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Master of Arts in Education

• Master of Arts in Education - Athletic Administration (36 hours total)
• Master of Arts in Education with a Concentration in Curriculum and Instruction (30 hours total)
• Master of Arts in Education with a Concentration in Elementary Education Unified Kansas (licensing program) - (36 hours total)
• Master of Arts in Education with a Concentration in Elementary Education - (36 hours total)
• Master Of Arts In Education with a Concentration in Learning Technologies (30 hours total)
• Master of Arts in Education with a Concentration in School Leadership - Arizona and Kansas (36 hours total)
• Master of Arts in Education with a Concentration in School Counseling - Arizona & Kansas (36-48 hours total)
• Master of Arts in Education with a Concentration in Secondary Education (30 credit hours)
• Master of Arts in Counseling (60-63 hours total)
• Master of Science in Addiction Counseling (36 hours total)
• Master of Arts In Human Resources (36 hours total)
• Master of Arts in Leadership (33 hours total)
• Master of Business Administration (36-39 hours total)
• MBA Program (Global) - Restricted Enrollment (36 hours total)
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Catalog 2023-2024 > Graduate Offerings > Programs > Master of Arts in Education

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Concentrations Available:

  Athletic Administration

  Curriculum and Instruction

  Elementary Education

  Elementary Education-Unified

Learning Technologies

School Counseling

  School Leadership

  Secondary Education

The Master of Arts in Education is a variable semester credit hour program depending on one’s study concentration. Formal course work is designed to help the adult student acquire subject matter mastery, apply knowledge and conduct research in various areas within the field of education. The program of study consists of foundation (including a master’s research project), concentration, and elective courses (in some programs). The program has been created to provide graduates with the skills and knowledge necessary to:

• Improve and enhance their teaching and services to students.
• Provide their students with an enhanced learning environment.
• Prepare and plan for change in schools.
• Assist schools and the community to improve education for all students.
• Assess outcomes of school curricula, programs, services, and activities.
• Assume leadership roles in education.
• Engage in continued professional growth.

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Let’s play: Tinkering with tech and transforming education

Take a walk through the colourful, interconnected rooms and you’ll notice something different. The layout doesn’t look like a traditional classroom. Forget the ‘teacher-up-front-lecturing-to-rows-of-students’ type of arrangement.  

“Nothing about edstudiO makes teacher-led models of instruction easy, says founder and director Michelle Hagerman. “The space has really been designed to disrupt this paradigm.”  

Play, collaboration and interaction are central to the edstudiO experience, where the focus is on learning through playful engagement with state-of the-art digital tools and physical materials. 

“As the places where new teachers and graduate researchers come to think deeply about teaching and learning, Faculties of Education have an important role in supporting meaningful, evidence-informed shifts in the ways we do school,” Hagerman explains.

One of these shifts in educational theory and practice is the turn towards research on learning through play. 

Taking play seriously

Empirical studies showing the benefits of play-based education and its influence on student engagement and well-being are multiplying. Improvements in how students create social connections, solve problems and collaborate in all aspects of learning are just a few of the findings from research on how play positively impacts a range of wellness markers for children and youth.

When a generous grant from the Lego Foundation jumpstarted the creation of the Canadian Playful Schools Network in 2022, eight researchers from the Faculty of Education combined their expertise to coordinate playful learning projects in 41 middle schools across Canada.  As one of the CPSN`s strategic priorities, part of this $2.7 million funding was set aside for the construction of the edstudiO.

The vision was to build an innovative learning lab where future teachers and educational researchers could deepen their understanding of learning through play, get hands-on experience, and to advance knowledge in the field of play research. Additional support from the Ontario Ministry of Colleges and Universities and from the Faculty of Education helped the idea for edstudiO become reality. The space was inaugurated in early 2024 and has since become a central hub “where imagination meets transformation in the journey to reshape the future of education.” 

Preparing tomorrow’s teachers

In an interview with CTV News, Hagerman shares her enthusiasm about how BEd candidates (and their students) will benefit from activities in the edstudiO.  

“This new space has been designed to give students here in our Faculty — and of course our students are future teachers — access to a flexible, dynamic, innovative space where they can learn how to use a range of digital and analog technologies,” she says, “and then to think really strategically and purposefully about how they would integrate those tools into their own classroom practices.”

“There’s a real emphasis now in schooling on ensuring that students K to 12, understand how to use digital tools for a range of purposes for researching, for creating multi-modal products, for really thinking about how those systems are designed” she adds.  

