doctoral programs in education wisconsin

Doctorate of Education in Leadership in Innovation and Continuous Improvement (LICI)

Enhance your skills and expertise to achieve your professional and personal goals.

Online Ed.D. with brief in-person residencies to supplement your doctorate

It's about taking your learning and career to the next level. It's about being a strategic thinker and a problem-solver. It's about being purpose-driven and maintaining a focus on your mind, body, and spirit to be a caring and effective leader.

Next cohort starts on June 24, 2024. Apply by May 1!

Engage in online courses, discussions, and meetings for your dissertation.

Questions? We’re here to help

Our team is available to help you as you consider the next step in your education.

Get answers to your questions

Our team is standing by to assist you with additional program details, financial aid options, and admissions questions.

Inspired by a Christian worldview, stewardship, and service, the mission of the cross-disciplinary LICI doctoral program is to prepare and equip individuals to be lifelong learners and exceptional leaders who will make a positive impact and add value to their vocations and communities.

Students gain knowledge through coursework in three core areas ( Leadership, Research, Improvement Science and Innovation ) and in elective courses of their choosing. Our dedicated, student-centered faculty are highly committed to facilitating student learning and growth.

Who should experience this program?

To be a leader and educator in your industry, you need to be well versed in evidence-based teaching and practice. Our interprofessional curriculum is lead by experts in education, business, and healthcare that will build your skillset to successfully implement new strategies and initiatives that employees and key stakeholders will follow.

Health professionals  This provides a career pathway to teach health-related courses in higher-education institutions. It is also for individuals in the field of healthcare seeking to learn innovative ways to improve health, lower costs, and enhance the care of patients.

Nurses Concordia has a "bridge" program for MSN Nurse Educator students to enroll in the Ed.D. program and graduate with 90 credits rather than 99 credits. This dual program allows students to earn both an MS Nurse Educator Concentration and Ed.D. (LICI) degree.

Business The LICI program is for those in business who want to bring new skills, dispositions, and improvement science to their practice and vocations or are not seeking a DBA.

Education This is for individuals that have a goal of teaching in higher education or possibly holding administrative positions in technical colleges. This progam fits for current educational professionals looking to become school superintendents. Other education-related careers that will benefit from this advanced degree are admissions officers, development and advancement leaders, other administrative positions, curriculum instructors, and activities and athletic directors. LICI is different than a Ph.D. level program.

• 60-credit requirement
• 3-year program
• Cohort model – You start the program with a specific group and continue with your peers for improved learning and greater collaboration.
• Online format – This includes courses, group work, cohort discussions, and meetings with faculty.
• In-person residencies – You are required to attend a residency in your first year of the LICI program, and another residency takes place during your second year in the program.

Dissertation Details

You are assigned a Dissertation Chair at the beginning of the program that will serve as an advisor and mentor. Through regular online check-ins, you will receive feedback and other essential support to stay on track to finish your dissertation as scheduled. You will complete (12) research seminar credits where you will solely focus on your dissertation work.

Recommended for you (based on programs you’ve viewed)

Ed.d. admission process:.

• Complete   online application at  www.cuw.edu/apply.
• Submit official transcripts from a regionally accredited institution(s) that awarded your master’s degree and any post-master’s credits.
• Submit a Letter of Intent (no more than two pages) providing evidence for consideration to be admitted to the LICI program. The Letter of Intent should focus on leadership, innovation, and continuous improvement as well as reasons for choosing Concordia and your commitment to degree completion.
• Submit an example of scholarly writing from graduate-level courses or other related work.
• Submit resume or curriculum vitae
• Submit two letters of recommendation from professional sources.
• Students may be asked to schedule an interview with the LICI admissions sub-committee.

Prospective students must:

• Hold a master’s degree from an accredited university
• Have earned a minimum grade point average (GPA) of 3.00 on a 4.00 scale in one’s master’s coursework. Lower GPA will be considered on an individual basis.

Contact Us:

For additional information, please contact the Graduate Admission Office at [email protected] or 262.243.4300.

Jennifer Becker PhD

Director - Licensure and Assessment, Associate Professor Office: Luther Hall 204C Phone: (262) 243-4546

Jennifer Becker is the Director of Licensing and Assessment in the School of Education and also serves as the Assistant Director of the Leadership In Continuous Improvement (LICI) program. Her teaching responsibilities include both graduate and undergraduate education courses.

• Ph D - Educational Leadership, Marian Univeristy (2020)
• MS - Early Childhood Education, Concordia University Wisconsin (2010)

Research Interests

• Adult Development

Teaching Interests

• Developmentally Appropriate Teaching Practices
• Planning and Curriculum

Preston B. Cosgrove Ph.D.

Associate Professor

• Ph D - Higher Education Leadership, Cardinal Stritch University (2012)
• MA - Modern American and European History, Marquette University (2006)
• BA - History, Taylor University (2004)

Contributions

• Cosgrove, P. (2022). Measuring Faculty Faith & Learning Involvement: Toward the Validation of a Survey Instrument. Christian Higher Education. https://doi.org/1...
• Cosgrove, P. (2020). "Implications of Mixing Methods: Balancing Paradigmatic and Validation Distinctives. " Applied Social Science Approaches to Mixed Methods Research. (pp. 1-24). Hershey, PA: IGI Global.
• Cosgrove, P. (2019). "The Nature Of Success In Doctoral Education: The Roles of the Student, the Advisor, and Goals. " Self-Directed Learning Strategies in Adult Educational Contexts. Hershey, PA: IGI Global.
• Cosgrove, P. (2018). Teaching an elusive phenomenon: Qualitative research, validity, and the cover of the big tent.. (3 ed., vol. 11). International Review of Qualitative Research.
• Jones, J., Baran, M. & Cosgrove, P. (2018). Outcome-Based Strategies for Adult Learning. Hershey, PA: IGI Global.

Presentations

• Cosgrove, P. (2021). Scientism, subjectivity, and qualitative inquiry. Oral Presentation. Association of Lutheran College Faculties Annual Meeting.
• Cosgrove, P. (2020). Putting (past) paradigms in their place: Social science method and the Preeminence of Christ. Oral Presentation. Association of Lutheran College Faculties Annual Meeting.
• Cosgrove, P. (2019). Developing Epistemic Humility: Graduate Research and the Preeminence of Christ. Paper. Kuyers Institute for Christian Teaching and Learning & the International Network for Christian Higher Education. Grand Rapids, MI.
• Cosgrove, P. (2019). Coding as Fiction: Reclaiming Codes in Qualitative Analysis. Paper. International Congress of Qualitative Inquiry.
• Cosgrove, P. (2019). Emancipating critical disability studies from traditional qualitative validity approaches. Paper. Midwest Sociological Society.
• Social Science Epistemology and Validity
• Faith-Learning Integration
• Qualitative Research
• Research Methods

Sandra J. Harris Ed.D.

Director - SOE Graduate Education, Associate Professor Phone: (734) 995-7309

• EDD - Educational Leadership, Eastern Michigan University (1997)
• MA - Guidance and Counseling, Eastern Michigan University (1980)
• Business Education, Eastern Michigan University (1974)
• Educational Leadership, Eastern Michigan University (1989)
• Developing ways to keep students interested in the teaching profession.
• Teacher Preparation Courses
• Cultural and Social Diversity Courses

Matthew Hurtienne Ph.D.

Dean - Batterman School of Business, Professor Phone: (262) 243-2024

• Ph D - Education and Human Resource Studies, Colorado State University (2015)
• MS - Organizational Leadership, Norwich University (2009)
• BS - Management, Southern Illinois University (2007)
• Instructional Design Mastery Series , Online Learning Consortium (2016)
• Employee Engagement
• Organizational Effectivness
• Human Resource Development
• Organizational, Performance, and Change

Brooke Johnson M.A.T., B.S.

Associate Vice President - Academics for Academic Operations, Assistant Professor Office: Luther Hall 108 Phone: (262) 243-2075

• MA - Teaching, Rockford University (2013)
• BS - Biological Sciences, Northern Illinois University (2009)
• Dvorak, L., Gray, A., Holtan, S. & Johnson, B., (2023). Finding resiliency during the great resignation. Oral Presentation. Advancing Women in Leadership 2023 Conference. Elgin, IL.
• Placement Testing
• Developmental Education
• Organizational Operations

Brandy Kamm

Visiting Faculty

Kathleen N. Kannass Ph.D.

Professor Office: Stuenkel Hall S001C Phone: (262) 243-2209

• Ph D - Psychology, The University of Iowa (2001)
• BS - Psychology and German, Carroll University (1994)
• Kannass, K., Pogorzelski, L. & Kovack-Lesh, K. (2023). The effects of background television on kindergarteners and 2nd graders. Society for Research in Child Development.
• Marks, L., Hund, A., Finan, L., Kannass, K. & Hesson-McInnis, M. (2023). Understanding academic readiness for kindergarten: The interactive role of emotion knowledge and teacher-child closeness. In David Bjorkland (Ed.), (vol. 227, pp. 16). Journal of Experimental Child Psychology. https://doi.org/1...
• O'Toole, K. & Kannass, K. Background Television and Distractibility in Young Children: Does Program Content Matter?  . Elsevier: Journal of Applied Developmental Psychology.
• Hund, A., Kannass, K., Bove, R., Fairweather, L., Maydew, M. & Monla, A. (2021). Young children's understanding of ordinal and spatial labels. (April - June ed., vol. 58). Elsevier: Cognitive Development. https://www.scien...
• O'Toole, K. & Kannass, K. (2018). Emergent literacy in print and electronic contexts: The influence of book type, narration style, and attention. In David F. Bjorklund (Ed.), (vol. 173, pp. 100-115). Journal of Experimental Child Psychology.
• Kannass, K., Pogorzelski, L. & Kovack-Lesh, K., (2022). The effects of distraction on attention and math and phonics performance in kindergartens and 2nd graders. Poster. Cognitive Development Society Biennial Conference. Madison, WI.
• Kannass, K., Watry-Christian, M. & Nestor, O., (2021). Comparing Technology-Based and Multisensory Approaches for Handwriting Instruction. Poster. Biennial Meeting of the Society for Research in Child Development. Virtual due to COVID, instead of Minneapolis, MN.
• Bourassa, B. & Kannass, K. (2021). Investigating Computerized Reading Instruction in COVID and Pre-COVID Times. Poster. Biennial Meeting of the Society for Research in Child Development. Virtual due to COVID, instead of Minneapolis, MN.
• Hund, A., Kannass, K., Bove, R., Fairweather, L., Maydew, M. & Monta, A., (2021). Young Children's Understanding of Ordinal, Spatial, and Color Labels. Poster. Biennial Meeting of the Society for Research in Child Development. Virtual due to COVID, instead of Minneapolis, MN.
• Kannass, K. & O'Toole, K. (2019). Laboratory and Standardized Measures of Attention in Preschoolers. Oral Presentation. Midwestern Psychological Association Conference. Chicago, IL.
• Cognitive Development
• Development of Attention
• Quantitative Research

Roy Peterson MA, MBA - Finance, DMin

Chief Financial Officer - Concordia University Wisconsin & Ann Arbor, Adjunct Professor Office: Luther Hall 130A-2 Phone: (262) 243-4533

My career started in the financial markets and that led to starting my own firm with a colleague. After ten years of successful growth, I sold my interest in order to attend the seminary and become a Lutheran pastor. I served a large, growing congregation in a Milwaukee suburb for almost ten years before coming to Concordia where I have served as the Senior Vice President of Advancement, the President of the CUW Foundation, and currently as CFO.

• D Min - Theology, Trinity International (2005)

James Pingel PhD

Dean - School of Education, Professor Office: Luther Hall 204A Phone: (262) 243-4214

Jim Pingel is the Dean of the School of Education (Mequon, WI & Ann Arbor, MI). His research interests include biographical history, leadership, school culture, and Christian faith reflection and integration.

