enrolled in doctoral degree programs at Michigan State University. With the approval of the department and college that administers the student’s degree program, the courses that are used to satisfy the specialization may also be used to satisfy the requirements for the doctoral degree. The students program of study must be approved by the advisor for the specialization.

Requirements for the Graduate Specialization in Economics of Education

Students must complete the following (18 or 19 credits):
1. One of the following groups of courses, either a., b., or c.: (6 credits):
a. EAD 946A Regression Analysis for Education Policy 3
EAD 946B Econometric Analysis for Education Policy 3
b. EC 820A Econometrics IA 3
EC 820B Econometrics IB 3
c. CEP 934 Multivariate Data Analysis I 3
CEP 935 Advanced Topics in Multivariate Data Analysis II 3
2. One additional 3- or 4-credit graduate-level advanced statistics or econometrics course as determined by the student’s guidance committee.
3. One of the following courses (3 credits):
AFRE 805 Microeconomic Analysis 3
EC 812A Microeconomics I 3
PPL 805 Microeconomic Theory 3
4. Both of the following courses (6 credits):
EAD 948 Advanced Economics of Education 3
EAD 949 Advanced Seminar in Education Policy 3
5. Complete a substantial research paper on a topic in the economics of education.


Educational Leadership - Doctor of Education

The innovative Doctor of Education in Educational Leadership (Ed.D.) aims to achieve high levels of quality and relevance in the preparation of executive educational leaders. In addition, the program seeks to engage faculty and students in the broader Michigan community with the intention of working collaboratively toward effective schools, vital communities, and a re-invigorated state. It is a specialized program in advanced educational leadership practice and is tailored to the needs and interests of targeted students. The program has multiple goals: promoting continuous improvement of schools systems in order to best serve all students; guiding assessment of the politics and policy contexts of schooling; providing opportunities and training for civic engagement with professional and community partners in order to deliberate issues of mutual concern democratically; and engaging in rigorous collaborative research through implementation and evaluation of a creative community action project or through a project designed in consultation with a client organization.

The program is designed for educators and other practitioners who have aspirations for improving their own leadership practice, for developing leadership capacity within their organizations and communities, and for making significant contributions to their local communities and to the future of Michigan. Most graduates with this degree will pursue system-level leadership in various education agencies, including local and regional school districts, state educational agencies, and professional educational associations. Graduates will also be prepared to teach in community colleges and regional universities, or to hold adjunct or clinical positions in research universities, or other types of educational leadership positions. Graduates of the program with appropriate prior credentials and experience will qualify for the Michigan Central Office Administrator endorsement.

The program consists of a minimum of 45 credits of graduate study beyond the master’s degree. In addition to meeting the requirements of the College of Education, students must meet the requirements specified below.

Admission

Applicants to the Doctor of Education degree in Educational Leadership should have leadership experience in a school and hold a master’s degree in education or its equivalent. Students who wish to qualify for the Michigan Central Office Administrator endorsement by completing the Doctor of Education degree in Educational Leadership should already hold the School Administrator credential before applying to the program.

Applicants must:

  1. submit a goal statement.
  2. submit three letters of recommendation from persons who are acquainted with the applicant’s academic and professional experience, performance, and potential.
  3. submit scores earned on the Graduate Record Examination (GRE).

Applicants may be required to participate in an interview and to submit a sample of scholarly or professional writing.

Requirements for the Doctor of Education Degree in Educational Leadership

               
1. All of the following core courses (18 credits):  
  EAD 920 Political Economy of Schooling

3

  EAD 921 Educational Leadership and Transformation

3

  EAD 922 Analyzing Education Systems

3

  EAD 923 Organizing for Learning

3

  EAD 926 School Finance and Operations

3

  EAD 927 Enacting Systemic Improvement

3

2. All of the following inquiry and research courses (18 credits):  
  EAD 924 Data and Decisions 3
  EAD 929 Collaborative Inquiry 3
  EAD 981A Capstone I   4
  EAD 981B Capstone II   4
  EAD 982A Capstone Seminar I 2
  EAD 982B Capstone Seminar II 2
3. Both of the following courses (9 credits):  
  EAD 980 Engaged Educational Leadership 6
  EAD 990 Independent Study 3
4. Completion of the comprehensive examination portfolio.  