As future educators move through activity zones for virtual reality, digital gaming, circuitry, 3-D printing, and podcast and video production, the experiential lessons of working together enhance their understanding of the power of play. From tapping musical notes on wired donuts to building Lego robotics powered by code from a laptop, edstudiO is a place where playful collaboration creates community. 

Incorporating Indigenous design

Design choices in the edstudiO are not simply a matter of style.  

Guided by recommendations from Faculty advisor from the Kitigan Zibi Anishinabeg community Anita Tenasco (BA ‘93, BEd ‘94), vibrant hues on the walls and furnishings are rich with meaning — as colours that symbolize changing seasons and connection to nature.  

Visitors also notice that circles abound in the edstudiO. Informed by Indigenous methods of teaching and learning which favor non-hierarchical interaction, round furniture and moveable, circular seating arrangements are other purposeful design elements. Having the flexibility to sit, stand or move encourages educators and researchers to think about the spatial dimensions of instruction and participation. The space is conceived to foster equitable dialogue and the co-creation of knowledge. 

Producing, creating, building

The ethos of edstudiO is deeply rooted in the human capacity to create. It is a place where the boundaries between art and technology, and past and present are intentionally blurred.  

Two creators, whose pieces are featured in the space, were special guests during the edstudiO’s official launch. Their oeuvres embody the essence of the edstudiO's call to think deeply about the world we are fashioning today, and for future generations.  

Ottawa textile artist Greta Grip’s passion is the “relationship between technology and handmade craft.” Her work entitled “Bien Fait” combines the results of a code-hacked knitting machine with the imperfections of threads gone astray.  

For Craig Commanda, a multidisciplinary, Anishinaabe Algonquin artist from Kitigan Zibi, combining the tradition of Indigenous beadwork with digital technology emerged as a physical QR code pointing to his home community. 

Meaningful and enduring learning

The first cohort of BEd candidates and graduate researchers experienced the inaugural year of the estudiO as a space for discovery and adding practical knowledge about “doing education differently” to their professional teaching repertoires.

For Hagerman, the edstudiO’s opening was an exciting start to a project she has pondered since she was a Teacher Education candidate more than two decades ago.  

“It is such a privilege to be able to watch students discover that they can overcome challenges, and think critically about their teaching in ways that haven't been possible in our Faculty before. I am grateful to everyone who has helped make edstudiO a reality" she says.  

"I owe a special debt of gratitude to Education Resource Center and Information Technology colleagues Leila Armesto, Dominique Noisette, Fauve Larose-Chevalier, Maura Lynch, and Magali Dando who moved their operations to accommodate the renovations and have championed the development of edstudiO from the start; to University of Ottawa Facilities colleagues Tim Ambery, Jamy Beauchamp, Elena Pizzo, and Kevin Couture, who played critical roles in the design development and management of the construction project; and finally to Tyson Gofton from the Office of the Provost and VP Academic Affairs, who kept us organized and accountable.  

"I am so proud of all we have accomplished together -- but we are just getting started. There is so much more to come.” 

Canadian Playful Schools Network now across Canada

Lego Foundation awards $2.7 million grant to our researchers for the creation o…

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Master in Business Administration

Online master of business administration.

Ottawa University’s Master of Business Administration (MBA) degree program provides students with high-quality professional advanced study in business. Courses incorporate personal values and professional ethics. For maximum flexibility, OU’s MBA courses are 100% online and designed to help working adults attend school while juggling their busy lives.

The Master of Business Administration at OU will help you gain the real-world education and problem-solving skills you need to impact your organization’s outlook in a leadership or expert role. From large corporations to small businesses, superior management skills are always in demand. In addition, nonprofit organizations look for leaders with good management and business skills. Through OU’s online MBA program, students can qualify for jobs in the private sector, the public sector, and in academics.

MBA Concentrations

The core curriculum of OU's online MBA emphasizes a global perspective on business, communication skills and direct application to your current and future career goals. In addition, Ottawa offers eight MBA concentrations to help you personalize your graduate education and work toward the career that best fits your goals and skill set. Tailor your MBA degree with one of the following concentrations:

• Business Data Analytics
• Human Resources
• Leadership Development
• Population Health/Health Care
• School Business Operations
• Strategic Innovation

With working professionals in mind, the three-module, 36-hour master degree program can be completed 100% online. Like all of the graduate programs offered by OU, the MBA is fast-tracked with flexible eight-week terms - six terms per year - allowing you to take courses at your pace and with the ability to take more than one course per term.