• Ph D - Educational Leadership, Cardinal Stritch University (2008)
• MA - Early American History, Marquette University (1994)
• MS - Educational Administration, Concordia University Wisconsin (2001)
• BA - Secondary Education, Concordia University Wisconsin (1992)
• Pingel, J. (2024). A Worldview Wakeup Call. In Ed Grube (Ed.), (January 2024 ed., pp. 7). River Forest, IL: LEA Shaping the Future. https://s3.amazon...
• Pingel, J. (2022). Remember the Ladies. In Guy Burnett (Ed.), (Winter 2022 ed., pp. 10-11). Washington, D.C. : Madison Notes/James Madison Memorial Fellowship Foundation .
• Pingel, J. (2022). Innovation in Educatioin. (322 ed., pp. 1). Saint Louis, MO: Lutheran Life - Concordia Publishing House.
• Pingel, J. (2022). "Forward to "Dispositional Development and Assessment in Teacher Preparation Programs". " In Sara Clemm von Hohenberg (Ed.), Forward. (pp. xiv-xv). Hershey, Pennsylvania: IGI Global: Publisher of Timely Knowledge. https://www.igi-g...
• Pingel, J. (2022). "A" is for Adversity. In Ed Grube (Ed.), (Spring 2022 ed.). River Forest, IL: Shapring the Future - Lutheran Educator Association . https://leaconnec...
• Pingel, J. (2024). Building a Culture of Professional Development. Oral Presentation. Leading Together. Grapevine, Texas.
• Pingel, J. (2024). The Best and Worst of Teachers. Oral Presentation. Leading Together . Grapevine, Texas.
• Pingel, J. (2024). You Can't Give What You Don't Have: Ten Research-based Health and Wellness Tips. Keynote/Plenary Address. SWD Parish Pros Retreat. Camp Minikani - Hubertus, WI.
• Pingel, J. (2024). "One Foot in the Future: Trends and the Future in Lutheran Education". Oral Presentation. ALSS Ed Camp.
• Pingel, J. (2023). The Future That Has Come: Embracing the Latest Trends, Temptations, and Truths of Christian Education Today. Oral Presentation. Professional Church Worker Conference. Grand Rapids, MI.
• Biographical History
• Christian Servant Leadership
• Advanced Leadership Theory and Practice
• Professional Ethics

Daniel Sem PhD, JD, MBA

Associate Vice President - Academics for Research and Innovation, Professor Phone: (262) 243-2778

• JD - Intellectual Property; Corporate Law, Marquette University (2015)
• Ph D - Biochemistry, UW-Madison (1990)
• MBA - Marquette University (2013)
• BS - Biochemistry, UW-MIlwaukee (1986)
• Sem, D. & Beck, J. Academic Freedom in Private Religious Universities.
• Usai, R., Kaluka, D., Cai, S., Sem, D. & Kincaid, J. (2023). Solution phase refinement of active site structure using 2D NMR and judiciously 13C-labeled cytochrome P450. (vol. 241, pp. 9). Elsevier. https://www.scien...
• Wetzel, E., Marks, K., Gleason, A., Brown-Ford, S., Reid, T., Chaundhury, S., Lindeman, S., Sem, D. & Donaldson, W. (2022). Discovery of two novel (4-hydroxyphenyl) substituted polycyclic carbocycles as potent and selective estrogen receptor beta agonists. (vol. 73, pp. 5). Elsevier.
• Sem, D. (2021). Chronic oral administration of a novel estrogen receptor beta agonist enhances memory and alleviates drug-induced vasodilation in young ovariectomized mice. (vol. 130, pp. 10498). Hormones and Behavior.
• Sem, D. (2020). Synthesis and evaluation of 17a-trazolyl and 9a-cyano derivatives of estradiol. . (vol. 28, pp. 115670). Bioorganic and Medicinal Chemistry.
• Drug design and development
• Intellectual property
• Entrepreneurship
• Medicinal Chemistry and Drug Design

Michael Uden Ph.D.

Vice President - of Enrollment, Chief Strategy Officer, Professor Office: Luther Hall LU 130C Phone: (262) 243-2612

Dr. Michael Uden currently serves as the Vice Provost of Student Enrollment and Engagement for Concordia University. His research interests include trauma-informed classroom practice, the intersection of professional efficacy and career trajectory for educators, and accelerated licensure programs for underrepresented populations.

• Ph D - Educational Leadership and Policy Analysis, University of Wisconsin (2006)
• MS - Curriculum and Instruction, Concordia University Wisconsin (1996)
• BA - Lutheran Elementary Education, Concordia University Wisconsin (1989)
• Uden, M. (2019). An introduction to trauma and trauma-responsive practices. Keynote/Plenary Address. The GLACLP Annual Symposium. Ann Arbor, MI.
• Trauma-informed classroom practice
• Intersection of professional efficacy and career trajectory for educators
• Servant and ethical leadership
• Educational leadership and policy analysis

Angela Walmsley Ph.D.

Professor Phone: (262) 243-2105

Dr. Walmsley currently serves as dissertation chair and teaches in the Ed.D. program in the School of Education. She has served as a Professor in both the School of Education and the School of Arts and Sciences, Mathematics department where she taught Geometry, Statistics I and Statistics II, and Algebra. She has also served as a research methodologist to assist faculty in research design and analysis. Her expertise lies in both qualitative and quantitative methods. Dr. Walmsley's research areas include mathematics education, statistics education, and curriculum design.

• Ph D - Mathematics Education, Saint Louis University (2001)
• BS - Mathematics, Education, University Of Illinois-Urbana (1995)
• Master in Education, University Of Dublin (1997)
• Post-graduate Diploma in Statistics, Trinity College (1997)
• Serwe, K. & Walmsley, A. The effectiveness of telehealth for a caregiver wellness program. In Anthony Smith (Ed.), SAGE journals: Journal of Telemedicine and Telecare. https://doi.org/1...
• Walmsley, A. (2020). Examples of how to Incorporate the GAISE Report Recommendations into Teaching. Holmen, WI: Wisconsin Teacher of Mathematics Journal. http://www.wismat...
• Serwe, K., Walmsley, A. & Pizzi, M. (2020). Reliability and Responsiveness of the Pizzi Health and Wellness Assessment. In Dr. Frank Stein (Ed.), (1 ed., vol. 3, pp. 7-13). Thorofare, NJ: Annals of International Occupational Therapy. https://doi.org/1...
• Serwe, K. & Walmsley, A. (2019). Pilot Study of a Telehealth Delivery Method for Powerful Tools for Caregivers. In Linnea M. Couture, COTA, AAS (Ed.), London, England: Activities, Adaptation & Aging. https://doi.org/1...
• Walmsley, A. (2007). A History of Mathematics Education in the United States During the Twentieth Century. Lanham, MD: University Press of America.
• Walmsley, A. (2023). Understanding How to Implement GAISE II Recommendations (Statistical Guidelines) into Pre K-12 Mathematics. Lecture. National Council of Teachers of Mathematics Annual Meeting and Exposition. Washington, DC.
• Walmsley, A. (2023). The College Admissions Process. Lecture. Educator's Rising Annual Conference. Orlando, FL.
• Serwe, K., Walmsley, A. & Pizzi, M., (2019). The Pizzi Health and Wellness Assessment: Psychometrics and Clinical Utility. Poster. 2019 American Occupational Therapy Association Annual Conference & Expo. New Orleans, LA.
• Serwe, K., Pizzi, M. & Walmsley, A., (2019). The Pizzi Health and Wellness Assessment: Psychometrics and Clinical Utility. . Oral Presentation. 6th Annual Concordia University Wisconsin School of Health Professions Annual Conference. Concordia University Wisconsin, Mequon, WI.
• Educational policy
• Statistics education

Steven Witt Ph.D.

Program Director - Graduate Education, Professor Office: Luther Hall LU 201 Phone: (262) 243-4253

Steven Witt is a PhD scholar and researcher with knowledge in current best practice educational theory and methods. A national and international presenter with knowledge in student engagement and literacy practices. His research focus is on transformative research and leadership practices and academic coaching. He is the author of a book on Transformative research practices. www.kendallhunt.com/witt

• Ph D - Education, Curtin University (2010)
• MA - Curriculum Studies , University of Texas (2008)
• MS - Advanced Literacy, Concordia University of Austin (2004)
• BS - Bachelor of Science in Education, Dr. Martin Luther College (1991)
• Witt, S. (2022). Opportunities: Transforming Educational Research and Teaching Practices . (3 ed., pp. 163). Dubuque, IA: Kendall Hunt.
• Witt, S. (2019). Opportunities: Transforming educational research and teaching practices. Dubuque, Iowa: Kendall Hunt.
• Witt, S. & Cario, C. (2022). Use Strategic Decisions in Small Group Reading Instruction . Demonstration. LEA Convocation . Milwaukee Wisconsin.
• Witt, S. (2021). Use Strategic Decisions in Guided Reading Instruction . Oral Presentation. Catholic Schools Educational Conference. Wisconsin Center - Milwaukee WI.
• Witt, S. (2019). Engaging students with complex texts and meaningful vocabulary. Oral Presentation. Annual Conference for Middle Level Education 2018. Nashville, Tennessee .
• Witt, S. (2019). Conferring with Readers. Demonstration. 4th annual LIteracy institute Concordia University Wisconsin. Environmental Center - Concordia University Wisconsin.
• Witt, S. (2019). Guided Instruction Within the Reading Workshop Framework. Oral Presentation. 4th annual LIteracy institute Concordia University Wisconsin. Environmental Center - Concordia University Wisconsin.
• Teaching Identity
• Transformative teaching and leadership practices
• Academic Coaching

The blogs provide more detailed information about Concordia's online Doctorate of Education program. Gain a better understanding of what it takes to complete this advanced degree.

What it's Like Being a Doctoral Student: Lessons Learned

Featured alumni, Kourtney Anderson

Featured alumni, Arthur Martinez

Impact of getting a doctorate as a Christian

Qualities of successful doctoral students

Writing at the graduate level

Is a doctorate worth it?

Let the doctoral dissertation process transform you

4 tips for overcoming dissertation anxiety

The uncommon mother-daughter duo embracing a new family tradition as Concordia alumni

Bright ideators: Ed.D. LICI highlights

Want to earn an online Ed.D.? Student Jenna Roeske shares her experiences

View previously recorded webinars on your own time! Meet Dr. Kathleen Kannass, Program Director, and other faculty in the doctorate program. The webinars review curriculum, core learning areas, the dissertation process, and the benefits of the cohort format. Get information about the admission and application process too.

Here's our most recent webinar which includes a discussion with current LICI students.

 More Webinars 

• October 2023 Webinar: Dissertation Process and Student Panel
• April 2023 webinar: Introduction to the LICI Program
• October 2022 webinar: What Can a Doctorate Do For You
• April 2022 webinar: Dissertation Process with student testimonials
• February 2022 webinar: LICI Program Overview and Discussion with Students

Completing a dissertation is a significant undertaking essential to earn your doctoral degree. This unique program is designed for you to begin your dissertation in your first year, paving the way for successful completion within three years. Engage in research seminar courses that provide a structured schedule to guide you through the dissertation process. With a dedicated research chair by your side, you will receive ongoing support and valuable feedback as you craft your dissertation chapters.

Examples of dissertation topics from our doctoral graduates:

• The Relationship of Principals' Leadership Style and Teachers' Job Satisfaction
• Preparation and Motivation: Antecedents of Small City Elected Leadership Participation
• College and Career Training in Middle School Students
• The Impact of Training & Development on Teacher Retention in Urban Schools
• Perceptions of Parent Involvement in Elementary Special Education
• The Effects of Virtual Learning During COVID-19 on Math and Reading Scores

Research Seminar 1

• Investigate research on possible topics
• Assigned a research chair

Research Seminar 2

• Write Chapter 2 (Draft of Literature Review)

Research Seminar 3

• Write Chapter 1 (Draft of Introduction)
• Update Chapter 2

Research Seminar 4

• Write Chapter 3 (Draft of Methodology)
• Update Chapter 1

Research Seminar 5

• Preparing Chapters 1-3 for proposal

Research Seminar 6

• Data Collection

Research Seminar 7

• Data Analysis
• Write Chapter 4

Research Seminar 8

• Write Chapter 5
• Compile the full dissertation

Research Seminar 9

• Defend dissertation

Resources for

Quick links.

