phd education kansas

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Ph.D. in Curriculum & Instruction at KU

Program Overview

The Ph.D. in curriculum and instruction at the University of Kansas emphasizes research and is intended for students who seek a faculty position at a research-intensive university. The focus is on developing expertise in a specific area of study and building research skills to support a line or research over the length of a career in academia. With an expectation of excellence, the knowledge gained in KU's graduate courses will help students become even more effective professionals in the field of education. Full-time faculty who are prominent scholars & expert practitioners.

Concentration Areas

All doctoral students must complete a program that provides a broad understanding of curriculum and instruction as well as a concentration in one of the following areas: culturally responsive pedagogy, foreign language education, gifted and talented education, language arts/English education, literacy education, mathematics education, science education, social studies education, or teachers of English to speakers of other languages (TESOL).

Career Outcomes in Curriculum & Instruction

Students pursue the Ph.D. in curriculum and instruction at KU with varying career goals in mind. Ph.D. students should expect to engage in “co-curricular” activities above and beyond the specific degree requirements appropriate to their career aspirations. These include presenting research at conferences and engaging in internships with policy organizations. The program prepares graduates who are qualified to conduct theoretically grounded, original research on crucial issues in curriculum and instruction. Potential position titles after graduation could include:

• Policy maker,
• Policy analyst,
• Political activist,
• Researcher.

The Ph.D. program does not lead to initial nor advanced educator licensure in the state of Kansas.

Related programs

• Online master’s degree
• Ed.D. at Edwards Campus
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• School scholarships
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Thinking about curriculum and instruction?

Ed.d. vs. ph.d..

The Ed.D. and Ph.D. programs are typically distinguished by the outcome goals of each program. Either degree (the Ph.D. or the Ed.D.) will allow an individual to teach at a college or university. Both degrees are considered terminal degrees, meaning the highest degree one can achieve in the field of education.

I am most grateful for how supportive the faculty are and how the entire department feels like one large family. It is reassuring, especially as a first-generation college student, that I can approach any of our faculty with any questions and be confident they will take the time to answer them fully and guide me to what is in my best interest as an academic.

Graduate Student Life View as gallery page

Vibrant Campus Environment

In the heart of the United States, the city of Lawrence revolves around the University and its students.

Professional Development

Doctoral students will leave KU with a professional and academic network of fellow faculty and staff.

Research Opportunities

Doctoral students at KU support faculty and research staff in conducting adding new information to the body of knowledge in a variety of fields.

Graduate Student Funding

The Office of Graduate Studies at KU provides both internal and external funding resources to support doctoral students.

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Graduate Programs

Department of Curriculum & Teaching

The department offers a variety of undergraduate teacher education programs, as well as multiple graduate programs in curriculum and instruction, TESOL education, and literacy education.

• Curriculum & Instruction (Online M.S.E.)
• Reading Education (Online M.S.E.)
• TESOL Education (Online M.S.E.)
• Curriculum and Instruction (Ed.D.)
• Curriculum and Instruction (Ph.D.)

Certificates

• Reading Specialist (Online)
• TESOL (Online)

Department of Educational Leadership & Policy Studies

The department offers a variety of graduate level programs in educational leadership & policy, including: educational administration (PK-12), higher education administration, social and cultural studies in education, and educational policy studies.

• Educational administration (Online M.S.E.)
• Education & social policy (M.S.E.)
• Higher education administration (M.S.E.)
• Educational Leadership & Policy Studies (Ph.D.)
• Educational Administration (Online Ed.D.)
• Higher Education Administration (Online Ed.D.)
• Educational leadership & policy studies (Online certificate)
• Graduate Certificate in Higher Education Administration
• Building-level

Department of Educational Psychology

The department offers graduate level programs in counseling psychology, school psychology, and educational psychology and research.

Master’s & Education Specialist

• Master's in Counseling Psychology
• Master's in Educational Psychology & Research
• Education Specialist in School Psychology
• Doctorate in Counseling Psychology
• Doctorate in Educational Psychology & Research
• Doctorate in School Psychology
• Mind, Brain & Education
• Post-Secondary Teaching

Department of Health, Sport & Exercise Sciences

The department prepares sport, exercise, and health professionals for a variety of settings, including sport management. Undergraduate programs also include teacher education preparation in physical education.

• Exercise science
• Health education & psychology of physical activity
• Sport management (Online M.S.E.)
• Exercise physiology
• Sport management
• None currently offered

Department of Special Education

The department offers graduate students a variety of specialized special education master’s programs, licensure endorsement options, and a Ph.D. program. Programs emphasize autism spectrum disorder, early childhood unified, high- and low-incidence disabilities, as well as secondary transition services and more.

• Autism spectrum disorder (Online M.S.E.)
• High incidence disabilities (Online M.S.E.)
• Early childhood unified (Birth-K) (M.S.E.)
• Low incidence disabilities (M.S.E.)
• Secondary special education transition (Online M.S.E.)
• Doctoral (Ph.D.)
• Autism spectrum disorder (Online Graduate Certificate)
• Early childhood unified (On-campus)
• High incidence disabilities (Online)
• Interdisciplinary Early Intervention Graduate Certificate
• Leadership in special & inclusive education (Online Graduate Certificate)
• Low incidence disabilities (On-campus)
• Secondary special education transition (Online Graduate Certificate)

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Educational Leadership & Policy (Ph.D.) Program Curriculum & Admission Requirements

Program structure, comprehensive examination, dissertation, more program structure, teaching requirement, residency requirements, program curriculum.

The program’s curriculum reflects the needs and aspirations of each student, and prepares researchers, teachers and educational leaders for a variety of settings. The student will work closely with an advisor to determine a plan of study. The curriculum requirements outlined below are the minimum required for the degree. To be adequately prepared for an intended career, the student’s advisor may encourage additional coursework or opportunities which may include presenting and/or publishing scholarly papers.

Core Requirements

Please note, this is a potential plan of study. Please consult with your faculty advisor before enrolling.

Additional requirements

ELPS core courses: 12 cr. hours

ELPS elective courses: 12 – 15 cr. hours

Non-ELPS Elective courses: 9 - 12 cr. hours (one of the courses must be a diversity, equity, and inclusion course).

Research methods courses – a minimum of 12 cr. hours

Graduate Admission

Applicants must have a master’s degree or equivalent with at least a 3.5 grade point average on a 4.0 scale. International applicants are strongly encourage to complete the application process well in advance of the application deadlines, in order to ensure adequate time for processing of visa related paperwork. Meeting minimum admission standards does not guarantee admission to the program. Applicants are strongly advised to contact one (or more) of the faculty members in the department prior to applying for the doctoral program.

Application Deadlines

Application checklist, ph.d. in educational leadership & policy.

Applicants are required to submit the following materials and meet the following requirements before the application deadline:

Online application

Complete through the KU Office of Graduate Admissions

Transcripts

One official copy of academic transcripts from each college or university attended

English translation of transcripts

Official transcripts from an international university must include an English translation

GRE exam scores (optional)

Official copy of scores no older than five years

CV or Resume

Please include at a minimum • Post-high school education. • Relevant professional and/or scholarly experience. • Research experience and other pertinent experience. • Honors, other recognitions received. • Conference presentations, publications, reports.