For curriculum and course descriptions, please  download an MBA program overview .

Why Earn an MBA?

“What is really needed in business, the church, government, education, arts, or any other type of organization is a group of more enlightened, competent leader-managers who appreciate and understand the disciplines and interconnectedness of the world around them – who lead people with a shared sense of purpose and enthusiasm for the myriad challenges that confront them.” - Dr. Kevin C. Eichner, Ottawa University Chancellor

To learn more about our online MBA program,  contact us  today!

OU Earns Best Online MBA Honors from U.S. News and World Report!

Business Related Degrees

Master of Accountancy

Master of Arts in Leadership

Master of Arts in Human Resources

Business Blog Spot

If you are looking for more information about accounting and other organizational needs , then please visit our  Business Blog Spot.

What is an MBA

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The Beginner’s Guide to Business Degrees

Business Administration is offered at the following locations.

• Ottawa, KS (Residential Campus)
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MBA Education and Qualifications

Those who are interested in becoming administrative services managers should have good leadership and communication skills and be able to establish effective working relationships with many different people, ranging from managers, supervisors and professionals, to clerks and other workers. They must be able to coordinate several activities at once, quickly analyze and resolve specific problems, and cope with deadlines. A graduate degree in business is an important factor in reaching senior management ranks within most companies.

Career Outlook for the MBA Major

Courses in our MBA degree program will prepare you to become a leader within your current organization or to pursue new leadership opportunities in fields such as accounting, financial management, sales and marketing, corporate affairs, and education. According to the U.S. Bureau of Labor Statistics, the need for management occupations is expected to grow 9% from 2020 to 2030, which is about as fast as the average for all occupations. The average salary for management occupations was $109,760 in May of 2020, which was the highest wage of all occupations. Upon completion of your MBA degree, you will be qualified for several careers.

Careers Related to Business Administration

• Budget analyst
• Business intelligence analyst
• Business operations manager
• Chief executive officer
• Chief financial officer
• Financial analyst
• Health center manager
• Human resources manager
• Investment banker
• Logistics manager
• Marketing manager
• Operations research analyst
• Policy analyst
• Product manager
• Project manager
• Purchasing manager
• Sales manager

Master of Business Administration Courses

(36 credit hours)

Module 1 - Business Behavioral Courses

(6 credit hours)

Organizational Behavior and Theory |  BUS 7000  (3 credit hours)   Examines human behavior as it impacts the work organization. Includes theoretical foundations of motivation, group dynamics, leadership, decision-making, satisfaction and performance. Value Systems and Professional Ethics |  BUS 7200  (3 credit hours)   Study of personal and corporate value systems and decision making. Investigation of personal beliefs, purposes and attitudes, and their effects on self and others. Examines the ethical dimensions of organizational structures and practices.

One course from selected concentration.

Module 2 - Business Core Courses

(15 credit hours)

Strategic Marketing |  BUS 7450  (3 credit hours)   Covers the identification and selection of marketing opportunities, target markets and design, and implementation and evaluation of marketing programs. Managerial Economics |  BUS 7500  (3 credit hours) Application of economic theory to managerial. Emphasis on both quantitative and qualitative application of microeconomic principles to business analysis. Managerial Finance |  BUS 7600  (3 credit hours)   Application of the theories and tools used in financial decision making. Topics include present value and capital budgeting, financial analysis and forecasting, market efficiency and capital structure. Management Information Systems  |  BUS 7700  (3 credit hours) Examines the use of computer information systems in business organizations with emphasis on how information technology supports business functions and aids managerial decision-making. Explores current trends and emerging technologies. Management Accounting |  BUS 7800  (3 credit hours)   Explore use and application of accounting information for planning, control and decision making. Topics include: cost analysis and allocation, budgeting and behavioral aspects of accounting systems.

One course from selected concentration.  

Module 3 - Business Capstone Courses

(3 credit hours)

Graduate Seminar: Business Policies and Strategy |   BUS 8500  (3 credit hours)     Capstone course in which participants develop a major case study of business administration issues, programs and policies in a current organization. Draws from and utilizes concepts, theories, and skills developed in previous courses. Two courses from selected concentration.

• Accounting Concentration
• Business Data Analytics | MBA in Data Analytics Concentration
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• Health Care Management | Population Health Concentration
• School Business Operations Concentration
• Sports Business - OUKS Campus Concentration
• Strategic Innovation Concentration

University Accreditation

Ottawa University, as a whole, is accredited by the Higher Learning Commission .

