phd in education in kansas

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Ph.D. in Curriculum & Instruction at KU

Program Overview

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

Concentration Areas

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

Career Outcomes in Curriculum & Instruction

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

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

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

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Ed.d. vs. ph.d..

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

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

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Vibrant Campus Environment

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

Professional Development

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

Research Opportunities

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

Graduate Student Funding

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

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Educational Psychology & Research Curriculum & Admission Requirements

Program structure, supervised college teaching experience, residency requirement, comprehensive examination, dissertation, graduate admission.

Applicants must have a bachelor’s degree in educational psychology & research or a closely related field with at least a 3.5 grade point average on a 4.0 scale. International applicants are strongly encouraged to complete the application process well in advance of the application deadlines, in order to ensure adequate time for processing of visa related paperwork. Meeting minimum admission standards does not guarantee admission to the program. Applicants are welcome to contact one (or more) of the faculty members in the department prior to applying for the doctoral program, however it is not required.

Application Deadlines

Program curriculum.

Graduate students pursuing the Ph.D. in Educational Psychology and Research at KU will need to select a program area of emphasis in Development & Learning (D&L) or Research, Evaluation, Measurement, and Statistics (REMS). The student will work closely with an advisor to determine a plan of study. The curriculum requirements outlined below are the minimum required for the degree. To be adequately prepared for an intended career, the student’s advisor may encourage additional coursework or opportunities which may include presenting and/or publishing scholarly papers.

Course requirements

Development & learning (d&l) area of emphasis, human development and learning core (24 cr).

• EDUC 800 —Education as a Field of Study (3 CR)
• EPSY 800 —Development During Youth and Adulthood (3 CR)
• EPSY 802 —Child Development (3 CR)
• EPSY 807 —Theories and Research in Human Learning (3 CR)
• EPSY 818 —Social Development (3 CR) [can sub PSYC 825]
• EPSY 836 —Behavior & Systems Neuroscience (3 CR)
• EPSY 837 —Neuroscience of Achievement Motivation (3 CR)
• At least 1 course in professional development (e.g., college teaching, grant writing)

Research Skills (12 CR)

• EPSY 810 —General Linear Models (3 CR)
• EPSY 822 —Educational Scales, Questionnaires, & Sampling (3 CR)
• A course in qualitative methods (e.g., ELPS 871 , C&T 808 )
• One additional quantitative research course (e.g., EPSY 803 , EPSY 812 )
• [Note: Up to two relevant courses (6 CR) from the master’s degree can be used to satisfy research skills requirements]

Specialization Courses / Electives (12 CR)

• Students may use their specialization courses / electives to pursue topics of interest related to their study of human development and learning.
• EPSY 808 —Social Psychology (3 CR)
• EPSY 896 / 980 special topics courses (multiple can count if on different topics)
• PSYC 870 —Cognitive Development (3 CR)
• Any statistics / measurement course (e.g., EPSY 803 , EPSY 812 , PSYC 896 , STAT 823 )
• Other relevant courses as discussed with advisor

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

additional requirements

Dissertation Defense: 3 credit hours

Research, Evaluation, Measurement, and Statistics (REMS) Area of Emphasis

Program courses.

• EPSY 800 Development during Youth and Adulthood
• EPSY 806 Issues in Human Growth and Development
• EPSY 807 Theories and Research in Human Learning
• EPSY 810 Regression and ANOVA: General Linear Models
• EPSY 811 Analysis of Variance
• EPSY 812 Meta-Analysis
• EPSY 816 Evaluating School Programs
• EPSY 902 Research Methodology in Education
• EPSY 822 Educational Scales, Questionnaires, and Sampling
• EPSY 921 Measurement Theory and Practice I
• EPSY 922 Measurement Theory and Practice II
• EPSY 926 Hierarchical Linear Modeling
• EPSY 999 Doctoral Dissertation

Admission & Curriculum Resources

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

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Application Checklist

Ph.d. in educational psychology & research.

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

Online application

Complete through the KU Office of Graduate Admissions. If you are planning to apply to both the doctoral level and MSE level, you can save on application fees by submitting only one application to the doctoral level. Then, indicate your interest in the MSE level on the “Are you interested in our MSE program if not admitted to the PhD program?” question. At the discretion of the admission committee, those with strong credentials, but not qualified at the doctoral level, can be recommended to the MSE pool for consideration.

Transcripts

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

English translation of transcripts

Official transcripts from an international university must include an English translation

Resume or CV

Statement of intent.

