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Doctoral Program (Ed.D.)

For those seeking to generate and apply research in the solution of complex real-world challenges facing our communities..

The College of Education, Health, and Human Services’ Doctorate in Education (Ed.D.) focuses on development of a high level and advanced proficiency in the education field of study as well as acquisition of research and leadership skills. It aims to produce graduates who can solve practical problems in a specific education-related context. The Ed.D. is ideal for educators who seek new skills and new opportunities for leadership and is designed to meet a critical need in southeastern Michigan for educational leaders who can transform education at the PK-12, community college and university levels.

Individuals who apply for either the Elementary and Secondary (PK-12) School Administrator Certificate (ES) or the Central Office School Administrator Certificate (CO) must pass a newly created MTTC. Effective January 1, 2025, individuals must make an attempt at the test, although a passing score is not required.  Effective May 1, 2025, a cut score will be required. Upon completion of your academic program, please contact your advisor to verify which MTTC you need, based upon your program. The programs and MTTCs are uniquely different and not interchangeable. 

• School Administrator Certificate (ES) requires MTTC #139
• Central Office Certificate (CO) requires MTTC #140

Course Information

Program goals.

Graduates of the Doctorate of Education will conduct scholarly research including: 

• Identifying important/practical questions or problems that can be addressed through scholarship.
• Reviewing, critically analyzing, and synthesizing literature that addresses an important question or problem in education.
• Collecting and analyzing appropriate types of data.
• Communicating results of that research in writing and orally with diverse audiences.

Degree requirements

Program Information : The Ed.D. Program is a 60-credit hour program with 24 credit hours of core courses, 24 credit hours of concentration area courses and 12 credit hours dedicated to a dissertation or applied studies project. Students must maintain a “B” average (cumulative grade point average of 3.0) to remain in good standing in the Ed.D. program.

Transfer of Credit : Up to six credit hours from another (non-U-M) accredited university may be accepted as transfer credits with approval of the program adviser. Students may transfer up to one-half (1/2) the minimum number of credit hours required for the Ed.D. degree from the Ann Arbor and Flint U-M campuses.

Courses must be at the 500 level or above. The student’s program adviser must approve the transfer of the course and credits.

Transfer of Credit will be considered if:

• Graduate credits were completed within five years of application to the Ed.D. program at another accredited institution.
• Graduate credits were completed at another U-M School or College (including Flint and Ann Arbor).
• University of Michigan, Wayne State University, Michigan State University, Western Michigan University, Central Michigan University, Eastern Michigan University, Northern Michigan University and Oakland University.
• Students completed the course during their junior or senior year 
• They were approved for graduate credit by the graduate school of the institution where and when the student took the course
• The courses were not used in whole or in part, in any way, to meet requirements for a degree
• The student’s program adviser approves the transfer of the course and credits

Time to Completion : The Ed.D. program is designed for completion of the degree requirements within four calendar years. Students will not be allowed to register for credits in the program after ten years without the approval of a formal petition by the Ed.D. Faculty Advisory Committee.

Course requirements

Core Courses (24 hrs)

EDA 725. Seminar in Metropolitan Education

EDB 722  Seminar in Educational Leadership

EDC 740. Seminar in Educational Psychology/Special Education

EDD 717   Seminar in Curriculum and Practice

EDK 700. Introduction to Educational Research

EDK 823   Quantitative Research Methods

EDK 825. Qualitative Research Methods

EDK 850. Research Design & Proposal Development

Concentration Area Courses (24 hrs) Eight graduate level courses must be selected in the area of concentration with prior written approval from the doctoral program adviser. The professional studies courses are offered through the College of Education, Health, and Human Services and other units of the university. The student will work with their faculty adviser to determine which concentration area courses are appropriate to the student’s needs and professional goals. This plan will be submitted to the doctoral program coordinator for approval within one year of admittance to the program.

Portfolio Defense and Qualification for Proposal (3 hrs) The portfolio defense is the first step in the process of moving from the pre-candidacy stage to the candidacy stage of the program. The purpose of the Ed.D. Portfolio is to provide the student with an opportunity to document their academic and professional growth and development in an organized, coherent, and selective record. The portfolio presentation and defense allows each student’s dissertation/applied study committee to evaluate their readiness to (a) conduct scholarly research, (b) connect with the community, and (c) engage in transformative leadership. The portfolio represents the student’s accomplishments in coursework, independent study, research experiences, internships, and other advanced learning activities. The portfolio also provides both a vehicle for self-reflection and a comprehensive account of a doctoral student's experiences and ongoing progress toward their academic and professional goals.

Dissertation/Applied Studies Project (9 hrs) A student will become a candidate for the Ed.D. degree after completing the required coursework with a minimum GPA of “B” and after passing both qualifying as well as preliminary examinations. At this point, the student will be allowed to pursue the dissertation or applied studies work.

The student must submit a written copy of the dissertation or applied studies project to the dissertation/applied studies committee for approval before the oral defense will be scheduled. All members of the dissertation or applied studies committee are responsible for reading the dissertation or applied studies documents and submitting their written evaluations to the committee chair at least a week prior to the defense.