School of Education Ed.D. in Educational Sustainability Degree

Inspiring sustainable action through learning.

If you are interested in building socially, ecologically and economically sustainable communities and interested in transforming systems of teaching, learning and leadership, you are encouraged to apply for the Doctor of Education (Ed.D.) in Educational Sustainability program at the University of Wisconsin-Stevens Point.

GET STARTED TODAY!

Request information and start your journey to making a sustainable impact on the world!

Why choose the Ed.D. in Educational Sustainability program at UW-Stevens Point?

The Doctor of Education (Ed.D.) in Educational Sustainability program at the University of Wisconsin-Stevens Point is online and designed for working professionals from interdisciplinary fields in sustainability. The program will prepare graduates to be educators and leaders who hold a passion for transforming systems of teaching and learning.

Equity and Inclusion in Education

The Graduate Certificate in Equity and Inclusion in Education consists of 12-credits of coursework as well as a train-the-trainer capstone experience (EDSU 790/EDSU 990). The course work explores systems, structures, policies, practices, and attitudes to create a more equitable and inclusive learning environment, culminating with an action-oriented project. This certificate is designed for students in the educational sustainability doctoral program that want a concentration in education for equity and inclusion.

Meet our Students and Alumni

Students from a diverse academic and professional backgrounds make up the student body, in diverse processional arenas; you do not need a graduate degree in education. Please visit the current student bios to learn about the students interests and background that make up this transdisciplinary program!

Inclusivity Scholarship

The Ed.D. in Educational Sustainability Inclusivity Scholarship is a tuition award for first-year educational sustainability doctoral students who are from a historically underserved background to promote socio-economic, cultural and racial diversity.

Info Sessions

Ready to learn more about the Ed.D. program at UW-Stevens Point? Join us for an informational session (30-45 minutes). We will discuss program details including schedule, class formats and course focus.

Ed.D. in the News and Social Media

Catch up on the latest news from the Ed.D. program and get an insight from our students in their blogs.

Important Dates

INFO SESSIONS

Sustainability at Our Core

Transformative learning, systems thinking, ecological thought, futures thinking, diversity and social justice, ethical action.

Be an Agent of Change

Dissertation Options

Community of Learners

Global Affiliate Scholar Program

Ed.d. by the numbers, summer residency.

Receive assistance and guidance from faculty and staff

Build a cohort community of practice

Build cross-cohort communities of practice, network with affiliate scholars and practitioners, participate in various keynote and guest presentations.

Practice professionalism and scholarship

Process at various stages of study from other cohorts

International Residency Option

Students from diverse academic and professional backgrounds make up the student body, in diverse processional arenas; you do not you do not need a graduate degree in education. Learn about the students’ interests and background that make up this transdisciplinary program!

Student Resources

Scholarships

Student Handbook

Conference Registration Support

Meet your faculty and staff.

Erin Redman

• Director of Educational Sustainability
• Assistant Professor – Educational Sustainability

• College of Professional Studies Diversity Taskforce

Cathy Scheder

• Assistant to the Dean for Graduate Programs and Outreach – College of Professional Studies
• Assistant Director – Ed.D. in Educational Sustainability
• Associate Lecturer – Ed.D. in Educational Sustainability
• Associate Lecturer – College of Natural Resources
• College of Professional Studies Diversity Task Force
• Graduate Council Chair

Rayvn Knipple

• Graduate Programs Assistant – School of Education
• CPS University Staff Common Council Representative

School of Education

Graduate programs.

Adapted Physical Education Add-on

Cross-Categorical Special Education Add-On

Early Childhood Special Education Add-On

Ed.d. in educational sustainability.

Elementary and Middle School K-9 Add-On

English as a Second Language – Teaching Add-On

Family and Consumer Sciences Accelerated Teacher Licensure

Family and Consumer Sciences Add-on

Gifted and Talented Education Add-on

Health Education Add-On

Master’s in Education

Reading Specialist Add-on

Reading Teacher Add-on

Trauma and Resilience

• Skip to Content
• Catalog Home
• Educational Psychology, Ph.D.

The Department of Educational Psychology offers the master of science and doctor of philosophy degrees in educational psychology. The programs for the M.S. and Ph.D. in educational psychology provide comprehensive knowledge of the field and intensive specialization in one of three areas of study and research: human development, learning sciences, quantitative methods. The program also offers a Ph.D. in School Psychology.

The department provides training in research. Many faculty members in the department conduct controlled research studies with human participants; schools and other agencies in the Madison area cooperate in facilitating such research projects. Principal research facilities include the School of Education's Wisconsin Center for Education Research and the multidisciplinary Waisman Center.

Areas of Specialization 

Human development.

Professors: Bellmore, Brown, Enright, Hubbard, Matthews, Short, Vlach

This Human Development program focuses on individual development, with an emphasis on the beginning of the lifespan and formal schooling years (infancy through young adulthood). The Human Development area’s research seeks to make conceptual/theoretical contributions to the understanding of human behavior that can address practical concerns of educators, parents, and others. Special emphasis is placed on considering how diversity in personal backgrounds, contexts, and experiences contribute to the developing person. The graduate program provides a breadth and depth of knowledge about human development and educational psychology and encourages more detailed study in specific interest areas. Early in the program, students learn about general theories and issues in human development; specific developmental processes in childhood, adolescence, and adulthood; as well as associated statistical methods and research practices.

In the latter part of the program, students exercise individual choice in selecting courses in subject matter that will broaden or deepen an understanding of developmental processes. Such coursework may also extend to other programs of the university in which there is a research focus in human development.

Learning Sciences

Professors: Bell, Nathan, Puntambekar, Rau, Shaffer

This program area bridges learning sciences and educational practice. Scholarship encompasses the coordinated design and study of learning environments ranging from preschool to university education, and reaches outside of school to informal contexts for learning, like museums and after-school programs. Faculty interests include the design of technologies as tools for learning, prolonged longitudinal study of relations between teaching and learning, the nature of knowledge in substantive domains of inquiry, like mathematics, science, and composition, and the analysis of learning using moment-by-moment data about learning processes. The program of study emphasizes an apprenticeship model of scholarship with early engagement in substantive problems of learning and teaching. Students work in concert with faculty to develop research studies in each of the first two years of study. Courses are coordinated to promote the development of research and communication skills so that students can become involved with important problems in educational research. As students progress in the program, they continue to work with faculty, both within and outside of the department, to craft systematic investigations of learning environments.

Quantitative Methods

Professors: Bolt, Kaplan, Kim, Pustejovsky, Wollack 

Educational research has a strong tradition of employing state-of-the-art statistical and psychometric (psychological measurement) techniques. Researchers in all areas of education develop measuring instruments, design and conduct experiments and surveys, and analyze data resulting from these activities. Because of this tradition, quantitative methods have long been an area of specialization within educational psychology. Graduates in this area teach, serve as consultants to educational researchers, and conduct research on statistics and psychometrics in education-related fields. Within the program, the quantitative methods area offers the two major specializations of statistics and measurement.

The study of quantitative methods takes advantage of the range of resources at the University of Wisconsin–Madison and includes coursework in statistics, mathematics, and computer sciences, and in other units of the School of Education.

School Psychology

The Department of Educational Psychology also administers a Ph.D. in School Psychology and M.S. in School Psychology.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

For admission to graduate work, the department does not require a specific undergraduate major. However, it is preferred that applicants have completed approximately 18 credits in courses that provide a relevant foundation for further study in educational psychology. Neither certification as a teacher nor teaching experience is required. An undergraduate grade point average of at least 3.0 (4.0 basis) based on the last 60 semester hours of undergraduate coursework is requisite. A statement of purpose is also required.

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Students are eligible to compete for UW–Madison fellowships. A limited number of teaching and project assistantships are available within the department, and prospective students are encouraged to refer to the instructions for fellowships and assistantships contained in the program application information.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

MODE OF INSTRUCTION

Mode of instruction definitions.

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

CURRICULAR REQUIREMENTS

Required courses, human development pathway 1.

These pathways are internal to the program and represent different curricular paths a student can follow to earn this degree. Pathway names do not appear in the Graduate School admissions application, and they will not appear on the transcript.

Learning Sciences Pathway 1

This includes any course in the Quantitative Methods program area or any other approved course by the Learning Sciences faculty as covering appropriate content in quantitative methods.

Quantitative Methods Pathway 1

• Educational Statistics and Research Methodology subarea
• Educational Measurement subarea

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate work from other institutions.

With program approval, students are allowed to count no more than 9 credits of graduate coursework from other institutions. Coursework earned ten years or more prior to admission to a doctoral degree is not allowed to satisfy requirements. 

UW–Madison Undergraduate

No credits from a UW–Madison undergraduate degree are allowed to count toward the degree.

UW–Madison University Special

With program approval, students are allowed to count no more than 9 credits of coursework numbered 300 or above taken as a UW–Madison University Special student. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements. 

This program follows the Graduate School's Probation policy.

ADVISOR / COMMITTEE

This program follows the Graduate School's Advisor policy and  Committees policy .

CREDITS PER TERM ALLOWED

Time limits.

This program follows the Graduate School's Time Limits policy.

grievances and appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Dean of Students Office (for all students to seek grievance assistance and support)
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
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• Title IX (for concerns about discrimination)

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed.  Many issues can be settled informally at this level.  If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor.  The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
• Ombuds Office for Faculty and Staff (for UW-Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
• Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
• Dean of Students Office (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427

For the Ph.D. program, the department offers assistantships to incoming students.

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

• Acquire a strong foundation in current and past theories, research findings, and methodologies in their program area. Use critical thinking skills to synthesize existing knowledge, evaluate strengths and limitations in existing theory and research, and identify issues in need of additional inquiry - including conceptual and methodological approaches available to address these issues.
• Demonstrate a knowledge of and sensitivity to human diversity in terms of individual abilities and orientations and sociocultural backgrounds.
• Retrieve, evaluate, and interpret professional and scientific literature; use this information to develop or adapt theoretical frameworks and derive testable hypotheses or predictions for their own research / program evaluation projects.
• Learn to design realistic and feasible research or assessment projects in their program area and to prepare necessary protocols that are sensitive to the backgrounds of individuals who are the focus of their work.
• Conduct independent research and analyze and interpret resulting data.
• Create clear and concise reports of their research or program evaluations that are appropriate to the intended audiences, which may include fellow scholars (via scholarly journals), practitioners (via practitioner journals or reports), and lay audiences (via online or other published reports).
• Communicate effectively in collaborative work, instructional activities, and/or consultation settings with students and professional colleagues.
• Conduct research or program implementation / evaluation in accordance with ethical standards established in their field of inquiry.

Professors: Asmus, Bell, Bellmore, Bolt, Enright, Kaplan, Kim, Nathan, Puntambekar, Quintana, Shaffer, Wollack (chair) Associate Professors:  Albers, Eklund, Garbacz, Hubbard, Kilgus, Matthews, Pustejovsky, Rau, Vlach Assistant Professors: Karumbaiah (Fall, 2023),   Klingbeil, Short, Starr (Fall, 2023) Clinical Associate Professor: Kelly Clinical Assistant Professor: Hagermoser-Bayley

• Requirements
• Professional Development
• Learning Outcomes

Contact Information

Educational Psychology School of Education edpsych.education.wisc.edu

Amy Moschkau, Graduate Coordinator [email protected] 608-262-1427 880 Educational Sciences Building, 1025 West Johnson Street, Madison, WI 53706-1796

James A. Wollack, Director of Graduate Studies [email protected]

Graduate School grad.wisc.edu

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Professional Studies in Education

A page within professional studies in education, we are here for you.

We are living in unprecedented times but we can also embrace the opportunities provided. We can use this as a chance to reflect on the path we want to take to meet our professional and personal goals. Our program is pleased to offer all of our quality courses in an online format. Let us help you stay on track with your professional development path. Registration is now in full swing, join us and experience the transformation!