Statement of purpose

Please submit a succinct statement of purpose, no more than five pages in length. Click the link above for details.

Writing samples

These can include professional works (not necessarily academic papers), formal reports, and other pertinent work. The writing sample(s) should demonstrate your ability to think critically and/or analytically about an issue or a task. We are looking for documents of substantive quality and length, tough there is no official minimum or maximum page limit.

Letters of recommendation

Letters of recommendations from three individuals who can speak directly to the applicant’s academic skills and potential for rigorous, independent doctoral level work. Preferably the letters will be from current or former professors but can also include a letter from an immediate supervisor.

Phone or Video Conference Interview

After initial screening, ELPS faculty may invite you for an interview to address remaining questions about your objectives and fit for the program. The interview may also involve an interactive evaluation of your scholarly skills and potential.

Proof of English proficiency

Non-native English speakers must demonstrate English proficiency

Application fee

$65 for U.S. residents, $85 for international applicants.

Admission & Curriculum Resources

The online application is designed to give applicants the ability to submit all supporting documents in one form. We invite you to explore our graduate degree information, review our student resources, and learn more on our knowledgeable faculty and the vibrant community of Lawrence, Kansas.

Related Info:

• Forms & Documents
• Academic Catalog
• Department Course List
• Graduate admission
• Tuition & costs
• Program Data
• Schedule of Classes

Program Faculty

2024-25 Academic Catalog

Doctor of philosophy in special education, special education doctoral program.

The mission of the doctoral program in special education is to prepare civically-committed scholars who, through rigorous and relevant research and transformational interventions, address significant educational and social problems in ways that advance education, social policy, research, care giving, and public service to enhance the quality of life of persons of all ages with (dis)abilities and their families. Program students and graduates rely on interdisciplinary theoretical knowledge and the full range of methodological approaches to engage, influence, and transform educational and social institutions and their practices to promote learning, equal opportunity, full participation, independent living, and economic self-sufficiency.

Program graduates are highly-competent, socially-committed educational researchers, leaders, and teacher educators engaged in the design, development, and/or use of educational and social interventions that result in transformational outcomes. Graduates are scholars who steward the profession, working across disciplinary boundaries to address the educational and social challenges of the 21st century. Moreover, as civic professionals, they also engage in stewardship with their communities.  Our graduates are scholars who recognize that resolving the great social and education challenges we face requires a sense of collective social purpose among the professions, and that the professions' greatest responsibility is to the people most affected.

The specific principles that define how students will be engaged in learning build upon the idea that doctoral education is a complex process of formation emphasizing development of scholars’ professional identity in all its dimensions, including their recognition of the role the discipline and its scholars are to play in academe and in society. Because such a professional identity requires students to play an active role in its development, the doctoral program is premised on four instructional principles: (a) problem-centered learning focusing on the formulation of significant research questions and specification of corresponding methods of inquiry; (b) apprenticeship with multiple mentors involving intentionality, collective responsibility, recognition, respect, trust, and reciprocity; (c) creating and sustaining a safe and engaging intellectual community/culture in which students feel support among themselves and in collegial relations with faculty; and (d) scholarly integration in which the teaching and research mission of the department and faculty is closely linked.

Every year the doctoral program accepts a cohort of students from throughout the world. Each cohort consists of students with diverse interests and career goals. Underlying this cohort design are seminars, various research and teaching experiences, and an interrelated specialization structure. Each doctoral student chooses an area of specialization and potentially a related area of interest outside the specialization and the department as a cognate. Currently, our program has the following areas of specialization:

• Disability and Diversity in School and Society
• Early Childhood Unified (Blending of Early Childhood and Early Childhood Special Education)
• Evidence-based Practices: Supporting Students with Intensive Interventions Needs in Tiered Systems
• Instructional Design, Technology, and Innovation
• Special Education Policy and Systems Studies
• Strengths ­Based, Inclusive Education:  Adolescents with Extensive and Pervasive Support Needs

Admission to Ph.D. in Special Education at KU

Individuals applying to the Ph.D. in Special Education at the University of Kansas must have relevant professional training, usually represented by undergraduate and graduate degrees in special and/or general education or a related field. Applicants are usually expected to have at least three years of professional experience teaching in public schools or related work in agencies that serve individuals with disabilities. Both formal education and experience in the field help to demonstrate the foundational knowledge necessary to develop expertise in special education. 

Applicants are strongly advised to establish a dialogue with one (or more) faculty members in the preferred specialization area prior to applying for the doctoral program. The purpose of the dialogue is to understand how scholarship interests align and/or intersect with departmental faculty, and to ensure the specialization focus aligns with the student's interests and skills. Meeting with faculty will help identify a good match between a student and the specialization advisor with whom they may wish to study. This dialogue is critical to inform students about various social, academic, and teaching aspects of the doctoral experience that will complement their development as a scholar. Communicating with specialization faculty prior to submitting the application is strongly recommended and is considered vital to the department admissions process. 

Admission Process Components

Doctoral program applications are only reviewed for fall admission. Application materials will continue to be accepted based on available space and funding. After the Admission Committee has reviewed applications, applicants who are identified as a finalist will be invited to interview sometime in late January or early February.

On-line Application Process: 

• On-line Application
• Letter of Introduction
• Professional Resume/Curriculum Vitae (CV)
• Transcripts (Bachelor's and Master's degree conferral)
• Documentation of English Proficiency for non-native English speakers  (Applicants who are non-native speakers of English must demonstrate English proficiency in the skill areas of reading, writing, and listening. Please read the full policy and acceptable proof of proficiency options on our  policy page .  To forward exam scores electronically, the University code is 6871 and the Department code is 85).
• Letters of Recommendation
• Academic Professional Work Samples (3)

The application requires three professional work samples, with two of these samples being scholarly writing (e.g., academic papers, published journal articles). The third professional work sample is of the applicant’s choosing; either another written sample or a multimedia-based submission of professional experience (e.g., video link of applicant teaching, video of applicant conducting professional development, the applicant’s professional website, etc.).

Students are encouraged to submit application packages in advance of deadlines. Until all components of the application package (on-line application submitted and fee paid, letter of introduction, resume or CV, official GRE report (if requested), all transcripts, letters of recommendation, professional work samples) are received, the application will not be reviewed by the Special Education Department Admissions Committee. Only completed application packages received by the deadline will be considered.

Official GRE Exam Results  

The GRE exam is NOT required but can be requested to be considered for admission to the Department of Special Education as a doctoral student. Request GRE scores to be submitted by Educational Testing Service as stated: for electronic submission (ETS), the Institution Code for KU is 6871 and the Department Code is 3705. Students who have an official copy of their GRE exam results, should upload a copy when applying online under "Misc documents".   The Admission Committee can use unofficial copies of the exam results for reviewing applications if GRE scores were requested. Official scores must be submitted if the applicant is recommended for admission and scores were submitted with the application .

Ph.D. Degree Program

The doctoral degree program encourages and supports students to work with faculty on cutting-edge research and development related to address significant educational and social problems that advance education, social policy, and research  in the field of disabilities.  The degree requires intensive and rigorous study in educational foundations, disability issues, special education, organizational and individual change, curriculum, teaching, program development, and research. 