Specific degree programs within our institution have also been accredited by relevant bodies within the field:

• Accreditation Council for Business Schools and Programs (ACBSP)
• Commission on Collegiate Nursing Education (CCNE)
• National Addiction Studies Accreditation Commission (NASAC)
• Council for the Accreditation of Educator Preparation (CAEP)
• National Council for State Authorization Reciprocity Agreements (NC-SARA)

We are proudly recognized for our commitment to student excellence by the following designations:

• Colleges of Distinction 2021-22
• GOLD Military Friendly School 2021-22

Why Choose Ottawa Almost all courses in Ottawa University’s programs are available online and accredited by The Higher Learning Commission. We make it easy for you to transfer credits in order to help keep tuition costs down. We also offer courses in accelerated 8-week terms in order to reduce your time to completion. These are just a few of the reasons why we are proud to be the best, fastest, and most affordable option locally in the Kansas City, Milwaukee, and Phoenix areas, as well as serving students nationally through our online degrees.

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USI online Master of Business Administration Program earns top 20 ranking by Fortune Education

May 14, 2024

The University of Southern Indiana Romain College of Business Master of Business Administration (MBA) Program has been ranked 20th in Fortune Education’s Best Online MBA Programs for 2024. The USI MBA Program has earned consistent accolades for its online program and affordability by Fortune, U.S. News & World Report and multiple other outlets.    

“We are thrilled our faculty, staff and students have earned this recognition for the transformational work being accomplished through the USI MBA Program,” said Dr. Jack Smothers, Master of Business Administration Director. “Most importantly, students are learning to lead motivated teams in the workplace, create valuable products and services and implement ethical solutions for sustainable operations. We are proud of our impact on business practice and thankful for the opportunity to work with leaders of today and tomorrow.”      

Dr. Michael Dixon, Dean of the School of Graduate Studies, added: “Interest in USI’s MBA continues to increase. Prospective students from across the United States and from countries around the world regularly submit inquiries and applications to our MBA Program. The program's faculty, students and graduates are generating this interest. Recognition by Fortune Education underscores that quality.”   

USI’s MBA Program is accredited by the Association to Advance Collegiate Schools of Business (AACSB), considered the “gold standard” for business accreditation. The affordable program can be completed in as few as 12 months with six start dates each year and is offered fully online or with a mixture of online and on-campus classes. We often hear from our graduates that the experiences they gain while pursuing their USI MBA greatly increase the pipeline of opportunities available to them.  

“We are grateful to the President, Provost, School of Graduate Studies, the entire USI leadership and all stakeholders whose support has been crucial to the success of the MBA Program,” said Dr. Sudesh Mujumdar, Dean of the Romain College of Business. “I am highly appreciative of our world-class faculty who display their expertise every single day to ensure that the MBA Program continues to create high-impact learning experiences for all students.”  

The MBA Program can be customized with concentrations in accounting, data analytics, engineering management, healthcare administration, human resource management, marketing, project management and supply chain management. For more information on USI’s MBA Program and how to apply, visit USI.edu/business/mba .     

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A student's time in graduate school encompasses not only academics, but self-growth and establishing a community that supports and encourages development in all aspects of life. Explore our Student Experience page for: Wellness Resources, University Division of Student Affairs and the SOM Diversity, Equity and Inclusive Excellence (DEIE).

View our wellness resources for graduate students.  

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Marie Fowler, 83, becomes Howard University's oldest doctoral graduate

Fowler earned her doctoral degree in ministry over the weekend. She already has her bachelors and two masters but wasn't sure at her age she could manage the work. She stayed the course.

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70 years after brown v. board of education, new research shows rise in school segregation.

As the nation prepares to mark the 70th anniversary of the landmark U.S. Supreme Court ruling in Brown v. Board of Education , a new report from researchers at Stanford and USC shows that racial and economic segregation among schools has grown steadily in large school districts over the past three decades — an increase that appears to be driven in part by policies favoring school choice over integration.

Analyzing data from U.S. public schools going back to 1967, the researchers found that segregation between white and Black students has increased by 64 percent since 1988 in the 100 largest districts, and segregation by economic status has increased by about 50 percent since 1991.

The report also provides new evidence about the forces driving recent trends in school segregation, showing that the expansion of charter schools has played a major role.  

The findings were released on May 6 with the launch of the Segregation Explorer , a new interactive website from the Educational Opportunity Project at Stanford University. The website provides searchable data on racial and economic school segregation in U.S. states, counties, metropolitan areas, and school districts from 1991 to 2022. 