Education Policy - Doctor of Philosophy

The Doctor of Philosophy in Education Policy is designed for persons who show promise of becoming scholars and leaders in state, national, and international policy communities. The program prepares scholars and leaders to understand, evaluate, and implement education policy analysis in universities, research organizations, government agencies, philanthropies and other institutions in the public and private sectors. Students will have opportunities to develop analytical perspectives on current issues in educational policy and to investigate how these issues shape organizations, practice and learning. Students will acquire an understanding of different contexts for educational-policy formation. They will master the skills essential for policy research and analysis.

In addition to meeting the requirements of the university and the College of Education, students must meet the requirements specified below.

Admission

Persons who hold bachelor’s or master’s degrees from a variety of disciplines may apply for admission to this doctoral program. Applicants with limited backgrounds in education or the underlying policy disciplines of political science, sociology, history, and economics, may be required to complete collateral work that will not count toward the degree requirements.

The review of applications focuses on previous study and experience, compatibility between academic and professional goals and this doctoral program, and demonstration of potential for successful advanced degree work.

Requirements for the Doctor of Philosophy Degree in Education Policy

Students must complete the requirements specified below:

1. Education Policy Core. All of the following courses (12 credits):
EAD 942 Economics of Education 3
EAD 943 Politics of Education 3
EAD 944 Social Context of Education 3
EAD 947 Comparative International Education Policy 3
2. Education Inquiry and Research.
a. All of the following courses (10 to 12 credits):
CEP 930 Educational Inquiry 3
EAD 946A Regression Analysis for Education Policy 3
EAD 946B Econometric Analysis for Education Policy 3
EAD 995 Research Practicum in Educational Administration 1 to 3
b. One 3-credit qualitative research methods course.
c. One 3-credit advanced research methods course.
3. Concentration in Education Policy (12 credits):
Four courses in disciplinary or policy studies selected to provide the student with competence in a specialized area of research, including at least 3 credits of EAD 949 Advanced Seminar in Education Policy.
4. Dissertation
Successful completion of 24 credits of Doctoral Dissertation Research. Students may not earn more than 30 credits in Doctoral Dissertation Research.


 

Higher, Adult and Lifelong Education - Master of Arts

The master's degree program in higher, adult and lifelong education is designed for persons who are preparing for careers in post-secondary education, public and nonprofit agencies, or business and industry. The program focuses on the broad study of issues, institutions, and practices in the field with emphasis on instruction, program development, and program management.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

The applicant must submit three letters of recommendation from persons who are acquainted with the applicant's academic and employment experiences and potential.

Requirements for the Master of Arts Degree in Higher,  Adult and Lifelong Education

The program is available only under Plan B (without thesis).  The student must complete 30 credits distributed as follows:

               
1. Both of the following courses (6 credits):  
  EAD 840 Inquiry in Postsecondary Education 3
  EAD 868 Proseminar in Higher and Adult Education 3
2. Three of the following courses (9 credits):  
  EAD 801 Leadership and Organizational Development 3
  EAD 805 Administration in Higher Education 3
  EAD 860 Concept of a Learning Society 3
  EAD 861 Adult Learning 3
  EAD 866 Teaching in Postsecondary Education 3
  EAD 870 Foundations of Postsecondary Education 3
  EAD 876 Budgeting and Finance in Higher Education 3
  EAD 877 Program Planning and Evaluation in Postsecondary Contexts 3
3. Fifteen additional credits of which 9 credits must be in Educational Administration courses within the Higher, Adult and Lifelong Education program.  
4. Pass a final certifying examination.  



Higher, Adult, and Lifelong Education - Doctor of Philosophy

The doctoral program in higher, adult, and lifelong education is designed for individuals pursuing careers as administrators, researchers, professors, or policymakers in the field.  The program emphasizes the complex and multifaceted nature of post-secondary education in the United States and other nations.  By studying the diversity of contexts, structures, practices, and participants, students in the program should gain a broad, comparative perspective on the interrelated systems that influence the provision of post-secondary education in modern societies.  The program is designed to assist students to distill from these perspectives a meaningful professional agenda and to acquire the skills and knowledge needed to carry this agenda forward.

The program is based on the belief that practitioners in the field of higher, adult, and lifelong education must (1) be knowledgeable about current practices, trends, and issues and (2) be able to advance the current boundaries of professional knowledge.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

The applicant must submit three letters of recommendation from persons who are acquainted with the applicant's academic and professional experience, performance, and potential.  Applicants may be required to participate in an interview and to submit a sample of scholarly writing.