Inquiries from businesses or educational institutions regarding programs or program development should be directed to Patricia Markos, Program Director.  Prospective students should contact Cindy George , Senior Marketing Specialist.

We are Ranked by US News and World Report!

 UW-L’s Professional Studies in Education is ranked as having top online graduate education programs nationally. The program fosters collaboration and builds comradery by using a learning-in-community model allowing educators to share common values, beliefs, and emotions about education. Additionally, a culturally responsive, constructivist, and experiential learning approach actively shapes educators’ learning experiences.

Another Outstanding Ranking from Best Accredited Colleges for our Reading Program!

Tuition as low as $396/credit 

Click here for more information! Most programs offered online.

Why should you choose one of our graduate programs?

Communities of learning.

Our programs work to build a dynamic, connected, and inspired community of learners dedicated to transforming the profession of education to create a world where every child can learn. Our graduates are defined by their desire to inspire those around them to live caring and meaningful lives.

Mission, Vision, and Values

Testimonial

The biggest benefit of the program was having people in this little community, helping each other through the process.

Tina Miller, '03  ME-PD Learning Community

A Top-Ranked Institution

For the 21st consecutive year, UWL has remained the top ranked comprehensive campus in the UW system. We also remain Wisconsin’s top-ranked public university among our peers according to U.S. News & World Report’s America’s Best Colleges listing. This resource also ranks UWL 7th for Best Regional (public) Universities in the Midwest.

Students get their money's worth!

Students get their money’s worth when attending UW-La Crosse, according to a new ranking by finance technology company SmartAsset.  

In the company’s list of best value colleges, UWL placed No. 4 in Wisconsin and No. 50 in the United States. The ranking underscores UWL’s commitment to affordability, high-quality academic programming and providing students with a strong return on their investment. Read More!

Experience transformation

" I have to admit that when I saw the word “transformative” used for one of the outcomes of the program it was with some curiosity as to how that was measured or even described by the participants. Yet, person after person was able to share with me how each viewed the transformative process so that when educators went back to their buildings, others did see a change in those who had participated and principals indicated that the changes were felt at the building level itself ." Diane Rauschenfels, External Reviewer March 2016

Notable Alumni Making a Difference!

Kudos for two La Crosse-inspired musicians and alums. 

The Gleason brothers, Tim, ’93, and Chris, ’02, have both been recognized as excelling music educators. They follow the footsteps of their father, Jerry, who taught music at various Wisconsin high schools.

Younger brother Chris has made a name for himself directing bands at Sun Prairie Middle and High schools   for 18 years. He began working full time with the Wisconsin Department of Public Instruction in June. He also runs a non-profit,   Beyond The Notes Music Festival Inc. ,   that has inspired more than 40,000 young musicians and 70 future music educators.

Chris has been a semi-finalist twice for the Recording Academy and Grammy Museum Music Educator Award — one of the top 25 music educators nationwide nominated. He’s also one of five to receive the National Education Association Foundation Horace Mann Award for Teaching Excellence. Chris, also recognized with other awards, is known for his passion of giving students the groundwork they need to become budding musicians.

“Every student is wonderfully unique and complex; their intelligence is diverse and distinct,” he notes. “As such, my curriculum and daily instruction mirrors this complexity and richness, allowing students to learn about and through music in many different ways.”

The brothers, both tuba enthusiasts, have fond memories of energetic, inspiring music educator mentors, along with camaraderie.

Tim remembers “the hours spent on the Coate Hall practice field with the marching band,” which led to a Holiday Bowl band trip, numerous NFL games and the national championship football game in Bradenton, Florida.

“I'm grateful for my family and all those who have supported me along my journey thus far,” adds Chris. Chris Gleason, ’02

• Attended La Crosse Logan Middle and High Schools
• Grad degree:   Master’s of Education Professional Development
• Currently:  Sun Prairie Patrick Marsh Middle School band director through June 1, then Arts and Creativity Consultant with the Wisconsin Department of Public Instruction.
• Favorite instrument:   “Tuba!”

Contact our program

We strongly encourage you to make contact with us if you have questions about our programs or need assistance with the application process.

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• Summer 2024 Term Application Deadline - May 25, 2024 Reading, Educational Leadership, TESOL, MSED Learning Community, and Special Ed. programs. Online Midnight to 11:30 p.m. Sat, May 25
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Educational Psychology: Counseling Psychology PhD

UWM’s PhD specialization in Counseling Psychology follows a scientist-practitioner model that integrates theory, practice and research to give you the scientific knowledge and skills needed to work with multicultural populations across diverse settings.

Our program sets up students for success. Placement rates for our graduates is 100%, and 87% of our graduates are licensed psychologists in various states.

Program Type

Program format, why choose our program.

• Commitment to diversity: In 2013, the Department of Educational Psychology won the American Psychological Association’s prestigious Bersoff Presidential Cultural Award for its success in recruiting and graduating doctoral students from racial/ethnic minorities as well as other countries.
• Location: We’re located in the state’s economic, cultural and career capital, just 10 minutes from downtown Milwaukee and 90 minutes from Chicago.
• Career prep: Since 2008, 88% of our counseling students were matched in internships, compared with the national average of 80%. Most years, it’s 100%.
• Research: Work alongside internationally known faculty as an integral member of their research teams. You may have the opportunity to present your work at national conferences.

Our PhD students are expected to conduct research and to advance the science of counseling psychology through scholarly inquiry. You’ll learn how to apply your scientific knowledge using qualitative and quantitative methodologies. Our program, which is accredited by the American Psychological Association through 2029, will prepare you to work as a counseling psychologist in a variety of settings, including universities, hospitals, mental health clinics and private practice.

Note: Due to pending and recent retirements, and funding restrictions that prevent post baccalaureate students from serving as teaching assistants, most faculty will not consider admitting students for 2024 and into the Fall 2024 semester who do not already have a master’s degree.

Counseling Psychology Handbook

For additional information about the program, see the  Counseling Psychology PhD Program Handbook (PDF) .

Student Data

Student Admissions, Outcomes, and Other Data (PDF)

We will assign you a temporary advisor when you are admitted to the program. Once you enter the program, you are free to choose a new advisor who will be the chair of your dissertation committee, or continue with your assigned advisor.

Stipends for teaching or research assistantships at or above 33% time include tuition remission. Stipend salaries vary according to type of assistantship (e.g. teaching, research) and type of student (doctoral, dissertator). For an academic year (nine month) appointment for 2023, stipends are $15,000 for 50% time assistantships and $9,900 for 33% time assistantships.

The following table indicates the type of support given to each cohort of students for the 2022-23 academic year. Assistantships are allocated based on availability of positions, with priority given to first year students, then second year students, and then third year. Students in the counseling psychology program have successfully applied for assistantships in other schools and colleges. After the third year in the program, students are strongly encouraged to seek assistantships through faculty grants or off-campus sources.

Learn more about the Graduate School’s  current assistantship salary schedules .

Counseling Psychology Student Association

Open to all doctoral students in the Counseling Psychology PhD Program, CPSA focuses on student advocacy, professional development, and socialization/peer-to-peer mentorship. Members are also active at the national level (e.g., ACA, APA, APAGS). We encourage all students to get involved.

Career Resources

• Careers as a Counseling Psychologist
• Society of Counseling Psychology
• American Psychological Association
• Licensing Information

The Graduate School provides a range of  resources for student professional development  on its website.

Program Requirements

If you already have a master’s degree, the program involves three years of coursework, a year of dissertation and a year of internship.

Students are required to take 15 credits of courses toward discipline-specific knowledge (psychological foundations), 18 credits of practicum, 13 credits of statistics and 12-18 credits of courses designed to provide profession-wide competencies as a counseling psychologist (Ethics, Interventions, Advanced Multicultural Counseling, Vocational Psychology, Supervision/Consultation and Research).

In keeping with our scientist-practitioner model, we require all students to participate on a faculty member’s research team for two years, registering for ED PSYCH 838 for 12 credits. Many students participate on more than one faculty member’s team, and most students stay involved in research for the entire four years that they are on campus.

Our program is recognized by the state licensing board, and you will be eligible for licensure as a psychologist once you complete the doctorate and the post-doctoral hours required by the state and successfully pass the national licensing exam and state jurisprudence exam.

Application Process

All applications must be completed fully online through the UWM Graduate School’s Panthera Application System .

You should plan to apply a year before you intend to start. Be sure to pay careful attention to the program’s specific deadline.

Final Deadline for Fall Admission : Final application deadline is  Dec. 1  for Fall admission.

Applicants who are invited for interviews will be notified by early January. Applicants will be notified of admissions decisions by mid-February.

• The program requires three letters of recommendation. These letters must be submitted through the application’s electronic recommendation feature by the recommenders themselves. Letters uploaded or sent by the applicant will not be accepted.
• Applicants are also required to submit a writing sample completed within the last five years.

• Associate Professor , Educational Psychology
• Program Director , School and Clinical Mental Health Counseling, MS
• [email protected]
• Enderis Hall 791

• University Distinguished Professor , Educational Psychology
• Mary and Ted Kellner Endowed Chair of Educational Psychology , Educational Psychology
• Program Director , Counseling Psychology, PhD
• [email protected]
• 414-251-8328
• Enderis Hall 773

• Assistant Professor , Educational Psychology
• [email protected]
• Enderis Hall 789

• [email protected]
• 414-251-7057
• Enderis Hall 793

• [email protected]
• Enderis Hall 729

• Professor , Educational Psychology
• [email protected]
• Enderis Hall 753

Kelsey Autin, PhD, Assistant Professor University of Florida Dr. Autin’s research interests include how people find fulfillment in their occupations and how this relates to overall well-being. Within this, she focuses on how people’s identities along with their sociopolitical contexts shape their beliefs about their freedom of work choice and barriers to obtaining decent work.

Nadya A. Fouad, PhD, ABPP, University Distinguished Professor and Mary and Ted Kellner Endowed Chair of Educational Psychology University of Minnesota Dr. Fouad’s research interests include cross-cultural vocational assessment, career development, interest measurement, role of race and social class in development, and cross-cultural counseling. Dr. Fouad is board certified in counseling psychology, and a licensed psychologist in the State of Wisconsin. *Note : Dr. Fouad is not taking on any new doctoral advisees at this time.

Xu Li, PhD, Assistant Professor University of Maryland, College Park Dr. Li’s research interests include (1) the process and outcome of individual and group psychotherapy, particularly in cross-cultural and multicultural contexts, (2) the development and training of therapists and the measurement of therapist competency, and (3) the career development and mental health of college students. With a bachelor’s degree in mathematical sciences, Dr. Li is keenly interested in exploring the use of advanced and novel quantitative methods in counseling psychology research.

Ankita Nikalje, PhD, Assistant Professor Purdue University Dr. Nikalje’s research focuses on systemic issues within the South Asian diaspora and their impact on lived experiences and mental health. She is particularly passionate about the issue of casteism and how caste discrimination continues to be experienced on an institutional, interpersonal and internalized level outside of South Asia. She has theorized Caste Critical Theory (CasteCRIT) and is developing instruments to measure the impact of caste in the diaspora. Similarly, her research also focuses on the impact of colonization, especially as it relates to internalized colonization or colonial mentality among South Asians.

Leah Rouse, PhD, Associate Professor and Electa Quinney Scholar University of Wisconsin-Madison Dr. Rouse’s research interests include trauma psychology, suicidology and mental health issues facing corrections, EMS and military populations, as well as cancer patients, survivors and their families, and American Indian communities. She works from a qualitative and Indigenous framework in research and practice. Dr. Rouse is board certified in counseling psychology, and a licensed psychologist in Wisconsin.

Stephen R. Wester, PhD, ABPP, Professor University of Florida Dr. Wester’s research interests include male gender role conflict, multicultural expressions of masculinity, gender and emotion, and counseling men, as well as the training of counseling psychologists and counseling supervision. Dr. Wester is board certified in counseling psychology, as well as a licensed psychologist in Wisconsin.