“School segregation levels are not at pre- Brown levels, but they are high and have been rising steadily since the late 1980s,” said Sean Reardon , the Professor of Poverty and Inequality in Education at Stanford Graduate School of Education and faculty director of the Educational Opportunity Project. “In most large districts, school segregation has increased while residential segregation and racial economic inequality have declined, and our findings indicate that policy choices – not demographic changes – are driving the increase.” 

“There’s a tendency to attribute segregation in schools to segregation in neighborhoods,” said Ann Owens , a professor of sociology and public policy at USC. “But we’re finding that the story is more complicated than that.”

Assessing the rise

In the Brown v. Board decision issued on May 17, 1954, the U.S. Supreme Court ruled that racially segregated public schools violated the Equal Protection Clause of the Fourteenth Amendment and established that “separate but equal” schools were not only inherently unequal but unconstitutional. The ruling paved the way for future decisions that led to rapid school desegregation in many school districts in the late 1960s and early 1970s.

Though segregation in most school districts is much lower than it was 60 years ago, the researchers found that over the past three decades, both racial and economic segregation in large districts increased. Much of the increase in economic segregation since 1991, measured by segregation between students eligible and ineligible for free lunch, occurred in the last 15 years.

White-Hispanic and white-Asian segregation, while lower on average than white-Black segregation, have both more than doubled in large school districts since the 1980s. 

Racial-economic segregation – specifically the difference in the proportion of free-lunch-eligible students between the average white and Black or Hispanic student’s schools – has increased by 70 percent since 1991. 

School segregation is strongly associated with achievement gaps between racial and ethnic groups, especially the rate at which achievement gaps widen during school, the researchers said.  

“Segregation appears to shape educational outcomes because it concentrates Black and Hispanic students in higher-poverty schools, which results in unequal learning opportunities,” said Reardon, who is also a senior fellow at the Stanford Institute for Economic Policy Research and a faculty affiliate of the Stanford Accelerator for Learning . 

Policies shaping recent trends 

The recent rise in school segregation appears to be the direct result of educational policy and legal decisions, the researchers said. 

Both residential segregation and racial disparities in income declined between 1990 and 2020 in most large school districts. “Had nothing else changed, that trend would have led to lower school segregation,” said Owens. 

But since 1991, roughly two-thirds of districts that were under court-ordered desegregation have been released from court oversight. Meanwhile, since 1998, the charter sector – a form of expanded school choice – has grown.

Expanding school choice could influence segregation levels in different ways: If families sought schools that were more diverse than the ones available in their neighborhood, it could reduce segregation. But the researchers found that in districts where the charter sector expanded most rapidly in the 2000s and 2010s, segregation grew the most. 

The researchers’ analysis also quantified the extent to which the release from court orders accounted for the rise in school segregation. They found that, together, the release from court oversight and the expansion of choice accounted entirely for the rise in school segregation from 2000 to 2019.

The researchers noted enrollment policies that school districts can implement to mitigate segregation, such as voluntary integration programs, socioeconomic-based student assignment policies, and school choice policies that affirmatively promote integration. 

“School segregation levels are high, troubling, and rising in large districts,” said Reardon. “These findings should sound an alarm for educators and policymakers.”

Additional collaborators on the project include Demetra Kalogrides, Thalia Tom, and Heewon Jang. This research, including the development of the Segregation Explorer data and website, was supported by the Russell Sage Foundation, the Robert Wood Johnson Foundation, and the Bill and Melinda Gates Foundation.   

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UW student workers reach a deal with university after one-day strike

Some 6,000 student academic employees at the University of Washington reached a tentative agreement with the school Tuesday evening just hours after thousands went on strike.

The new contract includes a 36% increase to the minimum pay by 2026 — the largest the bargaining unit has won in a contract, according to the United Auto Workers Local 4121. Many student employees currently make less than $2,700 per month in base wage for working half-time, or about 20 hours a week.

The contract also includes hourly wage increases, increased child care reimbursements, improved health care coverage and, for the first time, paid leave for immigration appointments and hearings, among other things, the union said in its website.

“This tentative agreement will be life-changing for [academic student employees] who have been struggling to stay in their research at UW,” the union’s recording secretary, Miro Stuke, said in a news release announcing the agreement.

On Tuesday, the union staged picket lines at five sites on UW’s Seattle campus and organized a rally at Red Square. 

The union — which represents undergraduate and graduate students who work as research and teaching assistants, tutors and predoctoral instructors — announced it had reached a tentative agreement with the university shortly before 9 p.m. Tuesday on the social media platform X.