Requirements for the Doctor of Philosophy Degree in Higher, Adult, and Lifelong Education

               
1. Educational Inquiry and Research.  
  a. The following course:  
    CEP 930 Educational Inquiry 3
  b. A graduate level course in quantitative methods approved by the student's guidance committee.  
  c. A graduate level course in advanced qualitative methods approved by the student's guidance committee.  
  d. A research practicum to be taken after the student has completed the courses referenced in items 1.a., 1.b., and 1. c. above:  
    EAD 995 Research Practicum in Educational Administration 3
2. Core Courses.  All of the following courses:  
  EAD 960 Proseminar in Postsecondary Education 3
  EAD 966 Students in Postsecondary Education 3
  EAD 967 Policy Development and Analysis in Postsecondary Education 3
  EAD 968 Teaching, Learning and Curriculum in Postsecondary Education 3
  EAD 970 Organization and Administration in Postsecondary Education 3
3. Additional Educational Administration Courses.  
  Eighteen additional credits in 800-level Educational Administration courses or above which deal with issues of postsecondary education.  
4. Successful completion and defense of the dissertation. Students must complete 24 credits but may not earn more than 30 credits in EAD 999 Doctoral Dissertation Research.  

 


K-12 Educational Administration - Master of Arts

The graduate degree programs in K–12 educational administration are designed to prepare persons for leadership positions in elementary and secondary education in the United States and other nations.

The master's degree program in K–12 educational administration is designed to prepare individuals for administrative positions in schools and school districts. The program is open to classroom teachers and noneducators who are interested in the practice or teaching of educational administration.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Requirements for the Master of Arts Degree in K–12 Educational Administration

The program is available only under Plan B (without thesis). The student must complete 30 credits and meet the requirements specified below, which must be approved by the student’s academic advisor.

  1. A core of selective experiences that builds on four critical leadership capacities: (1) vision building, interpersonal and political skills; (2) organizational analysis and operation; (3) research and inquiry; and (4) engagement with families and communities. In addition, the core experience will include field-based leadership internships (24 credits)
  2. A minimum of 6 credits in an area of emphasis focused on professional interest.
  3. Pass a final certifying examination.



K-12 Educational Administration - Doctor of Philosophy

The doctoral degree program in K–12 educational administration is designed to prepare persons who will become administrators in K–12 school systems; administrators, educators, or researchers in institutions of higher education; or policy analysts or policy makers in a variety of agencies concerned with K–12 education.

Perspectives on K–12 educational administration,  study of topics of enduring concern to educational administrators, clinical experiences, and applied research are integral aspects of this doctoral program.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Applications for admission to the program are reviewed by faculty who look for indications of a high probability of success within the program.  Such indications include a high level of academic performance at the bachelor's and master's levels, evidence of leadership in education, and a statement of professional goals that is consistent with the objectives and resources of the program.  Applicants must submit a writing sample.

Requirements for the Doctor of Philosophy Degree in K–12 Educational Administration

Students must meet the requirements specified below.

               
1. Educational Inquiry and Research:  
  a. The following courses:  
    CEP 930 Educational Inquiry 3
    CEP 932 Quantitative Methods in Educational Research I 3
  b. One of the following courses:  
    CEP 933 Quantitative Methods in Educational Research II 3
    A 900–level course in advanced qualitative methods approved by the student's guidance committee.  
  c. A research practicum to be taken after the student has completed the courses referenced in items 1.a. and 1.b. above:  
    EAD 995 Research Practicum in Educational Administration 1 to 3
2. K–12 Educational Administration:  
  a. One of the following courses:  
    EAD 990 Independent Study 3
    EAD 994 Laboratory and Field Experience in Educational Administration 3
  b. At least 12 credits in other K–12 educational administration courses approved by the student's guidance committee.  
3. Concentration Course work. Students must complete a minimum of 9 credits of course work that builds expertise in an area related to their doctoral research. These courses should be organized around a specific theme, must be selected with an advisor's guidance, and must be approved by the student's guidance committee. These courses may be taken inside or outside the Department of Educational Administration.  
4. Successful completion and defense of the dissertation. Students may not earn more than 30 credits in EAD 999 Doctoral Dissertation Research.  