Academic Resources

• Academic Programs
• Academic Catalog
• Educational Psychology: Courses for Undergraduate and First Year
• Foundations of Reading Test (FoRT)
• Licensing, Renewals and Stipulations
• Multiliteracies, Languages, and Cultures Resource Library
• Office of Clinical Experiences
• Office of Student Services
• PIECE Project
• Post-Baccalaureate Certifications
• Request for Transcript Evaluation
• Student Teaching Resources
• Transfer Guides
• UWM Writing Project

EdDPrograms.org

Ed.D. Programs in Wisconsin

Searching for the best WI doctoral program in education? Our practical guide to Wisconsin Ed.D. degrees has a great database of on-campus and online offerings, with links to costs and curricula. Explore doctoral funding opportunities and career paths. Learn which online programs have residency requirements. Or find a Wisconsin doctorate that leads to licensure!

Earning a Doctor of Education Degree in Wisconsin

Thanks to UW System schools and a few solid offerings from private universities, Wisconsin is a boom state for doctoral programs in education, including online Ed.D. degrees and programs that lead to superintendent/district administrator licensure . You’ll find them all in our school listings , along with links to curricula and costs.

In a nutshell, UW Schools of Education tend to play to their strengths—each Ed.D. has a unique take on the subject. Some are even willing to cross-pollinate, allowing Ed.D. students to take electives from different UW schools. Private university doctorates are a little less varied, but still include plenty of foci. One simple way to make a decision is to see what doctoral funding is available.

Once you have a degree or two in mind, have a quick skim through our educational leadership career section . We’ve pulled out state-specific data on Wisconsin administrative jobs & salaries and provided links to local job boards. You can decide which PreK-20 leadership associations have the best member benefits and plan your calendar of conferences & training programs .

Online Doctor of Education Programs in Wisconsin

Online ed.d. providers in wisconsin, concordia university wisconsin, edgewood college, university of wisconsin-la crosse, university of wisconsin-stevens point, what to know about wisconsin online ed.d. programs.

Your choices for Wisconsin online doctorates in education fall into two broad categories: public UW schools with one-of-a-kind degrees and private religious universities that offer leadership programs (Edgewood is Dominican and CUW is Lutheran). UW online tuition rates are the lowest, and the same for in-state and out-of-state students.

However, your options don’t necessarily stop with the four we’ve discussed below. There are some hybrid options out there, including UW Stout’s Ed.D. in Career and Technical Education and UW Oshkosh’s Ed.D. in Superintendent Licensure . You’ll need to be on campus for some evenings and weekends, but you can still take a good chunk of the coursework online.

Note: Our overview of online doctoral programs in education contains a listing of online Ed.D. degrees in every single state.

Online Ed.D. Programs at Public Wisconsin Universities

UW La Crosses’s 54-credit Online Ed.D. in Student Affairs Administration in Higher Education is customized for, yep, current professionals in student affairs and higher education. Folks who are aiming to climb the ranks to dean, director, VP, or Vice Chancellor might want to give it a look.

It’s a cohort-based, three-year program that’s 100% online—there’s no residency requirement. We also like the fact that a) transfers are available for previous doctoral credits; b) there’s funding available for online students; c) in-state and out-of-state tuition is the same; and d) you can choose electives from other UW doctoral programs.

You’ll see the same online tuition rate being offered in UW Stevens Point’s 54-credit Online Ed.D. in Educational Sustainability . As the title would suggest, this offering draws on work being done by the School of Education and the university’s Office of Sustainability . And because it’s interdisciplinary, you don’t need a graduate degree in education to apply.

A few more things to note. This is a cohort-based, three-year program that tackles subjects such as systems thinking, ecological thought, ethical action, and diversity & social justice. It also includes annual four-day residencies and one course with place-based field studies, so budget for travel. The best way to evaluate it may be to read the student bios .

Online Ed.D. Programs at Private Wisconsin Universities

If you’re considering UW La Crosse, you could compare it to Edgewood’s 54-credit Online Ed.D. in Educational Leadership – Higher Education and Leadership Studies . This 3-4 year doctorate is also 100% online, with optional residencies. And credit transfers for graduate work are available.

Edgewood’s program & curriculum feel slightly broader than UW La Crosse—it welcomes professionals in higher education, educational agency, and corporate education environments. But the online tuition rate is also more expensive than Wisconsin public options, by a fair amount.

Another distance learning option for educational leaders is Concordia University Wisconsin’s 60-credit Online Doctorate of Education in Leadership in Innovation and Continuous Improvement (LICI) . This is designed for administrators & innovators in any field (e.g. education, health professions, business, etc.).

CUW is a Lutheran University, so this Ed.D. is inspired by a Christian worldview. It’s a cohort-based program with 8-week courses in leadership, research, and improvement science & innovation and work on community impact & contributions. There are also two mandatory four-day residencies. Per credit tuition is more than UW, but it’s not excessive. Just bear in mind that it’s 60 credits.

Doctoral Education Funding in Wisconsin

Internal scholarships, fellowships & awards.

For this section, we chose to focus on institutional aid for the doctorate in education (e.g. internal scholarships). The Office of Financial Aid and the Graduate School can provide assistance on external aid (e.g. federal loans). Anyone eyeing a UW program will be pleased to hear that a number of member institutions have a fair amount of funding on tap for Ed.D. students.

CUW has a section on Graduate Financial Aid . The university offers small Uncommon Scholarships to adult and post-traditional learners, including employees of corporate and academic partners, Concordia alumni, and employees of qualifying Christian schools and churches.

Edgewood has a section on Graduate Tuition & Financial Aid , but it’s primarily info about loans (Ed.D. students are eligible for Federal Stafford loans). However, the college does offer employer reimbursement & monthly payment plans .

University of Wisconsin-Green Bay

UW Green Bay has a Phuture Phoenix Scholar Award that provides a discounted tuition rate to qualified non-resident graduate students, including Midwest Student Exchange students. Graduate Studies Grants for research & travel are also available.

The Ed.D. in Student Affairs Administration & Leadership (SAAL) website has a section devoted to advice on Financial Support for the doctorate. UW La Crosse offers:

• SAA Need-Based Scholarships to incoming Ed.D. students (they’re modest awards).
• SAA Need-Based Grants to continuing Ed.D. students (also modest awards).
• Advanced Opportunity Program (AOP) Grants to Wisconsin-resident graduate students who are African American, American Indian, Latinx, or Southeast Asian. Online students can apply, but check to see if the Ed.D. qualifies.
• UWL Employee Educational Assistance Program to employees in at least .50 FTE (Full-Time Equivalent) positions.

Most UWL Foundation Scholarships are off-limits to doctoral students, but you may want to check if you can apply for the Tom Macgillivray Student Affairs Administration Scholarship .

University of Wisconsin-Oshkosh

Start with the Office of Graduate Studies and its section on Financial Aid for Graduate Students , with details on Graduate Grants and Graduate Scholarships . According to the fine print, graduate students seeking a second graduate degree, or a post-master’s degree emphasis, are not eligible for UW Oshkosh’s AOP grant.

The Office of Financial Aid also provides a general section for Graduate Students . You can use the UW Oshkosh Scholarship database to search for relevant awards, but we didn’t see any that were specifically for the Ed.D.

The Ed.D. in Educational Sustainability website has a section devoted to Funding Your Education . A limited number of Graduate Assistant (GA) positions may be available. Full- and part-time graduate students, residents and non-residents, can apply for the Advanced Opportunity Program (AOP) Fellowship . You can also consider the Oscar Neale Fellowship .

University of Wisconsin-Stout

The Office of Financial Aid has some general info on Types of Financial Aid . Since UW Stout’s Ed.D. in Career & Technical Education is in a hybrid and executive format, graduate assistantships may not be relevant. But have a look at the list of Graduate Scholarships . There is at least one that’s specific to the Ed.D.—the Dr. Carol T. Mooney Onward! Doctoral Scholarship.

In addition, UW Stout is a member institution of the University Council for Workforce and Human Resource Education (UCWHRE) , which offers dissertation awards and doctoral travel grants.

Viterbo University

The Ed.D. in Counselor Education and Supervision website has a section on Cost and Financial Aid . Doctoral students are eligible for federal financial aid; you can also look into Graduate Student Work Opportunities . However, extended learning and/or graduate students are not eligible for Viterbo scholarships.

Note: If a university name is missing from the list, we didn’t find specific examples of Ed.D. funding beyond private & federal loans and external aid.

School Administration Licensure Requirements in Wisconsin

Administrator licenses.

The Wisconsin Department of Public Instruction (DPI) handles administrator licenses for educators in Wisconsin public schools. Adminstrative licenses are available in a number of fields, including:

• Superintendent/District Administrator
• Director of Instruction
• Director of Special Education and Pupil Services
• School Business Administrator
• Reading Specialist
• Instruction Program Coordinator (in multiple categories)
• Non-Instructional Program Coordinator (in multiple categories)

We’ve provided a brief rundown of requirements for principal and district administrator/superintendent licenses below, but the DPI has more detailed info in its section on Seeking an Administrator License . Requirements are also listed in the Wisconsin Administrative Code ( Chapter PI3: Licenses ).

Wondering what degree to earn? DPI maintains a database of state-approved educator preparation programs . In addition, eduCATE-WI: WiscAd is a state-approved alternative program for licensure. You only need a specialist degree to qualify for superintendent/district administrator licensure, but there are Ed.D. programs in our school listings that lead to it:

• UW-Oshkosh has an Ed.D. in Superintendent Licensure .
• At Edgewood College, you can take the Superintendent/ District Leadership Licensure Program and then complete the Doctoral Completion Program to earn the Ed.D. in K-12 Educational Leadership.

Note: Coming from another state? Consult the DPI’s section for Out-of-State Applicants .

Principal License

To earn the Principal License in Wisconsin, you must:

• Hold a master’s degree or the equivalent.
• Complete a state-approved educator preparation program in principalship.
• Be eligible to hold a valid teaching or pupil services license at the Provisional Educator level.
• Have completed six semesters of full-time teaching experience or pupil services experience with at least 540 hours of classroom teaching experience.

Superintendent/District Administrator License

To earn the Superintendent/District Administrator License in Wisconsin, you must:

• Hold an education specialist or doctorate degree.
• Hold a Principal License.
• Complete a state-approved educator preparation program in district administration/superintendency.

Educational Leadership Jobs in Wisconsin

Educational leadership career outlook.

The Bureau of Labor Statistics (BLS) tracks employment & salary data for elementary & secondary school education administrators and postsecondary education administrators in every state.

Job prospects for Wisconsin K-12 administrators look pretty healthy. The state is usually in the second employment bracket—job numbers are not as high as Illinois or Michigan, but they’re similar to Minnesota. In fact, the Racine WI metropolitan area often has one of the highest concentration of these jobs in the country.

Prepping for an interview? The DPI regularly publishes Student & School Data , including School & District Report Cards and Public School Enrollment Data . But we favor the interactive dashboards on the WISEdash Public Portal , which allows you to compare districts. You may also be interested in the DPI’s section on Public Staff Reports , which contains plenty of data on Wisconsin K-12 public school administrators.

The career outlook for Wisconsin postsecondary education administrators is along the same lines as K-12. Like Minnesota and Iowa, Wisconsin supports a fair number of higher education leaders. The Minneapolis-St. Paul-Bloomington, MN-WI metropolitan area is a frequent hotspot.

The UW System publishes a variety of Education Reports & Statistics on its universities, including the latest Enrollments . You can use the Faculty & Staff dashboard to view administrator profiles (e.g. race/ethnicity) and employment numbers—UW Madison is far and away the biggest employer in the UW system.

Educational Leadership Salaries

Exact numbers for Wisconsin educational administrator job categories and annual mean wages are posted in the BLS’s page on State Occupational Employment and Wage Estimates for Wisconsin .

Overall, mean wages for Wisconsin K-12 administrators are good, if not outstanding—Minnesota and Illinois tend to pay school leaders better. Feel free to compare these statistics to the AWSA’s Wisconsin Statewide Salary Report .