The KU Department of Special Education doctoral program is designed to provide students with learning opportunities and practical experiences in research, teaching, and service. These experiences occur in consultation with your advisor and are reflective of your funding expectations (if applicable).

Doctor of Philosophy

This is a full-time research degree. Graduates are prepared for roles as university faculty members, researchers, or policy analysts. Specific core and research skills for the Ph.D. are required.  In the first 3 years of the program, students typically take 3 courses per fall and spring semester. In the summer enrollment in 1 course is optional and contingent on funding and determined with your advisor. This is followed by work on the dissertation. In addition to the special education cores, students complete course work in a specialization area, 15 hours of Research Skills (or 18 hours if pursuing the Minor in Research and with the discretion of the specialization area or advisor), and a dissertation based on original research.

Students are reviewed annually starting with a Probationary Review, then a Second Year Review, Comprehensive Exam, Dissertation Proposal, and the final Dissertation Defense.  Examples of annual review requirements are outlined in the department Ph.D. handbook. Doctoral students must maintain a 3.0 cumulative GPA.

Minimum hours for the program are 72. 

• Research skills require 15-18 credit hours of research methods courses. 
• Responsible Conduct of Research is satisfied with  EDUC 800 . 
• College Teaching Experience: We require one teaching experience where students teach a college course at KU and an experience such as a teaching activity in a different modality than the college course taught, or a mentorship activity of other students.  Students may enroll in SPED 996 College Teaching Experience (optional), or SPED 995 Field Experience as determined with your advisor.
• Research Internship Experience:  We require at least one research internship where activity is up to the equivalent of 3 credit hours.  This is planned with your advisor.  This experience typically results in products such as a poster for presentation at a national convention, a paper for use in the comprehensive examination portfolio or for submission to a professional journal.   It is at the discretion of the student and advisor to determine if the student enrolls in credit hours for this internship. The research internship may be used to complete the research proposal and the research project for the Second Year review. 
• Service Experience.  Students will complete at least one service experience determined by the student and their advisor, in each level: National/International, State/Local, and University
• Students will enroll in department pool courses for a minimum of 6 credit hours.  Courses are selected in consultation with your advisor.
• Students may also choose to enroll in specialization seminars up to 3 credit hours per academic year.  Choosing to enroll in specialization seminar credits is a decision made in consultation with your advisor.
• Comprehensive Exam: The comprehensive examination is your gateway to doctoral candidacy and usually occurs in the spring of your third year. The exam includes written and oral components, both designed to permit you to demonstrate mastery of curricular content, scholarly and leadership aptitude, and higher order analytical thinking.  The student passes the comprehensive examination if a majority of the official examining committee members (including the chair, your advisor) finds the portfolio meets or exceeds expectations and the student’s oral defense was adequate or excellent. If a student’s oral components are inadequate as determined by the majority of the committee, another oral defense may be permitted if a majority of members agree; the oral defense may not be attempted more than three times. The student may not repeat the oral examination until at least 90 days have elapsed since the last unsuccessful attempt.
• Dissertation proposals will vary depending on the format chosen for the dissertation. Details on what needs to be in the proposal are outlined in the in the department PhD handbook.  You are eligible to hold your dissertation proposal at least one week after successfully completing the Comprehensive Exam. The dissertation proposal meeting is not a formal milestone meeting and the purpose is to come to consensus on a student’s dissertation research. Following approval of the proposal, you may begin the formal dissertation work.
• Dissertation enrollment: After passing the comprehensive examination, the candidate must be continuously enrolled until the degree is completed. Summer enrollment is optional unless the student is completing a milestone (i.e., comprehensive exam, proposal defense, or dissertation defense).  A student must be continuously enrolled in accordance with the following schedule: Until the degree is completed or until 18 post-comprehensive hours have been completed (whichever comes first), the student must enroll for at least 6 hours a semester (fall and spring).  Students who have not completed the degree after completing 18 hours of post-comprehensive enrollment must continue to enroll for the amount of credit that best reflects their demands on faculty time and university resources each semester until they pass the final oral examination.  Typically PhD students who have completed their 18 hours of dissertation, enroll in 1 hour per term (fall and spring) until they are done.
• Dissertations are either a traditional five-chapter format or a three-study dissertation structured with an introductory and culminating chapter, with the literature review and/or dissertation study findings presented in at least two additional chapters that, individually, are in journal article format.  The dissertation defense (“doctorate final exam”)  includes the full written dissertation and the oral defense.  Additional details are outlined in the in the department PhD handbook.  Completion of the dissertation is the final academic phase of a doctoral program, culminating in the final oral examination and defense of the dissertation. Seven days prior to the defense date, all committee members complete a rubric to score the written defense product. A majority of the members must rate all 6 dissertation components as acceptable or above for the defense to move forward,

Dissertation honors may be conveyed if the mean of the committee scores for both the written rubric (24 points) and the oral rubric (8 points) is 30 points or higher. Total points achieved across all rubrics scored by the voting members will be added up and divided by the same number of voting members.

For every scheduled final oral examination, the department reports to the Graduate Division a grade of Honors, Satisfactory, or Unsatisfactory for the candidate’s performance. If an Unsatisfactory grade is reported, the candidate may be allowed to repeat the examination on the recommendation of the department

In all but the rarest cases, tentative approval of the written dissertation is followed promptly by the final oral examination. When the completed dissertation has been accepted by the committee in final draft form and all other degree requirements have been satisfied doctoral candidates may submit their dissertation to the graduate school.

Summer enrollment in dissertation hours is required only when students intend to complete major milestones (i.e. comprehensive examination, proposal meeting, dissertation defense) or require significant faculty time in the summer.

Specific examples of Teaching, Research and Service experience requirements are outlined in the in the department PhD handbook.

Course List:  (Note: Full Course plan is best viewed in handbook)

** Research courses should be 800 level or above to complete this degree requirement, although, 3 credit hours are allowed below the 800 level.  The minimum hours cannot include EPSY 715 or its program equivalent.  Up to 6 credits of the required 15 may be waived by research coursework completed as part of a prior master's degree.  If not taken as a part of the student's master's degree, must be taken during the student's first enrollment in doctoral study.  This course does not count toward any doctoral requirement.   

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2023-24 Entire Catalog

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• Educational Leadership Doctorate

Educational Leadership Doctorate (Ed.D.)

The Doctor of Education (Ed.D.) in Educational Leadership is a professional degree program principally for preparing skilled practitioners.

Students who do not already hold a district-level (superintendent) endorsement may tailor course work in their emphasis area to meet the Kansas District Leadership initial license requirements .

See the Cashiers and Student Accounts website for tuition and fee schedules .

Doctorate in Educational Leadership Program Booklet (PDF)

Admission Requirements

Please complete and return the Admission Standards Self-Survey (PDF) .

Applicants seeking admission to this degree program must submit the information noted below. Before starting the online application, gather all information and documents for all of the following admission requirements so that they can be uploaded into the application. All materials must be received before review will begin.