Application

Admission is on a yearly-basis only.  Materials must be submitted in full by March 15, annually.

Learn more about application forms and admission information

Concentration Areas

Students will complete 24 credits in one of the three concentration areas that will specifically target their professional interests.

Educational Leadership

The concentration in Educational Leadership provides students the ability to develop the leadership and administrative skills needed to identify, solve and anticipate the challenges facing Michigan schools and community colleges.

Students in the Educational Leadership concentration can complete the program and be recommended to the Michigan Department of Education for the MDE-required Central Office Administrator Certificate for educators in or aspiring to a K-12 district central office leadership position.

Course Requirements:

• EDD - Educational Leadership with Central Office Administration Certificate  
• EDD - Educational Leadership

School Administrator

Metropolitan education.

The concentration in Metropolitan Education prepares students to assume leadership positions in metropolitan school systems and other educational agencies with a focus on the historical, political, economic and socio-cultural context of communities and schools.

Central Office

Curriculum and practice.

Become subject area leaders and/or a curriculum specialist. This is a flexible concentration that may include any of the disciplines in the College of Education, Health, and Human Services such as mathematics, science, literacy, social studies, early childhood education and English as a Second Language.

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Admission Requirements

We utilize a holistic approach to reviewing applications and take into consideration all materials submitted when making admission decisions.  In order for us to complete this holistic review, students must submit the follow items with their application. The GRE is not required for admission to this program. The Office of International Affairs lists additional admission requirements for international students.

• Bachelor's and Master's degree from accredited institutions
• Official transcripts from all post-secondary institutions attended
• 3.3 GPA or higher on submitted transcripts
• Two professional letters of recommendation
• Personal statement
• Writing sample that addresses one of the provided prompts

Ed.D. Alumni Scholarship Fund

This scholarship fund originated as an idea in 2017 and was established by generous graduates of the Doctorate of Education program in 2018, most of whom were from the early cohorts when the Ed.D. program was launched.  The $10,000 to establish the fund was raised through donations and multi-year pledges.  Donors to the fund include Ed.D. alumni, UM-Dearborn faculty and administrators, as well as friends of the University.

The fund is expected to generate a $500 annual scholarship for Ed.D. students beginning in the 2023-2024 academic year.

Everyone is invited to make a donation to the fund .

Licensure Statement

The pathways in our Educator Preparation Program were designed to satisfy educational prerequisites to initial and advanced licensure in only the state of Michigan. We encourage students to contact the appropriate licensing agency in the state in which they are located or, if different, the state in which they intend to seek licensure for more information. While the Educator Preparation Program pathways may or may not fully satisfy educational prerequisites to licensure in other states,  academic advisors work with students on an individual basis and are available to discuss teaching certifications and reciprocity opportunities in other states. In addition, the  Education Commission of the States website provides solid information as to the expectations each state and the District of Columbia has for obtaining licensure beyond Michigan licensure. 

Contact Information

CEHHS Office for Student Success 262 Fairlane Center South (FCS) [email protected] 313-593-5090

Academic Advisor

Stein Brunvand, Ph.D.

To schedule an appointment with dr. brunvand please contact:.

CEHHS Office of Student Success email: [email protected] phone: 313-593-5090.

Christopher Burke, Ph.D.

To schedule an appointment with dr. burke please contact:.

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Our mission with the Curriculum, Instruction and Teacher Education (CITE) doctoral program is to prepare students to be leading scholars and educators who deeply understand and work to improve education in its political, social and cultural contexts.

COMPREHENSIVE CURRICULUM, TAILORED TRAINING

We combine internationally renowned faculty, an interdisciplinary approach, exposure to multiple ideas and flexibility in study through a variety of focal areas to create a one-of-a-kind learning experience tailored to your professional career objectives.

Make your own course of study

Ph.d. personalized.

Create your own path through the program by  choosing your courses .

DYNAMIC PROGRAMMING

Students can shift their  academic focus  throughout the program.

We have you covered

Our students currently get full funding for up to five years, which includes opportunities for assistantships, fellowships, study abroad, conferences, scholarships and more.

Point of Distinction

For six straight years, Michigan State University has been ranked No. 1 in the nation for curriculum and instruction, according to U.S. News & World Report.

The CITE program environment is academically rigorous, socially conscientious, and at the same time supportive of students. This is a rare combination, which makes it an extraordinary doctoral program. VIVEK VELLANKI CITE Alum

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Ph.D. Degree Requirements

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GENERAL REQUIREMENTS-All MSE PhD Students

The following requirements are departmental; they are meant to provide details beyond those given by the Rackham Graduate School’s Academic Policies and Procedures.  Where the following requirements conflict Rackham’s Policies and Procedures, the Rackham requirements will take precedence. 

All students must take two courses (cognates) outside the MSE dept.  These cognate courses (each of two credit hours minimum) must be in a technical area, and are usually satisfied at the graduate level (400 level courses can also satisfy cognate requirements).

