M.Ed.in Educational Leadership (concentrations in K-12 Administration, Higher Education), Ed.D/Ph.D. in Educational Policy, Planning and Leadership (concentrations in K-12 Administration, Higher Education, Gifted Education Administration, Curriculum Leadership, and Curriculum and Educational Technology.
The Educational Policy, Planning & Leadership (EPPL) program consists of master’s degree programs with emphases in K-12 Administration, Gifted Administration, and Higher Education Administration and doctoral programs in General K-12 Administration, Gifted Administration, Special Education Administration, Curriculum Leadership, Curriculum & Educational Technology, and Higher Education Administration. The EPPL program area is designed to develop educational leaders who: can communicate effectively with their publics in speech and writing, have command of and are contributors to the body of knowledge reflective of research and theory in the field, possess the skills and knowledge to make effective decisions, to manage organizations, and to motivate and lead people so that institutional and personal goals are met, and are prepared intellectually, personally, and professionally to provide service to diverse communities through productive work. Graduates of the EPPL Program area will practice their specialties in a variety of institutions, assist in conceptualizing and implementing educational programs serving different institutional goals and objectives, relate to a wide diversity of clientele, and have access to a variety of resources to meet institutional objectives. Effective educational leadership at any level requires knowledge of the concepts, generalizations, information, and values found in the theories of policy, planning, and leadership. In order to accommodate the diverse learning and leadership needs of our students, the program has been tailored to accomplish the following goals: preparation customized to the interests and needs of the student, development of leadership potential in each student, a balance between theory and practice in course offerings, and an emphasis on leadership, collaboration, content knowledge, and reflective practice.