BREAKING: This evening, our ASE bargaining team reached a Tentative Agreement (TA) with the University, and decided to recommend this TA for ratification by membership. The TA includes an agreement to pause striking pending the ratification vote period. pic.twitter.com/MqluKuj5Vv — UAW 4121 Academic Workers ON STRIKE! (@UAW4121) May 15, 2024

Union members will vote from noon Wednesday to 7 p.m. Friday on whether to ratify the agreement. They will stop striking during the voting period.

The student employees voted nearly unanimously last month to call for Tuesday’s strike after their union and university officials failed to reach an agreement on future wage increases.

Before the tentative agreement, the union and school held 19 bargaining sessions and agreed on  all but one of 37 provisions in the contract , with the school offering a base salary rate increase of 8% for 2025 and 2026, compared with the union’s requested 12% for the same period.

The tentative agreement proposes a 10% base increase for 2025 and 2026.

Bargaining sessions began in February and grew contentious on May 2.

The student employees allegedly filled College of Arts & Science dean Dianne Harris’ office area that day for hours, chanting, “Shut it down,” and repeatedly knocking on Harris’ office door. The crowd became “increasingly confrontational,” according to an  unfair labor practice complaint filed May 9  against the union by UW Assistant Vice president of Labor Relations Banks Evans. 

Sally Clark, UW’s vice president for campus community safety, eventually called UW police and asked the officers to escort Harris and other staff out of the building, according to the complaint. 

In a May 10  statement , the union criticized the school for calling UW police on the group of student employees who were “engaging in protected union activities to peacefully yet powerfully make their voices heard.”

About 2,400 UW research scientists and engineers represented by the same union  went on a nine-day strike in June  after failing to reach agreements on their respective contracts. Their new contracts included a 33% increase to the minimum pay over the life of the contract, which ends in 2026, and future wage increases that keep up with the cost of living.

Seattle Times staff reporter Catalina Gaitán contributed to this report. 

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Chicago graduate makes history by earning doctorate at 17

Dorothy Jean Tillman II, whose grandmother was a civil rights activist, is now the youngest Arizona State University student to get a doctorate in her field

A Chicago teenager walked in her university’s commencement program after making history for earning a doctorate degree at the age of 17.

Dorothy Jean Tillman II celebrated the rare accomplishment, describing commencement week as “surreal” and “full of reflection and inspiration”, in a post to Instagram.

“I got a chance to meet many of my classmates in person as well as professors,” she said. “To get the opportunity to speak on the stage in front of 20,000 people live and 3 million online was truly an honor.”

Tillman first began her collegiate career at the young age of 10, while most of her peers were still navigating middle school and awkward adolescence.

Tillman, who was home schooled in childhood, began taking college classes through the College of Lake County in Grayslake, Illinois, about two hours outside of Chicago.

She earned her associate’s degree in 2016 and finished her bachelor’s degree at Excelsior University, an online degree program based in Albany, New York, in 2018.

After completing a master of science degree in 2020, Tillman was accepted into the Doctorate of Behavioral Health Management program at Arizona State University in 2021 – at the age of 15.

Tillman successfully defended her dissertation in December, joining her classmates in person at ASU’s spring commencement on 6 May.

Leslie Manson, the associate professor who oversaw Tillman’s dissertation through ASU’s online program, said Tillman was the youngest person to complete a doctoral degree in integrated behavioral health at ASU.

“It’s a wonderful celebration … but this is still something so rare and unique,” Manson said. “She has innovative ideas and motivation, which is wonderful, and truly, I think what is inspiring is that she embodies that meaning of being a true leader.”

Tillman credited her family as one of her biggest inspirations to complete her graduate studies.

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“Seeing my mother consistently work so hard to continuously uphold our family’s legacy and be that person that everyone was able to go to, if they needed anything … always seeing [her] like Wonder Woman definitely made me want to grow up [into] an accomplished person,” Tillman said to Good Morning America.

Tillman is also the granddaughter of Dorothy Tillman, the former Chicago alderwoman who was involved in the civil rights movement.

“People in my life like my grandmother, who was part of the civil rights movement, she of course harped on the importance of education and consistently learning something always,” Tillman said.

With her degrees now done, Tillman told GMA that she plans to continue reflecting on what her specific goals are as well as focus on other interests, including public speaking and a leadership institute she created.

“I’m really just grateful that the world is my oyster, and that I’ve done so much so young,” she said. “And I have time to kind of think that through.”

• US education
• US universities
• Higher education

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