All graduate students receiving financial support from the MSE dept., from the University, or from a National Fellowship must enroll in MSE 690, 990, or 995 during the term(s) they are supported.  The faculty research advisor will work closely with the student to establish a research program and officially evaluate the student’s research progress through the grading of MSE 690, 990, or 995.  Students must register for at least a  total  (coursework and research credits) of 8 credit hours at the Master’s and Candidate level, and at least 6 credit hours at the Pre-Candidate level, each term to maintain full time status.

DEPARTMENT SEMINAR SERIES

All Ph.D. students and all M.S. students who are enrolled in research and are supported by a fellowship or grant must register for 1 credit of MSE 890 (MSE Colloquium) for 4 semesters and attend at least 70% of the colloquium each semester to receive a satisfactory passing grade. All Ph.D. Candidates and Research Master’s students who are enrolled in research and  no t supported by a grant or fellowship are still required to attend the Colloquium series, but need not enroll in MSE 890.  Coursework Master’s students who are not enrolled in research are not required to enroll in MSE 890, but may take up to 2 credits of MSE 890.

COURSE SELECTION

All course selections must be approved by the faculty research advisor or the graduate advisor.  

Ph.D. CANDIDACY REQUIREMENTS

• Students must show a Bachelor’s degree or equivalent awarded by an accredited institution.
• Students must complete at least 18 credit hours (not including 990 research, including the grade of S - Satisfactory) of graded graduate coursework on the Ann Arbor campus.
• Students must take at least 2 cognate courses, at least 2 credits each in a technical area and obtain a B- or better in each course.
• Pre-candidates must enroll in 3 credits of MSE 990 research credits each fall and winter semester until Candidacy.  Candidates must enroll in 8 credits of MSE 995 research credits each fall and winter semester until graduation.
• Successful completion of College of Engineering Responsible Conduct of Research & Scholarship/RCRS training.
• A cumulative minimum GPA of B (3.0 on a 4.0 scale) is required for all graduate work taken for credit.  
• Successfully pass the Prelim Exam for Candidacy.
• Successfully pass the Qualification Exam Core courses.
• The department expects that students will achieve candidacy within 2 years, although some students may be able to do it sooner. According to Rackham’s policies, a student who does not achieve candidacy within three calendar years after the first enrollment in the Rackham doctoral program will be placed on academic probation. 
• A candidate may elect either one course per term, or more than one course for a total of no more than four credits, without paying additional tuition. Courses may be taken for credit or as a visit (audit). A candidate who does not elect a course during a term of 995 enrollment may, in the next term, either register for courses for no more than 8 credits or register for no more than two courses that total more than 8 credits without paying additional tuition. An additional course may not be taken in anticipation of taking none in a future term of 995 enrollment. A candidate who takes courses beyond this limit will be assessed tuition.

Ph.D. DEGREE REQUIREMENTS

1) core courses and qualification.

The PhD qualification process in MSE requires the incoming graduate students to take and pass the following core courses,  each  with at least B+ grade, in their first year:

• Thermodynamics (MSE 532), offered in the Fall term 
• Kinetics (MSE 535), offered in the Winter term
•  Fundamentals of MS&E (MSE 550), offered in the Fall term* 

* The core course MSE550 is targeted at students entering the MSE graduate program with a non-MSE undergraduate major such as Physics, Chemistry, etc.  The students with non-MSE undergraduate degrees may petition the graduate committee to opt out of 550. The petition should provide evidence, through copy of undergraduate transcript, that the student has taken the  equivalent  of the following required courses in MSE undergraduate curriculum at University of Michigan, and passed  each  with B+ or higher grade: 

MSE 220 or 250 (Intro MS&E); MSE 242 (Solid State / Materials Physics); 

MSE 350 (Structures of Materials); MSE 420 (Mechanical Behavior of Materials).

The written qualifying exam option as a substitute for taking the core courses will no longer be offered, i.e., all incoming students will be required to take and pass the 2 or 3 (as applicable) core courses. However, a student who takes a core course but fails to get a grade of B+ or higher, may petition the graduate committee to take a ‘make up’ written test in that core course as a second attempt towards qualification. Although the student’s grade on the transcript will not change, the score in the ‘make up’ written test will be used by the graduate committee to determine if the student has met the qualification requirement in that core topic. 

A score below B+ in the core course  and  failure in the following ‘make up’ written test will result in disqualification from the PhD program.

Students who do not complete all of the above PhD qualification core courses in year 1 may be asked to discontinue from the PhD program.

2) COURSEWORK (Graded)

• 12 credit hours from MSE courses (generally, 4 courses, including core courses)
• 9 additional credit hours from MSE or other courses (generally, 3 courses) at least 6 credit hours must be from a technical area.  Students may count no more than 1 non-engineering, professionally related (e.g. business, entrepreneurship, public policy, patent law, TechCom, engineering education) course toward their coursework degree requirement, which must be approved by the student’s advisor (Ph.D.) or Master’s Chair (M.S.) This course cannot be used as a cognate.

*Incoming students holding an M.S.E. degree (or equivalent) from another institution must complete 18 credit hours of formal coursework (12 MSE credit hours and 2 cognate courses from a technical area) to fulfill the residency and cognate requirements set forth by the Rackham Graduate School.