• Go to the Kansas State University Graduate School home page and click on Start Your Application Now. Follow the prompts for completing the process.
• Fall semester (begins in late August): March 1
• Spring semester (begins in late January): Oct. 1
• International Students – The online application, application fee, test scores, transcripts, financial documents, and all required application materials need to be submitted by the following dates:
• January 1 for fall (August) enrollment
• August 1 for spring (January) enrollment
• December 1 for summer (June) enrollment
• Domestic Students – An application fee is required for all domestic students; your application will not be processed without this fee. The fee can be paid by credit card when completing the online application.
• International Students – An application fee is required; your application will not be processed without this fee. The fee can be paid by credit card when completing the online application.
• You must upload into the online application a scanned copy (PDF preferred) of the official transcript(s) from each college or university where you received your bachelor's degree(s) and completed any post baccalaureate course work or degrees. Transcripts become part of your records at Kansas State University and cannot be returned. Please be aware that printouts from university student portals are not considered a copy of your official transcript.
• If you are admitted, you will be required to submit an official transcript for GPA and degree conferral verification from the institution(s) where you received your degree(s) and completed any post-baccalaureate credits.
• Students whose transcripts are not in English must furnish a translation by an appropriate authority. Failure to list any colleges or universities attended may result in dismissal from the university.
• Career and professional goals and aspirations, and how being accepted to the program will benefit the goals and aspirations
• Your reasons for seeking this degree
• Any research interests
• Past and present employment within education or related fields
• Future professional plans
• If you have a request for a certain advisor, indicate that preference in the statement.
• No test scores are required for admission to the Ed.D. in Educational Leadership. Applicants may choose to voluntarily submit either GRE or MAT scores if he/she believes a case for admission will be strengthened.
• Three letters of recommendation are needed from college or university educators and/or colleagues or supervisors who are qualified to address your professional skills and your potential for success in the graduate program. Enter the names and email addresses of the recommenders into the appropriate area in the online application.
• Applicants must complete the Admission Standards Self-Survey (PDF) . This is a self-assessment by applicants of their standing in relation to selected admission criteria. The form is available as part of the CollegeNet application process.
• A scholarly writing sample is required. Please download the Writing Sample Instructions (PDF).
• Once all the application materials have been received, the department will contact the applicant to schedule an interview. Interviews are conducted once each semester (fall and spring only). Interview dates and a list of standard interview questions can be obtained in the department office (Department of Educational Leadership, 363 Bluemont Hall, 785-532-5535, [email protected] .
• Previous work experience, particularly experience in education
• Academic background
• Reasons for seeking admission to the educational leadership doctoral program
• Anticipated career goals
• To the extent possible, areas of personal research interest
• To demonstrate competence in the English language, an official report of scores on the Test of English as a Foreign Language (TOEFL), International English Language Testing System - academic exam (IELTS) or Pearson Test of English (PTE) must be sent to Kansas State University for all applicants whose primary language is not English. Enter your scores in the online application and upload the report of your scores.
• Learn more about English proficiency requirements at: http://www.k-state.edu/grad/admissions/application-process/international/

International Applicants

International applicants must meet the same academic standards for admission as those required of domestic students. When applying for admission, international applicants must provide an Affidavit of Financial Support and documentation of English language proficiency . Detailed information about these issues is provided at the Graduate School Application Process for International Students website .

Curriculum Requirements

The Doctor of Education (Ed.D.) in Educational Leadership requires a minimum of 90 post-baccalaureate, graduate credit hours. With approval of the supervisory committee, up to 30 graduate hours earned as part of the master’s degree may be used to satisfy the degree requirements. All courses are three credit hours unless otherwise noted.

Prerequisite:

• EDCEP 816 – Research Methods in Education or other approved course (waived if in M.S. degree)

Foundations (15 credit hours)

• EDLEA 801 – Ethical Dimensions of Educational Leadership
• EDLEA 810 – Historical and Philosophical Analysis of Leadership in Education
• EDLEA 828 – Scholarly Orientation to Graduate Studies
• EDLEA 845 – Leadership for Diverse Populations
• EDLEA 928 – Organizational Leadership in Education

Research Courses (15 credit hours)

• EDCEP 817 – Statistical Methods in Education (or other approved course)
• EDLEA 838 – Qualitative Research in Education
• Advanced research methods concentration (9 credits)

Area of Emphasis (45 credit hours)

• Transfer from master's degree (30 credits maximum)
• Electives (15 credits, or as approved by the supervisory committee)

Clinical Experience (minimum 3 credit hours)

• EDLEA 991 – Doctoral Internship in Educational Leadership

Dissertation Research (12 credit hours)

• EDLEA 999 – Research in Educational Leadership

Clinical Experience

• Purpose Objectives, activities, and outcomes for the clinical experience/internship are commonly determined by the major professor (advisor) in consultation with the student. The supervisory committee may be involved as needed. The clinical experience is intended to provide the student with the opportunity to apply the knowledge base in educational leadership to the problems of practice and to receive feedback and support for the improvement of individual performance. The clinical experience is individualized and is based on the student’s previous training and experience as well as future career plans.
• Training Clinics – Clinics are direct and exacting efforts that are extensively coordinated and monitored. In-house activities could include micro-management, case studies, assessment centers, conferences, programmed activities, film analysis, simulations, coaching, role playing, in-basket exercises, or other activities.
• Research and Development Projects – Solving practical problems necessitates developing, adapting, testing, refining, and re-testing procedures and/or products. This is the sort of activity usually described as research and development. University supervisors will facilitate the activities, including orientation, communication, adaptation, and training.
• On-Site Practica – The practice of educational leadership at a selected location is referred to as a site practicum. The activity has four purposes: (1) to provide an opportunity for professional growth of the student; (2) to provide an opportunity for assessment of the student with regard to potential by the student, the training university, and other educational leadership practitioners; (3) to provide for articulation between the training institution and the practice of educational leadership; and (4) to provide career legitimization and socialization.
• Supervision – The major professor will serve as clinical supervisor and will work with the student to ensure that the institutional requirements for a successful experience are fulfilled.
• Students seeking a doctoral degree through the Department of Educational Leadership shall serve an internship assignment conforming to current CAEP and Kansas State Department of Education (KSDE) standards.
• For internship purposes, the student shall complete a directed experience and shall complete the number of hours required by the internship block.
• The student’s total internship experience should contain exposure to a multicultural setting in which time spent in such location should comprise 25% or more of total required clock hours’ experience. An acceptable multicultural setting is any approved organization in which the ethnic/ racial/economic diversity composition is 25% or more.
• The student’s internship portfolio should contain evidence of the multicultural portion of the internship experience.
• The major professor shall review and approve all internship experiences.

District Leadership Licensure

If planned and desired, course selection in the doctoral degree program may simultaneously meet coursework requirements for the Kansas District Leadership initial license . Upon completion of these coursework requirements and the state licensure examination, a KSDE application for initial district licensure must be completed.

Students who want to apply for this license should contact Di Murphy, College of Education licensure officer, at [email protected] or 785-532-5524. For information about licensing, please see the Licensure and Endorsement Assistance web page. After completing the coursework, applicants for the license must also meet the following additional KSDE requirements:

• Take the Praxis exam for the School Superintendent Assessment (i.e., District Leadership). Go to the PRAXIS: Kansas Test Requirements website for registration information. To have your score sent to Kansas State University, enter code # 6334 when registering for this assessment.
• Hold a master’s degree.
• Have a 3.25 grade point average in graduate coursework.
• Have a minimum of three years accredited teaching experience under a valid professional teaching license.
• Have recent teaching experience or coursework (i.e., at least one year of teaching or 8 credit hours within the last six years).