In addition, you’ll find detailed Public Administrative Salary Reports for Wisconsin K-12 educators listed in the DPI’s section on Public Staff Reports . You can search by name, hiring agency (e.g. school district), assignment position, and more. This database also lists the person’s title (e.g. district administrator), years of experience, and highest degree.

Annual mean wages for Wisconsin postsecondary education administrators also tend to lurk in the second wage bracket (when comparing all states)—better than Illinois and similar to Minnesota. If you’d like exact numbers, Wisconsin news publications (e.g. La Crosse Tribune, Madison.com, etc.) frequently publish UW System salaries. You can search by name, title, campus, and more. UW Madison is the top payer.

Educational Leadership Job Boards

Traditional employment websites (e.g. LinkedIn, SchoolSpring, HigherEdJobs, Indeed, etc.) will have postings for Wisconsin educational leaders and PreK-20 administrators. But you may find it quicker to consult state job boards.

• The Wisconsin School Leadership Center (WSLC) Career Center is the collective job board for WASPA, WASBO, AWSA, WASDA, and WCASS. It lists a variety of administrative openings in Wisconsin K-12 schools (e.g. director, principal, superintendent, special education, curriculum & instruction, etc.).
• WASB posts current Wisconsin Superintendent Searches with vacancy notices and State Two Application forms.
• WASFAA maintains a list of Jobs for Wisconsin student financial aid administrators (e.g. financial aid advisor, functional analyst, etc.).
• UW System’s section on Careers at UW contains links to HR & career websites for all UW institutions.
• The Wisconsin Association of Independent Colleges and Universities has links to member institutions , but you’ll need to dig into the website to find the job section.

Educational Leadership Organizations in Wisconsin

Educational leadership associations.

• Association of Wisconsin School Administrators (AWSA) : AWSA is the primary professional association for Wisconsin principals, associate principals, deans of students, aspiring administrators, and academically oriented district administrators.
• Wisconsin Association of School Boards (WASB) : WASB is a non-profit, member-driven organization comprised of Wisconsin public school boards and Cooperative Educational Service Agencies. See also the Wisconsin School Attorneys Association (WSAA) .
• Wisconsin Association of School Business Officials (WASBO) : WASBO represents ~1,400 Wisconsin employees working on the business side of school operations. It offers voluntary certifications and it’s a state affiliate of ASBO. Check out the WASBO Foundation Scholarship for Graduate Students Pursuing 08 Licensing .
• Wisconsin Association of School District Administrators (WASDA) : WASDA serves Wisconsin superintendents and school district administrators—see the Membership Types section for more details.
• Wisconsin Association of School Personnel Administrators (WASPA) : WASPA is a non-profit professional association that represents Wisconsin school district HR professionals and college and university educational placement officials.
• Wisconsin Association of Student Financial Aid Administrators (WASFAA) : WASFAA is a non-profit organization that provides support to financial aid administrators and other agencies involved in the administration of financial aid programs in Wisconsin’s post-secondary educational institutions.
• Wisconsin Association for Supervision and Curriculum Development (WASCD) : WASCD is a non-profit organization representing 600+ educators who are interested in improving education. Members include prin­ci­pals, direc­tors of cur­ricu­lum and instruc­tion, super­in­ten­dents, teach­ers, spe­cial­ists, col­lege and uni­ver­sity pro­fes­sors and admin­is­tra­tors, and CESA and DPI staff. It’s a state affiliate of ASCD.
• Wisconsin Council of Administrators of Special Services (WCASS) : WCASS represents educators who serve as special education or pupil services administrators in Wisconsin school districts and other educational institutions.
• Wisconsin Education Association Council (WEAC) : WEAC is the state’s teachers’ union. Members include teachers, counselors, library media specialists, and education support professionals in public K-12 schools as well as faculty & support staff in the Wisconsin Technical College System. It’s a state affiliate of the NEA.

Educational Leadership Professional Groups

• School Administrators Alliance (SAA) : SAA is a statewide organization comprised of five member organizations: AWSA, WASBO, WASDA, WCASS, and WASPA. It represents the interests of Wisconsin school children and public schools before the State Legislature, the Office of the Governor, and state agencies.

Note:  Keep in mind that state and national educator organizations often have funds and scholarships available for continuing education (e.g. Ed.D.). Check the website and ask about opportunities.

Educational Leadership Events in Wisconsin

Educational leadership conferences.

• AWSA Conferences : AWSA hosts a Leading for Learning Summit in June, an Elementary Principals Convention in October, and a School Leaders Advancing Technology in Education (SLATE) convention in December.
• DPI State Superintendent’s Conference on Special Education and Pupil Services Leadership Issues : This annual leadership event addresses current issues and changes in state and federal policy related to meeting the needs of students with disabilities and students facing other challenges to success in school. It occurs over two days in November.
• Joint State Education Convention : This popular event on current Wisconsin education issues is sponsored by WASB, WASDA, and WASBO. It’s held in Milwaukee over three days in January.
• WASBO Conferences : WASBO hosts a large number of conferences for school business officials, including its annual fall and spring conferences and events in accounting, facilities management, and more. Viterbo University credits are available for some of these conferences. See the WASBO Year of Success Program for discounts.
• WASBO/DPI/WCASS Federal Funding Conference : This two-day event in March provide school districts with the information they need to maximize their federal resources.
• WASBO/WASPA School Personnel Academy : This annual joint conference is tailored to HR managers, school business officials, school board members, and district administrators. It takes place over two days in December. Viterbo University credit is offered.
• WASDA Annual Educational Conference : WASDA’s three-day conference in April addresses current & critical issues for Wisconsin superintendents. There are 30+ breakout sessions.
• WASDA Fall Superintendents Conference : WASDA also hosts a three-day conference in September in cooperation with the State Superintendent of Public Instruction.
• WASFAA Conferences : Wisconsin financial aid administrators can choose to attend the three-day Spring Conference in late April or the Fall Conference in early November.
• WASPA Conferences & Events : Wisconsin school personnel administrators have the option to attend WASPA’s Summer Legal Conference or New HR Academy in July, the Fall Administrator Conference or Fall Administrative Support Seminar in November, and the WASBO/WASPA joint event in December (see above).
• WCASS Events : WCASS conferences are designed for Directors of Special Education and Pupil Services, as well as other leaders in special education. There’s a Winter Conference in February, a Spring Conference in May, and joint events with the DPI and WASBO. Vitero graduate credit can be earned at most WCASS conferences.

Educational Leadership Training

• AWSA Professional Learning : Building-level leaders can take advantage of AWSA’s many conferences, academies (e.g. New Building Administrators, Building Effective Leadership, etc.), school & district workshops, and coaching opportunities.
• WASB Workshops & Institutes : WASB provides an assortment of training opportunities for Wisconsin school board members, including workshops and a Summer Leadership Institute.
• WASBO Mentorship Program : This one-to-one mentoring program is designed to provide technical assistance and advice to first- and second-year school business officials. Participation is available to all District Professional members.
• WASBO Wally Zastrow Leadership Academy : This year-long professional development academy is open to all WASBO District Professional Members. Six two-day sessions are held in the WI School Leadership Center in Madison.
• WASCD New Directors of Curriculum Program : Wisconsin ASCD’s program for leaders in curriculum, instruction, and assessment includes mentorship.
• WASDA Workshops & Seminars : WASDA runs a First Year Superintendents Academy Workshop and a Summer Legal Seminar, as well as a joint Professional Growth Coaching for Leaders Academy with AWSA.
• WCASS Mentorship : WCASS members can apply for free mentorship/professional coaching through a network of experienced WCASS mentors.

School Listings

8 Schools Found

Concordia University-Wisconsin

College of Education

Mequon, Wisconsin

Doctorate of Education in Leadership in Innovation and Continuous Improvement

Offered Online

• Curriculum Info
• How To Apply

Madison, Wisconsin

Doctor of Education in Educational Leadership - Completion Program

Doctor of education in educational leadership - higher education leadership, doctor of education in educational leadership - k-12 administrative leadership, doctor of education in educational leadership - superintendent/district leadership licensure program.

College of Health, Education, and Social Welfare

Green Bay, Wisconsin

Ed.D. in First Nations Education

Professional Studies in Education

La Crosse, Wisconsin

Online Ed.D. in Student Affairs Administration in Higher Education

College of Education and Human Services

Oshkosh, Wisconsin

Ed.D. in Superintendency Licensure

School of Education

Stevens Point, Wisconsin

Ed.D. in Educational Sustainability

Teaching, Learning and Leadership Department

Menomonie, Wisconsin

Doctorate of Education in Career and Technical Education

College of Business, Leadership, and Ethics

Ed.D. in Counselor Education and Supervision

Ed.d. in ethical leadership, ed.d. in ethical leadership with superintendent license.

• Faculty & Staff
• University of Wisconsin System
• Unlimited Opportunity

Graduate Student

The Universities of Wisconsin offer 400 master’s degree programs & 150 doctoral degrees.

Over 60% of graduate degrees awarded in the state are earned at the Universities of Wisconsin.

From groundbreaking research to inventions and startups, over 25,000 graduate students across all 13 universities are blazing trails in innovation, scholarship, and excellence across Wisconsin and around the world.

Applying for Graduate Admissions Explore Programs

Kaitlyn Schneider, a student in UW-La Crosse’s master’s program in biology, plans to apply to doctoral programs.

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Applying to UW-Stout

Academic Programs & Courses

Dive Into Campus Life

Elevate Your Business

Our Polytechnic Advantage

Ed.d. career & technical education leadership online.

UW-Stout’s Doctor of Education (Ed.D.) in Career & Technical Education Leadership prepares you for a leadership role in secondary and postsecondary education. Our program builds upon your professional experiences to help you develop the vision, strategy and administrative qualities essential to managing and leading institutions of workforce education, including secondary divisions of career and technical education and vocational education.

UW-Stout's fully online Doctor of Education degree program has a few select openings for well-qualified individuals interested in pursuing leadership roles in career, technical, and workforce education. We encourage you to request a ZOOM or MS Teams Webinar meeting with Dr. Urs Haltinner, Professor & Program Director, Ed.D. In CTE-Leadership.

Program Highlights

• Course delivery includes online and scheduled synchronous webinar-seminars
• Earn a degree in three years while working full time
• Financial support available, including student loans, scholarships, and graduate assistantships
• Applications accepted and reviewed each spring

Degree Requirements & Courses

View program plans, credit requirements and course descriptions.

Applied Research Focus

As opposed to the more theoretical and philosophical focus of the Ph.D., the Ed.D. doctoral program has an applied research focus. Through applied academics, you will learn to shape the current and future systems, affect their vision, purpose and design. You will accomplish this through applied research, strategic planning and mindful leadership.

Doctor of Education (Ed.D.) in Career & Technical Education Leadership Graduates

• Effectively lead educational institutions with continual improvement processes
• Engage with business and industry entities and establish key relationships
• Use, analyze, and synthesize data for program planning and decision making
• Develop faculty and staff to be leaders in their respective fields

“This program leveraged my industry experience and inspired me to apply it to career and technical education leadership. I earned my doctorate in three-and-a-half years, and had a tenure-track faculty position before I graduated. This program and its outstanding faculty changed my life.”

Educational Cohorts

Once enrolled in the Ed.D. Career & Technical Education Leadership program, you will progress through the educational experience as part of an executive cohort. Cohorts range in size from 12-18 students, with an average student age of approximately 39 years.

Our program design has proven to be a collaborative community that works. Evidence of this is a high retention rate, student collegiality via a solid peer support system, and knowing program faculty in a face to face and online way. Together, the cohort supports you in making consistent progress through to your dissertation defense.

"The Doctor of Education in Career & Technical Education Leadership program at UW Stout allows students to bring their professional expertise to classroom discussions and activities. Our cohort group continues to benchmark after graduation with several of us contacting each other for advice on professional matters." Dr. E.J. Daigle ('18) Dean, Robotics & Manufacturing Dunwoody College of Technology

Program Design and Delivery

The Cohort Model : (Cohort: Program students collectively onboard their doctoral journey, progress through an intentional sequence of courses, advance through their prelim, dissertation research, dissertation defense, and graduate together) yields exceptional doctoral degree completion. 

