Educational Leadership, Renewal and Change
Doctor of Philosophy Degree in Education and Human Resource Studies
The Educational Leadership, Renewal and Change Ph.D. specialization is committed to connecting innovative instruction with applied research in meeting the needs of professionals,locally and at a distance, who want to develop their leadership skills. This is the largest specialization in the School of Education at Colorado State University. Our graduates are in a variety of leadership positions including K-12 schools, colleges, universities, government agencies and nonprofit organizations. The program combines a knowledge of instruction, professional development, leadership, policy, special needs and diverse populations with coursework in a selected area of a student's choosing along with both quantitative and qualitative research methodologies. We now feature elective options for Diverse Dimensions of Education and Restorative Practices, STEM (Science, Technology, Engineering, and Mathematics) Education; Peace and Reconciliation Studies (12 credit Interdisciplinary Studies Program), Instructional Leadership and Coaching, and Educating for Sustainability. The graduate degree specializations in Educational Leadership, Renewal, and Change are committed to supporting excellence, improvement and innovation in education K-16 and beyond through applied and collaborative research for curriculum and instruction; program leadership; and school administration.
Our faculty members are intent on nurturing a deep understanding of current theory and best practices. Throughout our program, we also want to emphasize constructivist approaches to teaching and learning as we join with students in exploring innovation and change in both our content and our instruction. For example, we are impressed with what many professional schools of law, business, medicine and veterinary medicine have accomplished through a commitment to problem - and case-based learning. We want to build a true community of scholars and learners where faculty, staff, students and their colleagues come together in a spirit of collective synergy and supportive inquiry. Educational Leadership has graduates in a variety of leadership positions including K-12 schools, colleges, universities, government agencies and nonprofit organizations.
Program Objectives
To develop educational leaders who are committed to:
- understanding, modeling, and supporting instructional effectiveness.
- promoting inclusive environments and success for all students.
- addressing special needs and appreciating cultural diversity.
- supporting education for equity, social justice and environmental responsibility.
- applying technological advances to teaching and learning environments.
- designing, implementing and evaluating innovative school reform and teacher preparation models.
- facilitating organizational change.
- creating and enhancing local, state, and national partnerships.
- analyzing educational policy at federal, state, and local levels.
- disseminating professional knowledge.
- understanding and conducting research.
- translating research into practice.
Program strengths include:
- Faculty who are willing to explore and implement innovative instruction that can engage learners from diverse backgrounds and promote deeper learning.
- Collaborative research, grants and publications that involve faculty, students, and others.
- Opportunities for distance learning and advising.
- Integration of educational policy, instruction, professional development, special needs and diversity.
Total Semester Credits
Master's degree is required. A maximum of 30 credits from the master's degree plus a maximum of 10 additional credits taken after completion of the master's degree can be transferred into the program. The remaining credits are split evenly between the educational leadership core and a concentration selected by the student.
Admission Requirements
View Admission Procedure and Forms
Prerequisite Competencies
Each student should have completed course work or possess relevant experience in these areas: curriculum and instruction, cultural diversity/sensitivity, research, and introductory statistics. If a student's graduate committee determines that he or she does not have a sufficient background in any of these areas, the committee may prescribe additional course work. Courses (other than introductory statistics) taken to meet these prerequisite requirements cannot be used to meet program requirements.
Program Completion
Degree is awarded upon the successful completion of the following:
- Program of Study
- Written Preliminary Exam
- Oral Comprehensive Exam
- Juried Publication Submission
- Approved Dissertation Proposal
- Defense of Dissertation
Options for:
Diverse Dimensions of Education and Restorative Practices
STEM Education (Science, Technology, Engineering and Mathmatics)
Peach and REconciliation Studies (12 credit Interdisciplinary Studies Program)
Instructional Leadership and Coaching
Social and Emotional Education
Teacher and Student Creativity
Educating for Sustainability
Program of Study
Required Research Core Course Work (30 credits Minimum)
In addition, select 9-12 credits from the following:
EDRM 701 Applied Linear Models for Educational Research 3
EDRM 703 Applied Longitudinal Data Analysis 3
Required Educational Leadership Specialization (15 Credits Minimum)
Required Concentration/Electives (15 Credits Minimum)
Each student will select 15 credits of graduate courses, practica, internships, supervised college teaching and/or independent study in a field of study within the School of Education, from another graduate program across campus, or a combination of both.
Faculty Expertise and Research Interests
- William Timpson, Ph.D., Doctoral Program Chair - Curriculum, Instruction, Change
- Donna Cooner, Ph.D., Teacher/ Principal licensure
- Rod Lucero, Ph.D.,Masters Program Chair - Teacher/Principal licensure, Diversity
- Michael DeMiranda, Ph.D., - Technology Education, STEM Education
- Jean Lehmann, Ph.D. Associate Dean, College of Applied Human Sciences
- Carole Makela, Ph.D. - Interdisciplinary Studies, Consumer Studies
- Antoinette Aragon, Ph.D - Diversity, Teacher Education
- Ed Brantmeier, Ph.D - Diversity, Peace Studies, Teacher Education
- Ellyn Dickmann, Ph.D - Policy, School Leadership, Research Methodologies
- James Folkestad, Ph.D - Technology, Leadership, Change
- Linda Kuk, Ph.D. - College and University Leadership, Student Affairs
COLLOQUIUM
New Ph.D. students will be required to enroll for three 1-credit hour practicum (EDUC 792) to work with a faculty member and organize a semester long series of programs around research of the School's faculty and students. With the active involvement of these graduate students, we envision a number of possibilities each semester - poster displays, noon-hour brown bag sessions, Saturday or evening presentations, coordination with other sponsors - that would be valuable experiences, help energize our "culture of scholarship" as well as contribute to our "professional community of scholars and learners."
COURSES IN DISTANCE FORMAT
EDUC 628 Models of Teaching
EDUC 629 Classrooms and Communication
EDUC 635 Educators, Systems and Change
only available in distance learning format through Continuing Education
GUEST STUDENT REGISTRATION
Whether or not you enroll in a degree program, you can still take individual courses on a "non-degree" or "guest" basis. You can take up to ten credits while deciding if you want to formally apply and enroll.
- Go to Colorado State University's web page: http://welcome.colostate.edu
- Click on "a" and then "admissions"
- Then "undergrad students"
- Then "non-degree students"
- And finally to "guest" (or granting university enrollment for a specific term) where you will find the form you need to complete and the rules about registration.
WICHE Designation
The Western Interstate Commission on Higher Education (WICHE) has designated the School's doctoral degree to be a Regional Graduate Program. This designation permits citizens of other western states to pay resident tuition rates under certain conditions.