3) MSE COLLOQUIUM

Students must enroll in MSE 890 (1 credit) for four semesters and attend 70% of the seminars each semester. 

4) PRELIM (THESIS PROPOSAL) EXAM 

Students seeking Ph.D. candidacy must successfully pass the Prelim Exam within two years of their initial enrollment in the MSE department. The Prelim Exam will consist of an oral defense of the thesis proposal based on student’s research performed as a pre-candidate or, if approved by the faculty research advisor, prior work towards the Master's degree.

A thesis proposal document should be submitted to your committee members 10 working days in advance of the prelim examination; and should provide the motivation for the proposed research based on a critical review of the background and relevant literature, a statement of the objective, a description of the proposed research approach, including new proof-of-concept research results, a thorough analysis of the results, a plan for future research, and a list of references.  The document should be less than 20 pages (single-spaced, 12-point font, 1” margins), including figures, but not including references.  Successful completion of the prelim exam is a requirement for advancing to candidacy.

 The examination is conducted by a committee (selected according to Rackham dissertation committee selection requirements), which is expected to become the doctoral thesis committee if the student becomes a Ph.D. candidate. The committee will report to the Graduate Committee whether the student has passed; and, if not, whether a rescheduled exam is recommended.

5) TEACHING REQUIREMENT

Each student is required to complete one teaching assignment prior to the completion of the Ph.D. degree.  Normally this requirement is met after achieving candidacy.

6) DATA MEETING

At least one data meeting is required, no later than 4 years after initial enrollment.  Final defense is expected within 1 year after the data meeting.

7) ANNUAL PHD STUDENT EVALUATION FORM 

Each Ph.D. student is required to complete an annual student evaluation form with their advisor by May 31 st  every year.  Failure to do so may result in cancellation of GSRA/fellowship support.

8) THESIS AND THESIS DEFENSE

A thesis and its public defense are required for the Ph.D. degree as set forth by the Rackham Graduate School.

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Prepare to Lead in Thought and Practice.

The Michigan Ross PhD program prepares you for scholarly positions at top global universities. Generate impactful research as you seek new solutions to the most complex issues in business. 

Immerse yourself in one of seven doctoral areas of study based on your research interests and academic career goals.

    Accounting

    Business and Economics

    Finance

    Management and Organizations

    Marketing

    Strategy

    Technology and Operations

In the past five years, 100% of Ross PhD graduates were offered positions around the world and 75% received tenure-track assistant professor positions. 

Over a five-year period, you will acquire the advanced knowledge and research skills you need to achieve academic and professional success. 

Learn more about our admissions criteria and application requirements.

Experience Our Collaborative Community

Benefit from diverse perspectives as you engage with colleagues within your area of study and across disciplines. With support at every level, our resources and connections help shape your professional and personal experience. 

Study With World-Class Faculty

Regarded as a colleague from day one, you will learn from and collaborate with faculty who are renowned and respected researchers. Our faculty mentors seek to understand where you want to take your work and provide the guidance and resources to help you succeed.

Financial Assistance

All students admitted to our doctoral program receive full funding - including tuition waiver, health insurance, and a generous stipend package.    

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This program is designed for those who show promise of becoming leaders in local, state, national and international mathematics education communities. The program prepares researchers and leaders to address critical issues in mathematics education by developing analytical perspectives for research, engaging in reflective teaching, and deepening mathematical knowledge.

In addition to required coursework in mathematics, students in this program take courses and gain research experience in mathematics education. During their time at MSU, doctoral students in the Mathematics Education Graduate Program usually teach (undergraduate mathematics and teacher education courses, including mathematics for elementary school teachers) and work on mathematics education research and development projects. For those who intend to seek academic jobs as mathematics educators in collegiate mathematics departments, do research about undergraduate mathematics teaching and learning, and/or teach mathematics content courses to undergraduate students, this Ph.D. program might be the most appropriate placement.

Students who may be Interested in the Program

• Graduates of undergraduate mathematics or mathematics education programs with interests in research and academic careers;
• K-12 teachers intending to return to the classroom or to leadership in schools and districts who desire strong, research-oriented knowledge and experience in mathematics education; and
• Graduates of undergraduate mathematics or mathematics education programs with interests in careers in curriculum development, policy, assessment, etc., not necessarily with a focus on research.

Experience Gained at MSU

Students in the Ph.D. program in Mathematics Education will have opportunities to acquire an understanding of and experience in various aspects of the mathematics education field, including:

• investigation of mathematical learning and teaching;
• the development of instructional materials;
• participation in policy formation;
• development and use of assessment; and
• the integration of technology into mathematics learning and teaching.

Students will address issues of research ethics in the Mathematics Education Proseminar courses, MTHE 926 and 927.

Mathematics Focus

A career at any level in mathematics education requires substantive knowledge of the core discipline of mathematics.  Therefore, the degree is designed so that a student can pursue the equivalent of a master’s degree or more in mathematics suitable to his or her area of focus.  With his or her guidance committee, each student will plan a set of courses in mathematics that, together with the student’s prior coursework and teaching experiences, is appropriate for the student’s career plans.