Please describe: 1) Why you are interested in this degree program, including what skills, competencies, and experiences you hope to gain in the program, 2) Your career goals and how this degree program relates to your career goals (that is, how you see this program preparing you to meet your career objectives), 3) Prior relevant educational, work, and research experiences, 4) One research topic or issue that you would like to pursue in this program, including the faculty member with whom you would like to work, if known.

Online letters of recommendation

Names and email addresses of persons to be asked to complete letters of recommendation who can provide a thorough evaluation of one’s abilities at the graduate level

Proof of English proficiency

Non-native English speakers must demonstrate English proficiency

Financial document (international students only)

Required by U.S. government in order to issue the I-20 or DS-2019

Application fee

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

Writing sample

A writing sample of your best academic work.

Program Faculty

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Graduate Programs

Department of Curriculum & Teaching

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

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

Certificates

• Reading Specialist (Online)
• TESOL (Online)

Department of Educational Leadership & Policy Studies

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

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

Department of Educational Psychology

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

Master’s & Education Specialist

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

Department of Health, Sport & Exercise Sciences

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

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

Department of Special Education

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

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

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Ph.D. in Special Education at KU

Program Overview

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

Career Outcomes in Special Education

Graduates of the special education Ph.D. program are scholars who steward the profession, working across disciplinary boundaries to address the educational and social challenges of the 21st century. Moreover, as civic professionals, they also engage in stewardship with their communities. Our graduates are scholars who recognize that resolving the great social and education challenges requires a sense of collective social purpose among the professions and inclusive of people with disabilities, and that the professions' greatest responsibility is to the people most affected.

Doctoral graduates are prepared to hold leadership positions in diverse sectors and organizations, including:

• Top-tier research universities
• Teacher preparation institutions
• Private and university affiliated research centers, foundations, research and development companies
• State and federal education agencies and legislative bodies.

Thus, the KU Doctoral program prepares graduates to take a variety of leadership positions. Doctoral graduates can hold faculty positions in comprehensive and research universities and leadership positions in state and national agencies. Accordingly, the doctoral program educates students to become a researcher and scholar who will then prepare prospective teachers and administrators to work in the profession. The career paths of recent graduates reflect the program's emphasis on reciprocal research to practice, civic professionalism, and stewardship of the field and discipline.

While the primary aim of the program is to prepare such scholars for tenure-line faculty positions in top tier research universities, program graduates’ knowledge and skill attainment prepare them for positions throughout the education enterprise and beyond. Graduates hold leadership positions around the country and the globe at top research universities, teacher preparation institutions, private and university affiliated research centers, foundations, research and development companies, and in various state and federal education agencies and legislative bodies.

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Program Specializations

Every year the Ph.D. in special education program admits a cohort of students from around the world. Each doctoral student chooses an area of specialization and potentially a secondary area of interest as a cognate or minor (e.g., research methodology). Program applicants are asked to identify the specialization area and faculty of interest (i.e., potential academic advisor).

Currently, our program has the following areas of specialization:

specializations

Disability & diversity in school & society.

This specialization focuses on the intersecting oppressions of disability, race, ethnicity, social class, language, gender, and sexuality in education and society. It will prepare students to evaluate, synthesize, and conduct research on and teach about two lines of social injustice. The first line is the historic oppression of people with disabilities in education and other social institutions, the primary sites where difference is constructed as disability and disability is excluded or segregated and controlled. Here, we are concerned with interdisciplinary theory and research that illuminates institutional and political processes, including those of disability oppression and prejudice, the social construction of disability and normalcy, the role of social movements in advancing disability rights and equity, the politics of actualizing rights in the offending institutions, and the application of interdisciplinary theoretical and empirical knowledge of disability oppression, construction, and movements to the identification and resolution of moral and ethical disability dilemmas. The second line of oppression is at the intersection of the social categories of disability, race, ethnicity, social class, language, gender, and sexuality. Students’ research and teaching focuses on educational and social injustices that result from these intersections. Additionally, the focus is on how such oppressions are perpetrated by the biased use of disability and special education, including educational policies and practices that produce persistent patterns of racial/ethnic, class, language, and gender in special education referral and identification, disability classification, instructional placement, teaching, behavior management, and transition practices.