Student Learning Outcomes

The Educational Leadership Ed.D. is characterized by three primary Student Learning Outcomes (SLOs):

• SLO 1 – Content Area in Educational Leadership The primary goal is to prepare educational leaders to acquire knowledge, establish beliefs, and develop skills in the following areas: Vision for Learning, Culture for Learning, Management for Learning, Community for Learning, Ethics for Learning, Context for Learning, and Internship for Learning. The educational leader (student/candidate) will be able to promote the success of all students in each of these content areas. The student/candidate will also acquire a breadth of knowledge in the historical, philosophical, socio-cultural, and psychological bases for professional education practice.
• SLO 2 – Internship The student/candidate will be able to interpret theoretically grounded and research based information, adapt to changing situations, make complex decisions, solve problems, and evaluate actions in a professional education setting.
• SLO 3 – Research The student/candidate will demonstrate a depth of knowledge across the broad discipline of educational research and apply a method of inquiry to their specific content field of choice through established research methods.

Student Learning Outcomes Alignment Matrix Worksheet (PDF)

District Leadership Student Learning Report (PDF)

Assessment Method(s)

Direct Assessment All students/candidates admitted to the doctoral program in the Department of Educational Leadership are assessed on a regular basis for each of the SLO outcomes. For SLO 1, preliminary exams and the dissertation defense rubric serve as direct measures of the achievement of content area outcomes. The dissertation defense rubric is completed by consensus of committee members at the time of the student’s/candidate’s defense presentation and includes both the areas of content and research. The indirect measure for SLO 1 includes a self-assessment rubric containing concepts inherent in the ISLLC standards and serves to document progress on SLO 1 for content area outcomes. The self- assessment rating is based on the student’s/candidate’s perceptions of acquisition of knowledge, skills, and attitudes related to successful leadership across the six standards.

For SLO 2, there are two direct assessments used to determine proficiency levels of students regarding standards/objectives set forth by the internship guideline agreements. These assessments include the Field Supervisor Internship Assessment and the University Supervisor Internship Assessment. Every semester a student enrolls in internship hours for credit, the student prepares a plan outlining the standards/objectives for the internship experience that align with selected ISLLC standards in consultation with the field supervisor and the university advisor. The student keeps a log of activities and produces artifacts documenting completion of their learning objectives. The field supervisor rates the student on completion of the goals for the experience and the advisor does the same (as well as providing a course grade for the hours enrolled.) These two assessments serve as formative data to guide student growth in the program with a culminating goal for students to interpret theoretically grounded, research- based information, adapt to dynamic situations, make complex decisions, solve problems, and evaluate actions within the professional education setting.

For SLO 3, two direct measures provide data regarding student/candidate acquisition of knowledge, performances, and dispositions regarding the important area of research. The dissertation defense rubric provides an opportunity for the committee to denote consensus on the student’s knowledge of the procedures used for the identified research paradigm, the demonstration of the skills associated with the research paradigm, and the behaviors associated with the tenets of ethical research (dispositions expected of good research practices.) In addition, the dissertation advisor (major professor) completes an evaluation considering grades in methods courses, observations of performance on the research proposal, level of performance at each stage of the research process, and at completion of the research and defense. Program goals include student/candidate demonstration of knowledge across the broad discipline of educational leadership and the ability to apply a method of inquiry to specific content fields.

Indirect Assessment An indirect measure for SLO 1 includes the Student/Candidate Exit Report (with ratings for ISLLC related areas of content). At the end of all the internship hours required on the program of study, the university advisor provides a rating on all standards that were addressed during the comprehensive experiences in the field.

The student exit report also includes two sections pertaining to internship experiences which serve as an indirect measure for SLO 2. The student exit report is completed at degree completion. At this time, students are asked to record their perceptions of growth on each of the six ISLLC leadership standards and then asked their perceptions of the degree to which the internship experiences provided opportunities to engage in activities targeted for each of the standards.

For SLO 3, the student/candidate completes a Self-Assessment of Research Skills. This rubric is completed prior to graduation and indicates the student’s/candidate’s overall perception of each element of the research process.

Additional Program Evaluation The Ed.D. program in Educational Leadership includes established measures to assess program effectiveness for the KSDE/CAEP and highlights program evaluation and effectiveness aligned with KSDE/CAEP standards and expectations for full program accreditation.

Dr. Royce Ann Collins Program Contact [email protected]

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Special Education Program Curriculum & Admission Requirements

The Ph.D. in Special Education at the University of Kansas focuses on the formation of scholars, highly-competent, and socially-committed educational researchers, leaders, and teacher educators who design, develop, and use educational and social interventions that result in transformational outcomes. Because such a professional identity requires students to play an active role in its development, the doctoral program is premised on four instructional principles:

• (a) problem-centered learning focusing on the formulation of significant research questions and specification of corresponding methods of inquiry;
• (b) apprenticeship with multiple mentors involving intentionality, collective responsibility, recognition, respect, trust, and reciprocity;
• (c) creating and sustaining a safe and engaging intellectual community/culture in which students feel support among themselves and in collegial relations with faculty; and
• (d) scholarly integration in which the teaching and research mission of the department and faculty is closely linked.

PROGRAM STRUCTURE

Teaching requirement, internship requirement, comprehensive examination, dissertation, more program structure, multi-cultural/multi-national, focus on research, program curriculum.

The program’s curriculum prepares doctoral students for professional positions in a variety of settings. The student works closely with an advisor to determine a plan of study. The Ph.D. degree requires rigorous study in research, educational foundations, disability issues, special education, organizational and individual change, curriculum, teaching, and program development. The curriculum requirements outlined below are the minimum required for the degree. To be adequately prepared for an intended career, the student’s advisor may encourage additional coursework or opportunities, which may include presenting and/or publishing scholarly papers.

Course Requirements

Please note, this is a potential plan of study. Please consult with your faculty advisor before enrolling. The standard courses involved in the program are listed above. Students will develop a personalized program plan with their advisor. Additional requirements include major courses, research courses, courses outside the department and specialization courses.

Ph.D. in Special Education Graduate Admission

Applicants must have a master’s degree or equivalent with at least a 3.5 grade point average on a 4.0 scale. International applicants are strongly encouraged to complete the application process well in advance of the application deadlines, in order to ensure adequate time for processing of visa related paperwork. Meeting minimum admission standards does not guarantee admission to the program.

Applicants are strongly advised to establish a dialogue with one (or more) faculty members in the preferred specialization area prior to applying for the doctoral program. The purpose of the dialogue is to understand how the applicant’s scholarship interests align and/or intersect with departmental faculty, and to ensure the specialization focus aligns with the applicant’s interests and skills.

Finally, meeting with faculty will assist in identifying a good match with a specialization advisor. This dialogue also is critical for applicants to learn about various social, academic, and teaching aspects of the doctoral experience that will complement development as a scholar. Communicating with specialization faculty prior to submitting an application is strongly recommended and is considered vital to the department admissions process.

applicant info

Application review, professional training, available funding, application deadlines.

