Though the first two candidates awarded our Ph.D. in Education 政府 was awarded in 1970, and 电子游戏试玩 and the College of Education established Education 政府 as an area of graduate study as far back as 1971, the 部门 of Educational 政府 was not officially established until 1982. 

从那时起, we have offered courses using a variety of delivery methods such as on-campus, 远程教育, 互联网, 混合动力, and we will continue to offer modified course settings to best fit today’s practitioners 和学生.

我们的使命

Our singular mission is to prepare today's practicing and promising educator to be tomorrow's complete administrative professional.

我们的愿景

We aspire to be the premier program in the preparation of working professionals for administrative leadership in elementary, 二次, 以及专上教育.

独特的特性

• 学者实践者导向
• Program access for the working professional
• 不同的课程交付(1).e., interactive television, 互联网, and face-to-face)
• 队列学习法
• 课程 built around problems and opportunities for field-based experience and future practice
• Anchored by the disciplines of educational foundations
• Faculty engaged in a range of scholarly and service activities at the state, 区域, 国家, 以及国际层面
• Collaboration with practicing professionals

核心价值观

对…的承诺:

• Quality programs and standards of excellence
• Diverse PK-16 administrative ranks by providing access for underrepresented groups
• 课程 immersed in diverse perspectives
• 研究性学习
• Collaboration in teaching, 奖学金, and service among 教师 和学生
• Continuous programmatic and curricular improvement 

多样性的声明

Much has been written and discussed about the importance of diversity, especially for educational institutions such as schools and colleges gave their role in addressing societal inequities and providing social mobility. 然而,, 像很多组织一样, their 工作人员ing and leadership do not always reflect the diversity of the larger society. 例如, 在社会人口方面, school and college leadership may be disproportionally white and male despite considerable research that affirms the benefits of racial, 少数民族, and gender diversity for both majority and historically underrepresented persons within organizations and for those for whom the organization serves. 给n our departmental responsibilities for preparing persons for school or collegiate level administrative leadership, 然后, it is important that these kinds of diversity at a minimum be reflected in our 教师, 工作人员, 和学生. 为此目的, the 教育领导学系, 政府, and 基金会s affirms the following value statements around the issue of diversity:

• The recruitment and retention of underrepresented students, 教师, and department advisory board members within our administrative and academic fields are important.
• 课程, 课程内容 and instructional pedagogy that is inclusive of diversity benefits historically represented and underrepresented students as well as the 教师 member that initiates such efforts.
• Intentional and purposeful efforts at including diverse issues and topics in our curriculum, 课程内容, and instructional pedagogy is necessary irrespective of how diverse our students are.
• Faculty hiring searches should be intentional and purposeful at diversifying the candidate pool but also should be intentional and purposeful at planning and executing a search and screen process in order to maximize the chances of making a historically underrepresented 教师 hire.
• Intentional and purposeful 教师 recruitment efforts that lead to an historically underrepresented 教师 hire should be matched with careful planning, 讨论, and initiation of the kind of environment that supports their retention.
• 培养多元文化意识, 知识, 以及我们教师的技能能力, 工作人员, 部门附属机构(e).g., adjuncts, advisory board) 和学生 is important and must be purposeful and ongoing.
• 任期内, 促销活动, 绩效薪酬, and annual review evaluations should include consideration of an individual’s efforts at developing multicultural competence in their teaching, 奖学金, and/or service with documented evidence represented in their portfolio.
• 部门al office and commons physical spaces should project a message of inclusivity.
• 部门al assessment efforts in the area of diversity should align with the expectations of our accrediting agents.
• 努力使我们的教员多样化, 工作人员, 和学生 and developing multicultural competency is an ongoing improvement process rather than an “end state” that is achieved.