Jointly Administered

The Mathematics Education Doctoral Program is administered jointly by the College of Natural Science and the College of Education , with the College of Natural Science as the lead college. Graduate students are awarded many opportunities and fellowships through both colleges. Please contact Lisa Keller , Assistant Director in the Program in Mathematics Education, with any questions regarding the Mathematics Education Doctoral Program.

Mathematics Education Graduate Program

Beth Herbel-Eisenmann, Director of PRIME and Math Ed Doctoral Program [email protected]

Lisa Keller, Assistant Director of PRIME [email protected]

Destini Evans, Academic Program Coordinator/Grad Secretary [email protected] 619 Red Cedar Road C110 Wells Hall Michigan State University  East Lansing, MI 48824  (517) 432-1490

Graduate College

Mathematics education (ph.d.),   application deadlines.

  For Fall semester, and consideration for a graduate assistantship: February 15. After this date, applications will be considered if space still exists.

  Resume/Curriculum Vitae (CV)

A resume or curriculum vitae (CV) is required; please submit within the online application system.

  Graduate test

This program does not require the General GRE.

Note: International applicants may have to provide evidence of English language proficiency. More information can be found within the online application.

  Recommendations

This program requires three recommendations. Please send email requests for such recommendations from within the online system.

  Written statement

This program requires a written statement:

Upload a document in which you summarize your experiences (such as academic, research, employment, and volunteer experiences) and indicate how these experiences prepare you for graduate study in your selected program.  Also, address how your chosen program aligns with your professional goals.  This statement will be used to assess both how you may benefit from our graduate program and your written communication skills.

  Previous written work

This program does not require any previous written work be submitted.

  Other program materials

This program does not require any other program materials to be submitted.

  Transcript requirement

An official transcript from the institution from which you received your bachelor degree is required, as well as a transcript from the institution(s) where any additional graduate level courses or degrees have been taken/completed. Applicants are not required to submit an official transcript of courses taken/completed at WMU.

  Additional information

To apply for a teaching assistantship, fill out this form:  https://wmich.edu/math/teaching-assistantship-application

If you have any questions, please review the website below for program and contact information.

Department of Mathematics — College of Arts and Sciences

Start my application now

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PhD Applications

IOE Courses & Course Codes

PhD Admission Recommendations

Table of contents.

• Graduate Application Mentoring Program (GAMP)
• Deadlines to submit applications
• PhD application step-by-step
• Previous degrees required
• Course prerequisites/deficiencies
• Test of English as a Foreign Language (TOEFL)
• Letters of recommendation
• Additional information

Deadlines To Submit Applications

Application deadline for Fall 2024 PhD: December 10, 2023.

PhD applicants are only accepted for entry in the Fall semester.

PhD Application Step-by-Step

1. Fill out the application

Applying to U-M Ann Arbor (Rackham Graduate School Link)

2. Statement of purpose

Must include areas of interest in the top corner

3. Personal statement Some suggested topics for your personal statement are:

• Volunteer and/or community service;
• Extra-curricular activities;
• Leadership activities;
• Educational, cultural, geographic or socio-economic background underrepresented in your discipline of graduate study;
• Financial hardship;
• First generation U.S. citizen or first generation in family to graduate from a four-year college.

4. GRE scores

A GRE score is not required for applicants who apply for Fall 2024 PhD

5. Three letters of recommendation

If you apply online, we encourage you to submit your letters electronically. At least TWO of your letters should be from faculty.

6. Transcripts

Submit a transcript for each Bachelor’s, Master’s, Professional or Doctoral degree earned or in progress. For instructions on submitting transcripts, please see the  Rackham Graduate School website . Applicants will upload a copy of the official transcript and enter a “self-reported” GPA when applying online. Official paper transcripts/documents are only required if a student is admitted, and these must be submitted by the end of the first term of enrollment.

All credentials submitted for admission consideration become the property of the University of Michigan and will not be returned in original or copy form.

7. International applicants must also send

Include one set of: Official transcripts, certificates, and diplomas in the original language, in addition to an English translation.

TOEFL scores sent from ETS (institution code 1839)

8. Application fee

There is a $90.00 application fee for international applicants.  

Domestic and Permanent Resident applicants are eligible for an application fee waiver. This will automatically apply to your application.  

Undocumented or DACA Applicants are also eligible for application fee waivers here.

While very limited, in certain circumstances, International applicants may be eligible for an application fee waiver administered by the Rackham Graduate School. For information about eligibility criteria and instructions for various fee waiver programs, visit this page.

9. Decision notification

All applicants who are offered admission are notified via e-mail as soon as a decision is reached. PhD admission/financial aid offers will be sent via e-mail mostly during the months of February and March. Notification to applicants who do not receive admission are sent in early-April. The Graduate Admission Committee is working very hard to finish reviewing your application. Once an admission decision has been made by the committee, we will notify you by e-mail. Thank you for your patience.

Previous Degrees Required

Admission to the PhD program does not require a Master’s degree. Qualified students who hold a bachelor’s degree in engineering, science or mathematics may apply directly to the PhD program.