 


Student Affairs Administration - Master of Arts

The master's degree program in student affairs administration is designed for persons who plan to be employed in this field within institutions of higher education.  The program is designed to enable students to achieve an understanding of educational administration, higher education, and student affairs administration. Course work in the major integrates theory and practice.  Courses can be chosen to reflect a student's interest in administration and leadership, teaching and learning, or adult development, and to build skills in academic advisement, training and development, communications, or counseling.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

Applicants must submit a written statement of their volunteer experiences and interests that are related to the field of student affairs administration.  The three required letters of recommendation must be from persons who are  acquainted with the applicant's (1) academic and employment performance and (2) potential for graduate work and professional administration in higher education.  Applicants must be available for an interview. 

Requirements for the Master of Arts Degree in Student Affairs Administration

The program is available only under Plan B (without thesis).  The student must complete 40 credits distributed as follows:

               
1. All of the following courses (25 credits):  
  EAD 805 Administration in Higher Education 3
  EAD 870 Foundations of Postsecondary Education 3
  EAD 871 Collegiate Contexts for Teaching and Learning 3
  EAD 873 The College Student Experience 3
  EAD 874 Student Affairs in Collegiate Settings I 3
  EAD 875 Student Affairs in Collegiate Settings II 3
  EAD 889 Research and Assessment in Student Affairs 3
  EAD 893 Professional Development Seminar in Student Affairs 4
2. Two or three courses selected from EAD course offerings approved by the student's academic advisor (6 to 9 credits)  
3. Two or three additional courses in such areas as academic advisement, training and development, communications, and counseling approved by the student's academic advisor (6 to 9 credits).  

 


Teaching and Learning in Postsecondary Education - Graduate Certificate

The Graduate Certificate in Teaching and Learning in Postsecondary Education is a professional development program designed to assist current educators and practitioners from a variety of professional settings and disciplines who seek to enhance their understanding of teaching and learning issues for adult learners. The flexible schedule of the graduate certificate program accommodates both full-time students and working professionals. The certificate is available only online.

Admission

To be considered for admission students must possess a 3.0 grade-point average in the final two years of undergraduate study. Students will submit a personal statement indicating their interest in the program and how it fits within their professional goals. Applicants whose grade-point average is below 3.0 during the final two years of undergraduate study may be considered for admission to the program on a provisional basis.

Requirements for the Graduate Certificate in Teaching and Learning in Postsecondary Education

               
Students must complete the following (9 credits):  
1. The following course (3 credits):  
  EAD 861 Adult Learning 3
2. At least two of the following courses (6 credits):  
  EAD 860 Concept of a Learning Society 3
  EAD 863 Training and Professional Development 3
  EAD 866 Teaching in Postsecondary Education 3
  EAD 871 Collegiate Contexts for Teaching and Learning 3
  EAD 877 Program Planning and Evaluation in Postsecondary Contexts 3
  EAD 878 Education in the Digital Age 3

 


Urban Education - Graduate Certificate

The Graduate Certificate in Urban Education, which is administered by the Department of Educational Administration in the College of Education, is designed for students who aspire to understand and focus on issues involving urban education including the racial academic achievement gap; allocation of resources for urban schools; contexts of social, cultural, and economic differences; and the possibilities of transforming the ways in which urban school children learn to be active and engaged participants in their communities. 

The certificate is available as an elective to students who are enrolled in master's or doctoral degree programs with approval from the urban education faculty. Students must meet the requirements of the certificate specified below, in addition to the requirements for the student’s primary degree program.

Requirements for the Graduate Certificate in Urban Education

               
Students must complete the following (12 credits):  
1. The following course (3 credits):  
  EAD 901 Urban Education: An Historical Overview 3
2. Three of the following courses (9 credits):  
  CEP 943 Multicultural Issues in Special Education 3
  EAD 822 Engaging Diverse Students and Families 3
  EAD 830 Issues in Urban Education: Racial Achievement Gap 3
  EAD 926 School Finance and Operations 3
  EAD 940 Organizational Analysis of Education 3
  TE 961 Urban Politics, Education, and School Reform 3
  TE 962 Teachers and Teaching in Urban Contexts 3
  TE 963 Critical Race Theory in Education 3
3. Students must complete a research paper on a topic in urban education which may focus on issues related to policy, curriculum, leadership or counseling as they pertain to understanding problems and strengths in urban schools. The research paper topic must be pre-approved by the urban education faculty and completed while enrolled in one of the courses listed above.