Program Course Delivery : Within the Ed.D. in CTEL program, online coursework is blended with webinar-seminars (online synchronous seminars) in key courses (19 Credits) while 21 credits are asynchronous online. Eight credits of electives may be taken via the delivery method of the student’s choice, and 12 Credits of dissertation research are completed independently, away from campus, and mentored by the dissertation advisor.   All seminars are designed on the premise that synchronous online experiences foster deeper learning and connection across cohort members; thereby, supporting the collective and individual cohort members personally and professionally along the learning journey.

The Webinar-Seminar Experience: The CTE-L Doctoral program leverages online learning with three synchronous online Webinar-Seminars each semester along with two synchronous Webinar-Seminar in the summer session. The program's cohort design has proven to be a collaborative community that works. Evidence of this is a high retention rate and student collegiality via a solid peer support system. Together, we support you in making consistent progress through your dissertation defense.

* Seminars are part of select courses, 2 per semester and 1 per summer term.

**Dates are selected in a manner to accommodate common professional conferences and holidays 

Schedule and Courses Associated with Webinar-Seminars >> 

For more information on course sequence, program goals and student expectations, download the  Ed.D. CTEL Student Handbook

Request Information

Tuition & fees.

Customized Instruction  at UW Stout can be described as programs that are designed with the adult learner in mind. If you're comparing UW-Stout's customized instruction tuition to our competitors, keep in mind:

• Customized instruction tuition rate  includes the textbook rental fee.
• There are no additional university-based semester or technology fees.
• Students in customized instruction programs pay the same rate of tuition regardless if Wisconsin residents, out-of-state or international participants.

Value for Your Money

There’s more to value than just tuition. UW Stout also provides:

• Program Director – faculty with discipline expertise.
• Student Services adviser – one point of contact, providing support to students for each program.
• Course sequences and matrices – know what courses are offered when so you can plan ahead.
• Courses and programs may be stackable for use in another program.
• Courses are flexible and convenient for working professionals.

Other universities will present costs and value differently - make sure you're comparing apples to apples.

Why an Ed.D vs. Ph.D. in CTEL

The EdD (Doctor of Education) is focused on education practitioners and leaders aiming to identify and solve complex problems in education.  In comparison, a Ph.D (Doctor of Philosophy) aims to prepare scholars and professional researchers contributing to new knowledge. The pragmatic Ed.D focuses on developing thoughtful and responsive leaders through advanced knowledge and practice contribution. 

The Ed.D is the terminal degree for those seeking to lead, administer, and manage educational institutions and programs. Its courses are thematic, reflective, and applicable to the field of practice in Career and Technical Education Leadership. Research spans the breadth of quantitative, qualitative, and mixed methods. Research outcome embrace theory to drive knowledge and practice in the Career and Technical Education Leadership. The dissertation results in data-informed findings, discussion, and recommendations intent on decision-making and advancement for influencing practice in the field. 

General UW-Stout Graduate School Application

All prospective graduate students at UW-Stout must follow a standard application process through UW-Stout Graduate Studies . Beyond that, each graduate program has specific requirements that must be met to be successfully admitted to the program:

Program-Specific Admission Requirements

Eligibility.

The Ideal Candidate:  Students enrolling in this program should have experience as instructors, faculty, staff or leaders within CTE and/or workforce education, including public and private training, human resource development and support services.

Program-Specific Application Requirements

To successfully apply for the program, first complete the UW System Application and receive your Application ID. Then, use this ID to fill out the UW-Stout Graduate Studies Collection Form , where you will provide the following:

• Curriculum Vita/Resume
• Letter of Application
• State your personal and professional goals, how you align with The Ideal Candidate Statement ( see above ). Why/how is this degree is a good fit for you?
• Address commitment to the cohort: How will you adjust your schedule to allow for three years of cohort doctoral program study?
• Address your ability to work collaboratively and contribute positively in a cohort environment. Describe what positive collaboration means to you; illustrate through evidence of past experiences.
• Identify and discuss a problem, opportunity, idea, trend or practice within the scope of Career & Technical Education/Workforce Development. Articulate a point of view and support it with evidence.
• Conform to current APA format.
• One letter should be from a current or former supervisor.

Application Deadlines

Ed.D. CTEL cohorts begin every fall semester. Applications are accepted starting on  August 1  and remain open until the cohort is full.

Non-Degree Seeking Students

Applicants who desire to begin doctoral coursework in a spring semester may elect to take courses that apply to the Ed.D. CTEL elective curriculum ( 700 level or above ) portion of the program. Applicants choosing this path will enter as a non-degree seeking Ed.D. CTEL students; meaning they are taking coursework, but are not officially admitted to the program. In March of the spring semester, the non-degree seeking students will need to apply to the Ed.D. CTEL program with the intent, if program admission is granted, for those credits to transfer into their program plan.

History of Career, Technical, Workforce and Human Resource Education

The University of Wisconsin-Stout is steeped within a history of career, technical, work and human resource education and training. UW-Stout is home to the most comprehensive array of Career and Technical Education Leadership (CTEL) baccalaureate through doctoral degree programs in the country.

In addition to the Doctorate in Career, Technical Education and Training, our other CTEL programs include the B.S. in Career, Technical Education and Training (CTET) and the Masters of Science in Career, Technical Education and Training with a focus on professional advancement in practice and leadership.

UW-Stout also offers distinct secondary-level CTEL subject area teacher licenser programs at the baccalaureate level in Marketing and Business Education, Family and Consumer Sciences Education and Technology Education.

Advisory Committee Members

Marketing and business education faculty, alum recognized for achievements in teaching profession

Career and technical education graduate overcomes cancer, obstacles of COVID-19 to earn doctorate

CTE Summit focused on challenges, opportunities in ‘tacit knowledge’

Explore similar programs.

• M.S. Career & Technical Education
• M.S. Education
• M.S. School Counseling
• M.S.Ed. & Ed.S. School Psychology

Wisconsin Doctorate in Education Programs!

EducationDegree.com can help you find and compare accredited doctorate in education (EdD) programs available for Wisconsin students. Continue reading to find out more about earning your EdD and the career outlook for graduates. You’ll find there are a variety of roles related to the field of education that individuals can pursue upon completion. You can also contact schools from our listings below. We recommend contacting multiple schools to make sure you choose the best program for you.

Earning your Ed.D. in Wisconsin

There are several quality universities and colleges in Wisconsin that offer a large choice of graduate programs in education. One of the top universities offers an educational administration and supervision program, which prepares the student to work in a school district as an elementary, middle or secondary school administrator. Students are also prepared to work as special education directors in pupil services, as a school curriculum manager or as a school business manager.

Another choice is Adult and Continuing Education Leadership and a program for Higher Education Leadership, which prepares a student for leadership positions in post-secondary programs.

These positions include:

• Vocational and technical education administrator
• University extension courses and continuing professional education
• Development of human resources manager
• Adult basic education administrator

Another university offers a degree in a Doctorate Research Program where the faculty has won many honors in research excellence as stated in U.S. News . In addition, they have several other available doctoral programs.

A Doctorate in Education degree is specifically designed for advanced professional practice that is directed more toward the application and transmission of existing knowledge rather than new research. This degree is ideal for the student who is interested is leadership positions, such as administrators, policy, curriculum and learning resource specialists. The program is also offered via online courses.

The Ed.D. in Educational Leadership is designed to prepare the student through the study of theory, research and the practice in K–12 educational improvements. Graduates of this program are expected to demonstrate competency in areas that will contribute to school reform and to develop an ability to critique education structures, programs, policies and practices.

Career Outlook for Graduates in Wisconsin

The number of administrative positions for universities and colleges are greater in number than graduates to fill that type of position. There is a need for more graduates with an Educational Leadership degree. Administrative positions throughout the school system are also available in Wisconsin.

Some current areas of need that are typical of the public school positions are in the department of school improvement working as an educational consultant, and the salary range is between $56,753 and $80,006. There is also a position in the school financial services as a School Administration Consultant with the same pay range.

Wisconsin universities and colleges have several job openings for Ed.D. graduates in research and as faculty. Assistant professors are excellent jobs for new graduates, which gives them experience and a chance to move up to a full professor based on this experience.

A Professor’s salary depends on whether the position is at public facility with a mean salary of $120,955 or a private facility with a mean salary of $162,561. An assistant professor’s mean salary range is $71,460 to $89,307.

There are many jobs available in special education, ranging from K-12. The supervisor is responsible for all the staff, the training of volunteers and the education for the students. They must develop or revise policies and procedures, ensure safety for the children and maintain central compliance with state licensing.

Increase your chances of moving to the next level in education. Review our featured schools below and request information from the ones that interest you!

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UNIVERSITY OF WISCONSIN River Falls

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Montessori EdD

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Why a doctorate in Montessori Studies?

People involved with Montessori education have expressed an interest in pursuing a doctorate with research and leadership components because they want to:

• Teach in a university or college-based Montessori teacher education program (K-12) at the bachelor or master’s degree level. This is in response to an increasing number of tertiary institutions offering a pathway to a teaching credential and degree in Montessori education or a master’s degree for Montessori educators.  
• Investigate through research and provide leadership in a new application of Montessori. For example: eldercare and dementia, multigenerational education settings, second language acquisition program, etc.  
• Play a leadership role in the expansion of Montessori into the public school sector (currently 500 public Montessori schools in the U.S.).  
• Gain the leadership skills to direct Montessori PreK-12 public, charter, private or independent schools.  
• Play an advocacy role in developing state and national policies working with, for example, the  Montessori Accreditation Council for Teacher Education  (MACTE) and the  Montessori Public Policy Initiative  (MPPI).  
• Address policy issues regionally and nationally primarily working for Montessori teacher education to have pathways for licensure.     
• Possess the research and leadership skills to work for equity and anti-bias, anti-racism in Montessori settings in various capacities including consulting, advocacy and district level opporuntities. This work involves: a) increasing access for BIPOC (Black, Indigenous and People of Color) for both teaching in Montessori schools and enrolling in Montessori teacher education programs; b) promoting quality Montessori education in inclusive settings; c) educating parents, communities and local schools boards/districts about Montessori education.   
• Acquire the skills to make data-driven decisions for the expansion, development and promotion of Montessori education.  
• Explore specific interest areas for research including eldercare, dementia, inclusion, diversity, social justice, a strengths-based approach to education, fidelity in Montessori education, differentiated instruction, executive function, assessment and evaluation, supporting children with trauma, supporting children with special needs, and curriculum design and instruction for children and teachers.

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These are the best graduate school programs in Wisconsin, according to U.S. News & World

T op graduate schools in Wisconsin landed on the latest U.S. News & World Report list ranking more than 2,000 programs across the country. U.S. News & World Report published its 2024-'25 report in April, ranking graduate programs in business, education, law and nursing, among other fields.

University of Wisconsin-Madison's the School of Education tied for first overall with Teacher's College, Columbia University, according the report. That's up from third overall and second among public universities last year.

Several of Marquette University's graduate programs moved up on the list, including the master's program in the College of Nursing, which moved up from 66 to 58.

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Schools were evaluated based on expert opinion and statistical data measuring the quality of the school's faculty, research and post-graduate outcomes. You can find the full list on the U.S. News website for graduate rankings on their website www.usnews.com/best-graduate-schools .