COURSE PREREQUISITES

Most of our classes require and assume that the students are knowledgeable in one or more of the following subjects: linear algebra, calculus-based probability, calculus-based statistics, and computer programming. If you are admitted to the Master’s or PhD programs, the department will provide a list of descriptions of University of Michigan courses frequently used to satisfy these prerequisites to help you ascertain your knowledge of the above topics, and, if needed, attain the necessary background. We will provide an opportunity to review the highlights of these subjects together with your fellow entering students before the fall semester begins. We will also recommend classes at the University of Michigan if you prefer to take them during your graduate studies.

Test Of English As A Foreign Language – (TOEFL)

• take the verbal and written English tests given by ELI (English Language Institute);
• report the results to the IOE graduate program advisor, and
• abide by any recommendation made by his or her counselor or the Graduate Program Advisor for remedial coursework.

Letters Of Recommendation

• Letters of recommendation should be submitted online, but hard copies may be submitted if that is not possible. Remember to add sufficient time for hard copies to reach us by the application deadlines.

Additional Information

Please send requests to:  [email protected]

School of Social Work College of Social Science

How dei-focused campuses mitigate sexual assault risk: new insights from msu researchers.

July 8, 2024 - Brandon Drain

A team of Michigan State University School of Social Work researchers found evidence suggesting that several campus-level factors – characteristics of a college and its students – are uniquely associated with an individual’s risk of experiencing sexual assault on a college campus.

These factors include the amount of binge drinking that takes place on campus, the amount of discrimination being experienced by students, and the gender and sexual orientation diversity on campus, according to the research team.

“One of the really interesting findings in this study is that students were less likely to have experienced sexual assault on campuses that were more diverse, or where students reported less discrimination,” said Carrie Moylan, an associate professor at MSU’s School of Social Work. “We suspect that campuses that are diverse and inclusive create more of a sense of belonging and community, which is likely protective against sexual assault.”

In addition to the DEI-related findings, the team – which includes MSU School of Social Work PhD student Jacob Nason and professor Angie Kennedy – found that even when a student’s own binge drinking is accounted for, “being on a campus where a higher percentage of students binge drink increases the risk of experiencing sexual assault,” said Moylan. This suggests risk factors aren’t just about what you do as an individual “but what the people around you are doing that creates risk for sexual assault.”

This framing of campus-levels risk factors is vital for strengthening prevention strategies, the team suggested. Being able to pinpoint the environments that make sexual assault more likely to happen, and to understand the risk factors that those environments carry, make for a more proactive approach to prevention as well.

This approach could supplement and extend the typical strategies employed by college campuses, which focus on individuals by trying to change attitudes, intentions and behaviors.

“Prevention science tells us that comprehensive programming targeting all levels of the social ecology are most effective,” said Moylan. “So, identifying factors that make a social environment more or less risky provides new insights into how we might design prevention programs that target community level factors.”

The study’s insights come forth at a time where some voices are dissenting from the importance of DEI on college campuses ; with some institutions getting rid of their DEI programs altogether .

Moylan suggests that, “dismantling DEI programs will likely have a cascade of consequences for the health and well-being of students, including potentially higher rates of sexual assault.”

Given the findings, the team emphasizes that the rate of sexual assault happening on different campuses varies – with some campuses experiencing higher rates of sexual assault compared to others. “Understanding why that variation exists is an exciting opportunity to better understand the conditions that enable sexual assault so that we can target risky environments and hopefully reduce the prevalence of sexual assault,” said Moylan.

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The University of Michigan PhD program offers cutting edge research in a collaborative environment.

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• Outstanding Benefits -- competitive stipend with low cost of living;  healthcare coverage for you and your dependents
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Look at these other pages to learn more:

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The Design and Technologies for Learning Across Culture and Contexts (DATL) concentration in the Master of Arts in Educational Studies program focuses on preparing professionals for designing a wide range of learning environments in formal and informal settings. Design takes many forms and can span the design of technology, curriculum, new pedagogical approaches, and even innovative spaces for learning.

Professional trajectories of graduates include:

• Media specialists
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• Further graduate study

Career outcomes of recent graduates:

• 2022 Educational Studies Master's Survey Highlights
• 2021 Educational Studies Master's Survey Highlights
• 2020 Educational Studies Master's Survey Highlights

The Educational Equity, Justice, and Social Transformation (EEJST) concentration in the Master of Arts in Educational Studies program is designed to provide students with a foundation in the social, cultural, economic, historical, and political foundations of schooling. Students critically examine educational contexts, practices, and policies rooted in  injustice, whiteness, and oppression in educational systems to unpack how these systems have fostered social inequity and work toward justice-driven change.

• Non-profit organizational leadership in education and social service professions
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• Curriculum development

If your career objective is integrating business acumen with educational expertise to effect meaningful improvements in our education system, the Marsal Family School of Education and the Stephen M. Ross School of Business offer a unique dual-degree program leading to the Master of Arts in Educational Studies and the Master of Business Administration degrees.

