The program’s purpose is to prepare student affairs professionals to create and sustain higher education programs and contexts that promote learning for all students. The program's primary focus is student affairs roles as they are enacted in the context of higher education.
The Doctor of Philosophy in Leadership, Culture, and Curriculum features a set of core classes and a self-designed concentration that reflects the student’s interests and career focus. Core classes provide a foundation in the disciplines of educational leadership, administration, curriculum theory, and cultural foundations. Students then choose from a range of permanent electives in our department, as well as other graduate offerings in the University, to put together their concentration.
This program prepares students for the student affairs profession. It combines a comprehensive curriculum and a variety of practical experiences. SAHE faculty and student affairs practitioners work cooperatively with students to design opportunities that allow students to pursue specific interest areas.
This program is designed for educators with a minimum of three years of K-12 teaching experience who wish to become school principals or administrators. Courses are offered in a hybrid format—a blend of traditional class sessions and on-line components. The program structure allows teachers to complete their studies in two years of part-time enrollment while continuing to work full time.
The Transformative Education program is intended to prepare educators to provide leadership in transforming teaching and learning in schools and communities. The program is framed around the economic, political and social contexts of schools and communities, and how these shape the abilities of educators and community members to enact change. This degree program does not include educational licensure, although state licensure, endorsement or university certification programs may be incorporated into the program’s concentration hours.
Other Programs and Licensures
Our licensure program prepares administrators to address the fundamental questions central to the reform of schools. The emphasis is on the teaching and learning process, the cultural and political context of schools, and the moral and ethical dimensions of schooling as well as a clinical dimension of professional practice. Our goal is to educate critical self-reflective leaders who can focus on creating schools capable of producing conditions conducive to learning for all students.
The Teacher Leader Endorsement is required for teachers who wish to obtain the Lead Professional Educator License. The new teacher leader endorsement prepares educators to serve as teacher leaders who work with adult learners, facilitate and lead change, manage conflict, and coach and mentor teachers at all stages in their careers. Additionally, teacher leaders assist principals in developing and supporting a shared vision and clear goals for schools. They provide staff development, mentoring and coaching to other professionals in their schools and districts.
In conjunction with the Department of Family Studies and Social Work, we provide a graduate certificate program in Family, School and Community Connections.
The four-course interdisciplinary program promotes family engagement as a strategy to improve strategic goals in schools and community organizations. It meets the needs of students to improve their knowledge and skills in community and relationship-building while providing flexibility in scheduling to those juggling careers and professional development