Top business graduate programs in Wisconsin:

• University of Wisconsin-Madison: #43

Top law graduate programs in Wisconsin:

• University of Wisconsin-Madison: #36 (tie)
• Marquette University: #68 (tie)

Top nursing graduate programs in Wisconsin:

• Marquette University: #58 (tie)
• University of Wisconsin-Milwaukee: #82 (tie)
• University of Wisconsin-Eau Claire: #107 (tie)
• University of Wisconsin- Oshkosh: #118
• Alverno College: #119 (tie)
• Milwaukee School of Engineering: #153-169

Top medical graduate programs in Wisconsin:

• University of Wisconsin-Madison: #35 (tie)

Top education graduate programs in Wisconsin:

• University of Wisconsin-Madison: #1 (tie)
• University of Wisconsin-Milwaukee: #169 (tie)
• Marquette University: #192

Top Engineering graduate programs in Wisconsin:

• University of Wisconsin-Madison: #27 (tie)
• Marquette University: #142 (tie)
• University of Wisconsin-Milwaukee: #177 (tie)

RELATED: Here's how Wisconsin universities ranked in the 2024 Best Colleges list

This article originally appeared on Milwaukee Journal Sentinel: These are the best graduate school programs in Wisconsin, according to U.S. News & World

May 2, 2024

Apply for the Future of Higher Education Postdoc Program

By Lisa García Bedolla

The UC Berkeley Future of Higher Education (FHE) Postdoctoral Fellowship Program seeks applications for a two-year Postdoctoral Fellowship program from scholars in any discipline with a Ph.D. from the University of California, Berkeley who have interest in a career in higher education administration.

This postdoctoral fellowship is reserved for scholars who earned or will earn their Ph.D. in recent years. To apply, a candidate must have completed all requirements for their doctoral degree by August 31, 2024. Fellows are expected to be in Berkeley for the duration of the postdoc.

The program provides two tracks for applicants: the Leadership and Strategic Initiatives Track and the Student Experience Track.

In keeping with the campus postdoc salary scale, the salary for this postdoc will be $64,480 plus benefits including a $2000 professional development fund

How to Apply

Read more about this postdoc and start your application .

If you have any questions about this postdoctoral fellowship, please email [email protected] .

Vanderbilt Peabody College premieres new education doctorate for global learners

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Vanderbilt University Peabody College of education and human development has announced it will offer a new online Doctor of Education degree (Ed.D.) in Leadership and Learning in Organizations specifically for global learners . The program will first be offered to citizens and residents of the United Arab Emirates beginning in August 2024.

“The Ed.D. program in Leadership and Learning in Organizations (LLO) will equip high-level professionals with the skills and expertise to analyze information, solve complex problems, drive organizational change, and lead by example in a variety of contexts,” said Eve Rifkin , senior lecturer of leadership, policy, and organizations and program director for the new degree program. Typical students and graduates of the program serve as leaders, heads of school, directors or executive directors in education, business, and the non-profit sector, as well as in other industries.

Vanderbilt, located in Nashville, Tennessee, will be the first U.S. university to offer an education doctorate in the United Arab Emirates. The new program has been recognized as equivalent by the Ministry of Education in the United Arab Emirates, Certificate Equivalence Department for online degree programs.

Designed to meet the learning needs of established global professionals, the program is unique in being delivered completely online, through a combination of synchronous and asynchronous coursework. Students learn together in a cohort and develop strong networks. Enrollees can expect to expand their skills and elevate their career prospects. English language proficiency is necessary, and students must have completed 30 transferable hours from an accepted master’s degree or equivalent.

“Peabody College has extensive experience in the education sector in the United Arab Emirates, primarily in Abu Dhabi,” said Camilla P. Benbow, Patricia and Rodes Hart Dean of Education and Human Development. “Working with the Abu Dhabi Education Council from 2011-2018, Peabody faculty and staff conducted principal leadership training, established model preschool and elementary schools, and developed STEM curricula for high schools. We’re excited to build on our past collaboration at an even grander scale.”

Peabody College is one of the top research colleges of education and human development in the world, with a faculty of more than 180, and degrees offered at the bachelor’s, master’s, Ed.D. and Ph.D. levels. Almost 2,700 students are enrolled in on-campus and online programs.

Since 2017, Vanderbilt has offered an online Ed.D. to U.S. domestic students who seek to add leadership skills and advance in their professions. LLO-Global will share this focus on leadership and be taught by the same distinguished faculty.

Students will gain knowledge of research methodologies, data analytics, and program evaluation as well as how to use these tools to make evidence-based decisions, plan successful strategies, and lead organizational change. A culminating capstone project will allow them to apply their learning and demonstrate expertise. Graduates will be ready to make an immediate impact in managerial and executive roles across a variety of industries.

The unique capacity of the LLO-Global program to develop leaders may make it of interest of government entities or large organizations looking to partner or host a cohort.

Deadline for applications to the inaugural student cohort is July 5, 2024. To learn more about LLO-Global and request information, please visit http://vu.edu/llo-uae .

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Peabody College to help American University of Iraq–Baghdad design, launch new college of education and human development

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Construction Management Extended

The certificate in Construction Management Extended provides a comprehensive, up-to-date, and rigorous curriculum covering a wide array of aspects within the construction industry and the practical principles of construction management. Format: Online or In Person

Note : Changes have been made to our Construction Management offerings.  Learn More

This program is perfect for...

• Engineers and construction professionals seeking to enhance their careers with formal training in construction management
• Individuals interested in transitioning into construction management careers
• Professionals in the field looking to move into managerial and leadership roles
• Students focusing on specific trades of the construction industry

What you can learn.

• Build an understanding of essential construction materials and methodologies from the ground up
• Prepare project schedules with Primavera® and MS Project® applications
• Manage construction job sites from the contractor’s point of view
• Create project cost estimations for material, equipment, labor and subcontracting
• Recognize the legal implications of contracts from customer or supplier side
• Read and interpret construction blueprints
• Understand the complexities integrating different trades within the industry
• Learn modern tools and approaches in the construction field including BIM® and LEED

Master construction management with depth and expertise.

Construction managers plan, coordinate and oversee construction projects from start to finish. Whether civil, commercial or residential, every construction project is unique and requires specialized skills to advance from conception to completion.

The eight-course Construction Management Extended Certificate program provides a solid foundation in scheduling, cost estimation, materials, legality, safety/risk management, quality control and the core competencies necessary for obtaining a variety of roles in the industry, including construction manager, project engineer and field engineer. 

This extended curriculum was designed to deepen understanding of core concepts and allow for specialized areas of interest, such as sustainable construction practices or advanced project management software. Students engage in project-based learning and interactive discussions in courses taught by industry professionals, as well as networking opportunities with peers and experts in the field. Graduates of the program have a robust portfolio of projects, a comprehensive skill set and the confidence to tackle complex challenges in construction management.

This certificate is eligible for  Veterans Administration Educational Benefits  and  Workforce Innovation Opportunity Act (WIOA)  training.

Format:  Online or In Person. Can be completed 100% online.

This certificate is approved for international students to study full time in the U.S. on an F-1 visa.

International students must meet English language proficiency requirements for admission into the program.

Learn more:

International Students: How to Apply

English Language Proficiency Requirements

Dates & Fees for International Students

While most Certificate Programs begin each quarter, some have limited intakes for students studying on F-1 visa — review  entry quarters before applying .

Program Change

As of summer 2024, our construction management offerings now consist of two certificate programs:

Construction Management Extended Certificate (8 courses)

This pathway follows the original (pre-Summer 2024) curriculum structure, offering in-depth coverage of essential topics in construction management, plus a comprehensive range of subjects. This option ensures a thorough understanding of the complexities and trades’ work within the field, featuring the five core courses and three electives.

Construction Management Certificate (5 courses)

This additional pathway follows an accelerated curriculum tailored for students seeking a more streamlined approach to completing the program with more flexibility and efficiency. This option condenses the curriculum while still delivering essential skills required for success in the field. Learn More

Existing Students  who declared candidacy before Summer 2024 may continue in their original program. If you would like to make a switch or have any questions, please contact our staff at [email protected] or 310-825-4100.

Expect more from your education.

From mixed-use multi-family housing to parking structures, laboratory facilities to offices, Mr. Nishizu has successfully completed many projects in southern California, in a variety of construction management roles.

I chose UCLA Extension because the program offered everything I was looking for in continuing education. My advisors played a tremendous role in ensuring my success in the program prior to the start of my first class. Their confidence in my ability to succeed was the driving force in my decision to attend and complete the program successfully.

Click below to view the required and elective courses, if applicable, for this program.

Estimated Cost Breakdown

All courses in this program are paid for individually, unless otherwise noted. An application form is required to establish candidacy in this program. From the 'Apply Now' button, complete the online application and pay the application fee if applicable.

Application & Candidacy Fee

Estimated program tuition, estimated program textbook/materials.

*The Application & Candidacy Fee establishes your candidacy in the program for a period of time covering normal progress toward completion and may allow you to access a variety of program benefits.

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Approved for International Visa

VA Benefit Eligible

Federal Financial Aid

The U.S. Department of Education requires colleges and universities to disclose certain information for any financial aid eligible program that, “prepares students for gainful employment in a recognized occupation”. This information includes program costs; occupations that the program prepares students to enter; occupational profiles; on time completion rate; and for the most recent award year: the number of students who have completed the program, the number of students who complete the program within the estimated duration, the job placement rate, and the median Title IV and private loan debt incurred by those who complete the program. For gainful employment information for this program, visit our  Financial Aid page.

Transfer Credits to an Advanced Degree

Completion of the UCLA Extension Construction Management Extended Certificate equates to 12 graduate credits that can be applied toward a Master of Science in Engineering Online at University of Wisconsin-Platteville.

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Wisconsin requires schools to conduct annual drills for 'school violence'

In Wisconsin, public and private schools are required to run at least one annual drill for responding to a “school violence event,” such as an intruder or bomb threat. 

The requirement , passed by state lawmakers in 2018, doesn’t specify a certain type of drill. The state Department of Justice suggests a drill could include a lockdown procedure for an active shooter situation, or reunification of students and families after an event.

One popular model is "ALICE" Training , which stands for alert, lockdown, inform, counter and evacuate.

It’s a training that was used by the Slinger School District before staff had to put it to use in 2022 for what turned out to be a false alarm: a 13-year-old yelled that he had a gun.  

On that May day in Slinger, staff turned out lights and locked doors, using devices that latch into the floor. One teacher grabbed a baseball bat. Some kids snatched the golf balls stockpiled in each classroom, ready to throw at an intruder. 

Daren Sievers, former superintendent of the Slinger School District, said at the time that the ALICE drills they had done focused on lockdowns, but students were also told to “ready themselves”: “Don’t just sit back and be a passive sitting duck,” Sievers said. 

While the Wisconsin DOJ includes ALICE materials in a list of resources, the department’s guidance leans more heavily on the Standard Response Protocol from the I Love U Guys Foundation, which strongly recommends schools adopt that model along with the organization’s Standard Reunification Method . 

Mental health professionals warn that some drills can be traumatic for children . To reduce trauma, the Wisconsin DOJ recommends schools follow guidance from the National Association of School Psychologists, such as announcing drills an hour or two in advance and repeatedly affirming that it is a drill. 

Also under Wisconsin law, schools must produce annual evaluations of how their drills went and share these with the state DOJ, along with a school safety plan and blueprints of every building. Additionally, all school employees in Wisconsin must receive training about mandatory reporting of school violence threats every five years. 

Contact Rory Linnane at  [email protected] . Follow her on X (Twitter) at  @RoryLinnane . 

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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. 

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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Investigators say student killed by police outside Wisconsin school had pointed pellet rifle

Authorities say a student who was killed by police outside a wisconsin school pointed a pellet rifle at officers and had refused to drop the weapon.

MOUNT HOREB, Wis. (AP) — A student who was killed by police outside a Wisconsin school pointed a pellet rifle at officers and had refused to drop the weapon, authorities said Saturday.

The state Department of Justice released few other details, three days after the shooting at Mount Horeb Middle School in Mount Horeb, 25 miles west of Madison, the Wisconsin capital.

The student, whose name and age still have not been officially released, did not get into the school. No one else was physically injured, but the school was on lockdown for hours during the incident Wednesday.

Police were called around 11 a.m. that day after a caller said someone with a backpack and long gun was moving toward the school.

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“Officers directed the subject to drop the weapon, but the subject did not comply,” the Department of Justice said Saturday. “The subject pointed the weapon at the officers, after which law enforcement discharged their firearms, striking the subject. Lifesaving measures were deployed but the subject died on scene.”

The weapon was described as a Ruger .177-caliber pellet rifle. The state said police at the scene were wearing body cameras.

Schools in the Mount Horeb district did not hold classes Thursday or Friday.