• Leadership in K-12 educational organizations, government organizations, non-profit organizations, and other agencies focused on issues of educational improvement and reform
• Roles focused on improving education
• Educational entrepreneurship

The Research for Educational Improvement (REI) concentration in the Master of Arts in Educational Studies program is designed to prepare students for entry-level positions in research organizations, centers, or projects engaged in evaluation research, or as research support staff in formal and informal educational settings where education professionals are engaged in improving practice and policy. 

• Entry-level positions in research organizations, centers, or projects engaged in evaluation research
• Research support staff in formal and informal educational settings where education professionals are engaged in improving practice and policy
• Future doctoral study 

The Master of Arts in Educational Leadership and Policy (ELP) is a rigorous and comprehensive program that prepares graduates with the entry-level skills required to lead and shape educational institutions and policies at local, national, and global levels. The program also allows teachers and current or aspiring building leaders to continue their work at the building or district level, returning to those settings with skills that focus on reform and justice.

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• 2021 Educational Leadership and Policy Master's Survey Highlights

The Master of Arts in Higher Education with a focus on Diversity and Social Justice in Higher Education gives students the tools for increasing their knowledge and skills regarding diversity and social justice in higher education. It equips students to address these issues within their careers and other spheres of influence. This concentration cultivates a supportive network of graduate students and faculty who are interested in research and pedagogy around issues of diversity and social justice.

Graduates typically go into these industries

Hiring organizations and job titles.

The Master of Arts in Higher Education program with an individually designed focus provides individuals with a general understanding of higher education as a field of practice and inquiry. The challenges that face higher education require that educators not only adapt to change but also engage in developing a vision of higher education for society. The program aims to prepare you for leadership in shaping the future of higher education. Students generate and apply knowledge on how to advance the role of higher education in supporting the public good and improving institutional practice.

The Master of Arts in Higher Education with a focus on Institutional Research equips students with factual knowledge about postsecondary institutions and systems, research methods used by institutional research professionals, knowledge of the processes and issues affecting institutions, and an understanding of the context and culture of the institutions in which students will work and study.

The Master of Arts in Higher Education with a focus on Management and Organizations considers the organizational dynamics of colleges and universities. This requires a fundamental understanding of the internal workings of higher education and its environment, as well as a thorough grasp of effective management and leadership of higher education organizations. 

The Master of Arts in Higher Education and Master of Business Administration dual degree program provides an in-depth examination of both business administration and higher education arenas. The Master of Arts in Higher Education degree provides a deep exposure to educational theory and programmatic flexibility that complements the Master of Business Administration experience. 

The Master of Arts in Higher Education and Master of Public Policy program is designed for students interested in broad policy issues that affect higher and postsecondary education, such as state governance and coordination, financial aid funding, and affirmative action in admissions and hiring. 

The Master of Arts in Higher Education with a focus on Public Policy helps students grapple with the challenges that face higher education and gain insights on how to develop a vision of higher education for society. Students analyze broad policy issues that affect higher and postsecondary education, such as state governance and coordination, financial aid funding, and affirmative action in admissions and hiring. You will generate and apply knowledge on how to advance the role of higher education in supporting the public good and improving institutional practice. 

The Master’s in Higher Education Student Access and Success program focuses on teaching and learning in colleges and universities as they are implemented in many institutional contexts, both inside and outside of traditional classroom settings. 

In the Master of Arts in Educational Studies with Elementary Teacher Certification program, students develop the professional and personal knowledge, dispositions, and skills required to engage diverse groups of children in thoughtful learning. The immersive full-time program begins in mid-June and finishes in mid-June the following year.

Out-of-state

In the Master of Arts in Educational Studies with Secondary Teacher Certification program, students participate in university and school-based experiences that enable them to meet the challenges facing today's educators teaching at the junior high and high school levels. The immersive full-time program begins in mid-June and finishes in mid-June the following year. Coursework is completed concurrently with a teaching internship to allow students to explore pedagogies through authentic classroom interactions while being fully supported by field instructors.

The Master of Science in Postsecondary Science Education provides a strong foundation in learning theory and application to support college-level teaching in the sciences. The degree is open only to current doctoral students in the School of Environment and Sustainability and in specific departments in the College of Literature, Science, and the Arts (Astronomy, Biophysics, Chemistry, Ecology and Evolutionary Biology, Geological Sciences, Molecular, Cellular, Developmental Biology, and Physics).

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Free community college, pre-K included in Michigan’s $23.4B education budget

• Published: Jun. 28, 2024, 7:31 a.m.

Many Michigan families would receive free pre-K and all high school graduates would receive free community college education under the 2025 spending plan passed Thursday by lawmakers. (MLive file photo) MLive Media Group

• Michael Kransz | [email protected]

LANSING, MI – Many Michigan families would receive free pre-K and all high school graduates would receive free community college education under the 2025 spending plan passed Thursday by lawmakers.

The $23.4 billion spending plan for education also would continue free breakfast and lunches for all students at a cost of $200 million. Free meals for students was first included in the current budget, and it’s something Gov. Gretchen Whitmer has wanted to make permanent .

The overall $82.5 billion state budget for 2025 was approved early Thursday, June 27, by lawmakers during an overnight session. It now heads to Whitmer’s desk for her signature.