Application materials will continue to be accepted based on available space and funding. Applicants who are identified as a finalist will be invited to interview sometime in late January or early February. Please contact department admissions for more information.

Application Checklist

Ph.d. in special education.

Applicants are required to submit the following materials and meet the following requirements before the application deadline:

Online application

Complete through the KU Office of Graduate Admissions.

Letter of Introduction

Prepare a personal letter of introduction addressed to the faculty member you wish to study under. The letter should present a thorough and precise summary of your professional preparation, qualifications, objectives for doctoral study, and projected career goals so that reviewing faculty members can become well acquainted with you. The quality and clarity of your writing skills will also be assessed through this letter. Please identify the specialization you wish to study in. Click the link above for details.

Transcripts

For application purposes, you may attach scanned versions of official transcripts to your application for all degrees conferred. If you are admitted to a program and accept the admission offer, you will be required to submit an official, final transcript that shows your degree has been conferred. Click the link above for mailing details.

Resume or CV

Prepare a professional resume describing past employment experiences, licensure received, educational preparation, number of years teaching experience, publications and presentations, professional association memberships, and other professional activities.

Letters of recommendation

You will submit the names and email addresses for three references when you apply online. The references should reflect individuals who can provide a thorough and objective evaluation of your abilities as an effective practitioner with students with disabilities and your abilities to pursue advanced study at the doctoral level. Two of the three references should address this latter set of abilities.

Proof of English proficiency

Applicants who are non-native speakers of English must demonstrate English proficiency in the skill areas of reading, writing, and listening. Please read the full policy and acceptable proof of proficiency options by clicking the link above for details.

Academic writing sample

Submit a sample of your scholarly writing. Click the link above for details.

Admission & Curriculum Resources

The online application is designed to give applicants the ability to submit all supporting documents in one form. We invite you to explore our graduate degree information, review our student resources, and learn more on our knowledgeable faculty and the vibrant community of Lawrence, Kansas.

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Online master’s in educational leadership and policy studies programs at KU

The University of Kansas is proud to offer online graduate programs through the Department of Educational Leadership and Policy Studies to prepare the next generation of leaders in education. If you're ready to step into an administrative or supervisor role, a graduate certificate or master’s in educational leadership and policy studies from the KU School of Education and Human Sciences can help you cultivate leadership skills, deepen your academic expertise, and earn the qualifications you need.

A program in tune with 21st century students

Video Transcript

"We offer a great blend of meaningful asynchronous learning. We are very much in tune with what a 21st-century graduate student needs: a flexible schedule that's timely and on-demand in terms of assignments and feedback," says Jennifer Bessolo, Professor of the Practice, ELPS graduate program coordinator, and KU alum. "We also feature top-notch instructors—practitioners who have sat in the same seats as our students."

Check out our video interview with Bessolo to see her insights into career resilience, career advancement, and the impact educators can have with a KU ELPS online master's.

Lead today’s learners to a better tomorrow.

Which educational administration program is right for you.

An online graduate certificate or master’s in educational leadership and policy studies is ideal for experienced PK-12 educators who want the skills and knowledge to transition to leadership roles such as principals, department heads, or directors. As a successful leader, you can meet the challenges of administration and improve the education of your students.

I am a licensed educator and I want to transition to a leadership position in education.

Online master’s in educational administration: Building leadership track

• Advanced graduate degree
• Requires an active teaching license and undergraduate degree
• Can be completed in as few as 2 years

Explore the Building Leadership Track

I want to learn about leadership, but I am not interested in pursuing educational licensure.

Online master’s in educational administration: Non-licensure track

• Requires undergraduate or master's degree

Explore the Non-Licensure Track

I hold a master’s degree but would like to pursue licensure as a building-level administrator.

Online post-master’s graduate certificate in educational administration

• Recognition of specialized training
• Requires an active teaching license, bachelor's and master's degree in an education-related field.
• Can be completed in as few as 12 to 16 months

Explore the graduate certificate

Pursue a career with impact

“It is difficult to envision an investment in K-12 education with a higher ceiling on its potential return than improving school leadership.” 3

These days, all eyes are on education. High-stakes accountability, multi-tiered teacher evaluation systems, heightened attention to equity, and numerous other factors have altered expectations for what educational leaders need to know, how they spend their time, and the outcomes they prioritize. 3 From presidential debates to parent-teacher conferences, people are looking to their elected and appointed education officials for clarity, compassion, and an informed strategy.

With all of this in mind, educational leaders have the unique ability to improve students’ experiences from the top down. If you want to leverage this power for positive change, consider one of the potential careers that an online master’s in educational leadership can lead you to:

• Superintendent
• Academic dean
• Chief Academic Officer
• Department director

These leaders are also paid well for their efforts: while jobs for classroom teachers typically offer median salaries around $60,000, educational administration is just under $100,000. 2

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What can I expect in an educational leadership program?

How long does it take to get my master’s or graduate certificate, is a master’s in educational leadership worth it, admissions requirements, financial aid options, explore our online experience, important dates, stay connected.

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• Retrieved on February 8, 2024, from usnews.com/education/online-education/university-of-kansas-155317
• Retrieved on February 22, 2023, from www.bls.gov/ooh/management/elementary-middle-and-high-school-principals.htm
• Retrieved on May 20, 2022, from wallacefoundation.org/knowledge-center/Documents/How-Principals-Affect-Students-and-Schools.pdf

The University of Kansas has engaged Everspring , a leading provider of education and technology services, to support select aspects of program delivery.

The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, retaliation, gender identity, gender expression and genetic information in the University's programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies and is the University's Title IX Coordinator: the Executive Director of the Office of Institutional Opportunity and Access, [email protected] , 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785) 864-6414 , 711 TTY.

Attend graduate school at K-State.

Explore your passion and take your education and career goals to the next level. find everything you need here from degree programs to financial support to fellowships and assistantships., apply now to graduate school.

Ready to take the next step? We've got you covered. Most students will select from one of the two applications directly below. However, if you are applying for the Physician Assistant Program or Communication Sciences and Disorders Program, keep scrolling for links to those Common Application System apps.

Common Application System Apps

K-State offers two programs that utilize Common Application System apps, allowing you to forego the applications above and apply only in one place for these two programs.

Graduate Application Process

View more information about the Graduate School's holistic review process for admission, as well as application details and deadlines, which can vary by program.

Learn more about applying to Graduate School

Financial Support

Learn more about the financial support options available to you as you earn your graduate degree and/or credentials.

• Updated: 6/25/24

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FOR IMMEDIATE RELEASE June 20, 2024

Regents set fiscal year 2025 tuition and fee rates at state universities

(Topeka, Kan.) – The Kansas Board of Regents (KBOR) approved tuition and fee rates for the upcoming fiscal year at the six state universities today. The Regents authorized tuition increases at five of the state universities with an eye on improving student success, increasing need-based student financial aid and delivering the workforce Kansas needs. Emporia State University requested, and the Board approved, flat tuition coupled with a decrease in student fees.