Related: Michigan lawmakers pass $82.5 billion budget mostly along party lines

Under the plan, free pre-K for 4-year-olds will be available for families making 400% or less of the federal poverty limit. That collective income limit is $81,760 for a family of two, $103,280 for a family of three and $124,800 for a family of four, according to the federal 2024 poverty guidelines .

The $54 million investment will provide free pre-K for about 5,300 additional children in the state, according to state officials. Whitmer had called for universal free pre-K in her budget proposal earlier this year.

The spending plan also includes a $30 million investment to expand the Michigan Achievement Scholarship , which state officials say most students qualify for.

Democratic lawmakers say this investment would allow every Michigan high school graduate to receive an associate degree or skilled certificate tuition-free at a community college.

The scholarship expansion would also give more dollars to students attending private and public universities.

“As a parent, I know our kids are our number one priority, which is why this budget puts students first by making historic investments to improve learning outcomes from pre-K through college, so that every child can get a world-class education,” Whitmer said. “Together, we are getting things done that make a real difference in people’s lives and ensuring everyone can ‘make it’ in Michigan and will continue to improve learning outcomes so every student can succeed.”

What the budget doesn’t include for the first time in a decade is a direct increase in per pupil funding, which would remain at $9,608 per student under the proposed spending plan.

However, about $589 million in redirected funding to offset retirement costs would save K-12 school districts about $400 per pupil, effectively equating to a 4.2% per pupil increase, according to Democratic lawmakers.

The budget would also remove, for next year, a requirement that 3% of teachers’ earnings pay into the retiree health plan.

“Hardworking educators have sacrificed 3% of their wages for years to help fully fund the school retiree health plan, and now that it is fully funded, the 2024-25 budget removes that tax on school employees,” said Chandra Madafferi, president and CEO of the Michigan Education Association.

The vote on the education spending plan fell along party lines, with Republicans accusing Democrats of “raiding” the teacher retirement fund by redirecting $670 million that would have gone to covering liabilities in the teacher retirement system.

“Rather than supporting our teachers and robustly funding their hard-earned retirement accounts, Democrats voted to strip those benefits,” said Donni Steele, R-Orion Township. “Many of these teachers taught thousands of kids over the course of decades, they deserve to be rewarded. Instead, now these same hard-working teachers are left questioning if their benefits will still be there when they need them.”

Democratic leadership said the budget pays off certain liabilities in the teacher retirement system and protects teacher pensions and retirement benefits all while freeing up that $670 million to be invested back into classrooms.

“We delivered a school aid budget that invests in our kids by freeing up an average of an additional $400 for every public-school student and continues to make historic investments in funding for at-risk and special education programming,” said House Speaker Joe Tate, D-Detroit.

Whitmer, who pitched the move in her budget proposal earlier this year, previously likened it to paying off a mortgage early, allowing those funds to be freed up.

Related: Free Pre-K and community college top Gov. Whitmer’s budget recommendations

Republicans and K-12 education advocates also took aim at significant reductions to school safety and mental health grants, which were cut from $328 million in funds this current budget down to $26.5 million.

“There were deep cuts to categorical funding for school safety and student mental health — cuts that will need to be navigated at the local level to keep our schools safe learning spaces for all students and employees,” Madafferi said.

“Our hope is that state lawmakers will return after the summer break to pass a supplemental budget that funds these critical student mental health and safety priorities.”

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MDE to Work with Western Michigan University to Meet Goal of Certifying More Teachers in Areas of Shortage

July 03, 2024

Grant Awarded to Create Standards, Curricula, and Professional Learning for Mentors

LANSING – The Michigan Department of Education (MDE) has awarded Western Michigan University (WMU) a competitive grant to support educator mentoring and induction programs as part of the state’s efforts to address certified teachers in areas of shortage.

WMU will assist MDE in creating standards, curricula, and professional learning for mentors of new teachers, administrators, and school counselors after being awarded the $425,741 grant.

“Strong mentoring and induction practices increase teacher retention and support Goal 7 of Michigan’s Top 10 Strategic Education Plan , to increase the number of certified teachers in areas of shortage,” said State Superintendent Dr. Michael F. Rice. “Western Michigan University was chosen for its extensive expertise in mentoring and induction programs for all three groups of educators supported by this grant. Local school districts in Michigan will benefit from this expertise as they search for high-quality educators.”

WMU has demonstrated a commitment to collaborating with other contributors to ensure diverse perspectives are considered, as well as having a proven track record of completing projects in a timely manner. Additionally, WMU has the capability to expand its programming to reach educators across the state.

Strong mentoring and induction practices increase teacher retention.

WMU is an awardee of the Section 27h(5) Mentoring Standards, Curricula, and Professional Learning Creation Grant . This grant is one prescribed by Section 27h of the School Aid budget for fiscal year 2023-2024 related to supporting mentoring and induction programs in Michigan.

New resources developed under this grant will be available to school districts during the 2024-25 academic year. The resources will support mentoring and induction programming and will directly align with two other upcoming associated grants, one for evaluating mentoring and induction programming in Michigan and one for supporting mentoring and induction programs at the district level. 

For more information on induction-related grants, visit the Mentoring and Induction Grants webpage .

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