“The Regents prioritize affordability and have kept tuition increases below the compound rate of inflation over the past five years,” said KBOR Chair Jon Rolph. “In addition, we’ve worked with the Governor and Legislature to significantly increase need-based student financial aid to keep costs as low as possible for Kansas families.”

Since Fiscal Year 2021, state funding for student financial assistance has increased from $24 million to nearly $97 million. This dramatic increase in state investment directly supports Kansas students with opportunities to secure a postsecondary credential.

The following table shows undergraduate tuition increases at the state universities for full-time students per semester for Fiscal Year 2025:

“Setting tuition and fees is an important responsibility for the Board, and I’m grateful for all of the input we have received throughout this process, especially from student leaders at each state university,” said Chair Rolph.

Complete tuition and fee proposals are available in the comprehensive tables of approved tuition and fees .

For more information, please contact Matt Keith at (785) 430-4237 or This email address is being protected from spambots. You need JavaScript enabled to view it. .

About the Kansas Board of Regents The nine-member Kansas Board of Regents is the governing board of the state’s six universities and the statewide coordinating board for the state’s 32 public higher education institutions (six state universities, one municipal university, nineteen community colleges, and six technical colleges). In addition, the Board administers the state’s student financial aid, adult education, high school equivalency, and career and technical education programs. Private proprietary schools and out-of-state institutions are authorized by the Kansas Board of Regents to operate in Kansas.

Adult Learning and Leadership Doctorate

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Create a pathway to future success as a researcher or practitioner in adult learning with the online adult learning and leadership doctorate program.

This program provides a broad and human-centered curriculum that will allow you to select courses that best meet your professional goals. You’ll have the opportunity to choose from more than 25 elective courses or create a specialization in leadership, teaching and learning, technology, community development, organizational learning and development, or workforce development.

You can choose to complete this program as a Doctor of Philosophy (Ph.D.) or a Doctor of Education (Ed.D.). In the Ed.D. program, you will be required to complete an internship.

*This estimate includes online tuition and College of Education fees and is for illustrative purposes only. Your hours and costs will differ depending on your transfer hours, course choices and your academic progress.  See more  about tuition and financial aid.

New Tuition and Fees Structure for 2021-22 Academic Year To better assist students with understanding the cost of attendance, K-State has simplified the tuition and fees structure for students enrolled in online programs.

**With qualifying master's degree

Career Prospect Highlights

Graduation Rate

Median salary.

Nationwide Median Salary

Jobs Nationwide

5-Year Nationwide Job Growth

Hybrid Format

The adult learning and leadership doctorate is a hybrid program in which you will take courses of 8 to 14 weeks in length which may be completed at a distance. You will also complete two courses which require residence on campus. These two courses will be offered in the summer months in an online and 1-week on-campus intensive format.

Admission Requirements

All students are required to meet the general university admission requirements.

Additional Requirements

• Master’s degree

Program-Specific Application Deadlines

• Fall semester (begins in late August): March 1
• Spring semester (begins in late January): Oct. 1
• Fall semester (begins in late August): Jan. 1
• Spring semester (begins in late January): Aug. 1

Additional Documentation

Your application must include the following:

• Professional history and goal statement that is typewritten, double-spaced and no more than 10 pages. It will be used to provide background information about you, determine the appropriateness of your experience and interests in relationship to the academic focus of the program, and assist in making major professor assignments. Describe your contributions to and experience in the practice of adult learning and leadership or another field of educational practice, as well as any contributions you have made to the scholarship of adult learning and leadership or another field of educational practice. In addition, discuss how you foresee this program will contribute to the attainment of your future professional goals and anticipated contributions to the field. If research topic is known, include this information along with any preference for major professor.
• Resume/curriculum vitae
• Erickson, D.M. (2007). A developmental re-forming of the phases of meaning in transformational learning. Adult Education Quarterly, 58(1), 61-80.
• Kasworm, C. (2010). Adult learners in a research university: Negotiating undergraduate student identity. Adult Education Quarterly, 60(2), 143 -160.
• Niewolny, K.L., & Wilson, A.L. (2009). What happened to the promise? A critical (re)orientation of two sociocultural learning traditions. Adult Education Quarterly, 60(1), 26- 45.
• Ponton, M.K., Derrick, M.G., & Carr, P.B. (2005). The relationship between resourcefulness and persistence in adult autonomous learning. Adult Education Quarterly, 55(2), 116-128.
• Zacharakis, J., & Flora, J. (2005). Riverside: A case study of social capital and cultural reproduction and their relationship to leadership development. Adult Education Quarterly, 55(4), 288-307.
• Three professional references with name, institution or company, position and email address
• Failure to list any colleges or universities from which you received a degree or enrolled in graduate coursework may result in dismissal from the university.
• If your transcripts are not in English, you must furnish a translation by an appropriate authority.
• You will be asked for official transcripts after notification of admission.

The adult learning and leadership doctorate will prepare you for a career in:

• corporate and nonprofit sectors
• college or university faculty or administration
• corporate learning and development

Ph.D. Curriculum

Required Academic Core Courses (15 credits) (If you do not have a master's degree in adult learning and leadership, you must take these courses in addition to the 60 credit hours in the doctoral degree, as determined by the supervisory committee.)

• EDACE 780 - Introduction to Adult Learning and Leadership (3 credits)
• EDACE 790 - Characteristics of the Adult Learner (3 credits)
• EDCEP 816 - Research Methods in Education (3 credits)
• EDACE 818 - Critical and Social Issues in Adult Learning (3 credits)
• EDACE 830 - Program Planning in Adult Learning and Leadership (3 credits

Required 900-Level Doctoral Courses (15 credits minimum)

• EDACE 916 - Foundations of Adult Learning and Leadership (3 credits)
• EDACE 960 - Introduction to Doctoral Studies (3 credits)
• EDACE 975 - Scholarly Writing (3 credits)
• EDACE 980 - The Dissertation Process (3 credits)
• EDACE 986 - Doctoral Seminar (3 credits)

Required Research Courses (15 credits minimum)

• EDCEP 817 - Statistical Methods in Education (3 credits)
• EDCEP 917 - Experimental Design in Educational Research (3 credits)
• EDLEA 838 - Qualitative Research in Education (3 credits)
• EDLEA 938 - Advanced Data Analysis in Qualitative Methods (3 credits)
• EDLEA 948 - Data Representation and Writing in Qualitative Research (3 credits)

Electives Select electives appropriate to the area of emphasis that satisfy the minimum 60 credit hours for the program. Choose from electives with the EDACE prefix, additional quantitative or qualitative research courses or other disciplines.

Doctoral Research (12 credits minimum)

• EDACE 999 - Doctoral Research (1-18 credits)

Ed.D. Curriculum

• EDACE 830 - Program Planning in Adult Learning and Leadership (3 credits)
• EDACE 960 Introduction to Doctoral Studies (3 credits)
• EDACE 975 Scholarly Writing (3 credits)
• EDACE 980 The Dissertation Process (3 credits)
• EDACE 986 Doctoral Seminar (3 credits)
• EDLEA 838 - Introduction to Qualitative Research Methods (3 credits)
• EDLEA 938 - Advanced Data Analysis in Qualitative Research Methods (3 credits)

Clinical Experience (6 credits)

• EDACE 991 - Internship in Adult Learning and Leadership (or equivalent)
• EDACE 999 - Doctoral Research

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UCM’s Lee’s Summit Campus Selected as Site for Missouri Coordinating Board of Higher Education’s Annual Work Session

By Janice Phelan, June 25, 2024

Members of the CBHE toured the Missouri Innovation Campus, including a stop in the Extended Reality Studio.

LEE’S SUMMIT, MO - The University of Central Missouri (UCM) hosted the Missouri Coordinating Board of Higher Education (CBHE) at the Missouri Innovation Campus in Lee’s Summit.

“UCM was chosen from seven other universities that applied to host their annual work session,” said David Pearce, UCM’s executive director for governmental relations. “It was quite an honor for UCM to be chosen to host the CBHE meeting.”

The state board met on the UCM MIC campus for two half-day sessions. Members also made time for a tour of the unique Missouri Innovation Campus including stops at the Center for Workforce and Professional Education, the School of Nursing and its simulations center, as well as UCM's cutting-edge Extended Reality Studio which offers both virtual and augmented reality.

“The MIC was chosen for the CBHE work session due to our commitment to Workforce Development, and our ability to work with the local school district, community college and business community,” he added.

“UCM’s selection for the annual work session demonstrates the Missouri Department of Higher Education and Workforce Development’s recognition of the importance of the UCM campus mission,” Pearce said.

“They could see the cooperation with our school partners and business community,” he added. “At the same time, they could see the state-of-the art facilities and how they offer so much for our students.”

The nine-member CBHE oversees the state’s Department of Higher Education and Workforce Development. This was the first time the board has met at the Missouri Innovation Campus, and the first time in more than 20 years that the CBHE has met at UCM. Typically, the board meets seven times annually in Jefferson City with its annual work session taking place on a Missouri college or university campus. UCM offers classes at campuses in Warrensburg and Lee's Summit, as well as online. 

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Online PhD in English Pursue the Pinnacle of English, Writing, Composition, and Literary Analysis

Credit Hours

View Courses

100% online, 8-week courses

Transfer in up to 50% of the degree total

Enhance Your Expertise in Literature, Research, and Writing with Liberty’s PhD in English Online Program

Do you want to deepen your understanding of literary theory, rhetoric, and advanced writing techniques? If so, Liberty University’s online Doctor of Philosophy (PhD) in English may be the right degree for you! This program gives you the opportunity to engage with complex texts, develop original research, and contribute to scholarly discussions in the field of English studies.

Our curriculum provides a comprehensive exploration of textual analysis and the historical development of the English language. As you pursue your doctorate in English, you can hone your analytical skills and contribute your own research to the existing body of academic knowledge – potentially influencing both scholarly and public discourse.

This program may be an ideal option if you’re hoping to one day teach English, literature, or related classes at the collegiate level. Not only can you enrich your own comprehension of important texts – you can prepare to guide the next generation of college students through studies in literary theory, writing, and more.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s PhD in English Online Program?

By partnering with Liberty for your PhD in English, you can benefit from the flexibility of our 100% online courses and no set login times. Our goal is to provide you with the freedom to balance your studies with other commitments, like your job or family. At Liberty, you can engage with course materials and submit assignments from anywhere with an internet connection – allowing you to fit school into your schedule!

Additionally, our doctorate in English online is led by faculty who are leaders in academia, scholarship, and industry. Our professors are not only academically accomplished but also bring a wealth of real-world experience to their teaching. With their support, you can gain deep insights into various literary periods and genres, enhancing your critical thinking and analytical abilities.

In addition to core courses, Liberty University offers the unique opportunity to tailor your PhD in English through elective courses. This flexibility allows you to explore areas of personal interest or professional relevance, making your educational journey both diverse and comprehensive. From research and writing to assorted English classes, you can customize your degree with electives that align with your career goals and academic interests.

What Will You Study in Our Doctorate in English Online?

In this PhD program, you will engage with a variety of critical and theoretical frameworks through courses on research and literary theory. Building on these foundational studies, you can learn how to conduct advanced textual analysis – allowing you to analyze and interpret complex literary texts with precision. Additionally, you can come to understand the historical context for your studies by exploring the origin and evolution of the English language, enriching your comprehension of how it has developed over time.

Your coursework will also include an in-depth exploration of both British and American literature, where you will study significant works and authors from each tradition. Furthermore, the program emphasizes the Christian literary tradition, focusing on important Christian writers, key theological underpinnings, pivotal historical moments in Christian literary history, and influence on Western literature. This unique focus provides an additional dimension to your literary studies, giving you the chance to explore the interplay between faith and literature.

A unique component of our PhD in English is the opportunity to tailor your education through elective courses. This flexibility can help enable you to pursue specialized interests and complement your core studies with topics that align with your academic and career goals. The culmination of your studies will be the completion of a dissertation, where you will conduct original research and work to contribute new knowledge to the field of English literature. This rigorous scholarly project can help showcase your expertise and form a foundation for your future academic or professional pursuits.

Potential Career Opportunities

• Literary agent

Featured Courses

• ENGL 602 – Methods and Materials of Research
• ENGL 701 – Advanced Textual Analysis*
• ENGL 705 – Origin and Evolution of English*
• ENGL 715 – Seminar in British Literature*

*Course guide coming soon

Degree Information

• This program falls under the College of Arts and Sciences .
• View the Graduate Arts and Sciences Course Guides (login required) .

Degree Completion Plan (PDF)

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

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Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for Our Online PhD in English Degree

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• *Accepted degrees: English, Composition, American Literature, British Literature, World Literature, Rhetoric, Linguistics, Journalism, Professional Writing
• Writing sample (minimum of 6 pages – can be from previous academic coursework)
• Departmental approval
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

Ready to Apply?

Submit your application online or over the phone.

Apply by phone: (800) 424-9595

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

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Double take: 23 sets of twins graduate from a single Massachusetts middle school

This image provided by Tamatha Bibbo, principal of the Pollard Middle School in Needham, Mass. on Wednesday, June 12, 2024 shows twenty-three sets of twins who graduated from the Pollard Middle School. They make up about 10% of the 8th grade class. (Tamatha Bibbo via AP)

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NEEDHAM, Mass. (AP) — Twenty-three sets of twins have graduated from a Massachusetts middle school, making up about 10% of the eighth-grade class.

The identical and fraternal twins graduated from Pollard Middle School in Needham, Massachusetts, on Wednesday. Another student, who is also a twin, graduated but her brother attends a different school, said principal Tamatha Bibbo.

It’s “quite unusual,” said Bibbo. “We typically have anywhere from five to 10 sets at most. Given our numbers, we have approximately 450 to 500 children in each grade so this was extraordinarily high.”

The school gave a special shout-out to the 23 sets of twins during the so-called “moving up” ceremony on Wednesday, she said. Twins account for around 3% of live births in the U.S., according to the National Center for Health Statistics.

The Pollard Middle School graduates must all have completed up to 10 hours of service learning in their communities and every year the Needham Exchange Club offers five community service awards. For the first time this year a set of twins — Lukas and Sameer Patel — won an award and a donation to their charity, Bibbo said.