Specialization faculty

Early Childhood Unified (Blending of Early Childhood & Early Childhood Special Education)

This specialization focuses on advancing equitable, inclusive, and effective intervention/instruction in early childhood/early childhood special education. Specialization priorities also include the importance of families; strengths-based perspectives, theoretical and methodological pluralism; diversity and cultural/linguistic responsiveness; and addressing persistent, complex educational and social problems in early childhood/early childhood special education. This specialization will assist doctoral students in acquiring foundational knowledge of the current evidence and trends in the field for providing effective early intervention (birth-3 years old) and education (3-8 years old) for each and every young child and their families including those with developmental delays and identified disabilities. Doctoral students are prepared to effectively and successfully serve as Early Childhood/Early Childhood Special Education leaders in the field including faculty in institutions of higher education engaged in research (conducted through a variety of methodologies; disseminated through various outlets), personnel preparation and teaching (implemented through various instructional approaches and modalities), and service (performed at organization and institution, local, national, and international levels).

Evidence-based Practices: Supporting Students with Intensive Interventions Needs in Tiered Systems

This specialization focuses on evidenced-based practices and strategies in tiered systems of support – specifically Comprehensive, Integrated, Three-tiered (Ci3T) models of prevention – for students with intensive, academic, behavior, and social needs, especially those with emotional and behavioral disorders, autism, and severe learning disabilities, and those without identified disabilities. This specialization will develop the foundational knowledge and skills necessary to (a) carry out an active and innovative research agenda; (b) use systematic screening tools to detect and assist students for whom Tier 1 practices are insufficient ; (c) design, implement, and evaluate strategies and practices to prevent and respond to academic, behavior, and social challenges with attention to procedural fidelity and intervention adaptation; (d) support collaborative partnerships between general and special educators within the context of tiered systems of support; and (e) serve as recognized leaders with expertise in school-based inquiry to improve academic, behavioral, and social outcomes for students with and at risk for learning, behavior, and/or social support needs. Doctoral students in this program will be prepared to teach in higher education and conduct research in areas such as systematic screening, test construction, and/or intervention studies (using group and single case design methodology) in academic, behavioral, and social domains for students with and without disabilities.

Instructional Design, Technology & Innovation

This specialization develops leaders focused on supporting learner variability in modern learning environments through instructional design and technology innovations. This specialization develops foundational knowledge and skills necessary to (a) carry out an active and innovative research and development agenda; (b) support the design and implementation of modern learning environments, especially in the area of teacher preparation and k-12 classroom application; and (c) serve as recognized leaders in instructional design and technology as it relates to individuals with disabilities and other diverse learning needs in modern learning environments. Doctoral students in this program study prepare to teach in higher education, and conduct research in areas such as Universal Design for Learning (UDL), innovation and adoption technology in learning environments, online and blended learning, gaming and gamification, mobile learning, personalization, augmented and virtual reality, and technology enhanced performance.

Special Education Policy & Systems Studies

The Special Education Policy and Systems Studies specialization has an emancipatory focus that questions and seeks to reform oppressive aspects of education and disability policy and practice. Emancipation, through critical theoretical and empirical analysis and democratic participation of those who experience impairment and associated disabilities and those who care for, serve, and advocate for them, is essential because, like all professions, special education can be self-serving in advancing its policy agenda, failing to embrace changes in policies that affect practice, even when they are shown to be inadequate or damaging. With a critical policy perspective, special education can better address interests of those it exists to serve. Further, because special education has been enacted in federal law, it has resulted in a complex web of regulation and performativity that operate alongside but not necessarily as part of the general education system. A policy vantage point allows scholars to explore the justice narratives within education and special education while systems theories help to explain how injustice and oppression are embedded within everyday practice.

Strengths Based & Inclusive Approaches to the Education of Learners with Extensive & Pervasive Support Needs

This specialization develops leaders focused on supporting learners with disabilities—including intellectual disability, autism, and multiple disabilities—who need extensive and pervasive supports to be fully included in school, home, work, and community. The specialization focuses on the intersection of positive psychology and strengths-based approaches to disability, inclusive education, and students with extensive and pervasive support needs. The underlying conceptual elements of the specialization incorporate research and teaching to ensure that learners with extensive and pervasive support needs are provided the supports and experiences in school and the community to promote positive, self-determined, and inclusive experiences. Key areas of the doctoral research and teaching experience include: strengths-based approaches to the education of learners with extensive and pervasive support needs, particularly in the domains of inclusive practices; evidence-based practices that promote high levels of academic achievement; predictors of inclusive education and promoting access to the general education curriculum for learners with extensive and pervasive support needs; and measuring and promoting student self-determination and self-determined learning.

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Stewardship

Doctoral funding opportunities

Doctoral student life.

Research Opportunities

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Professional Development

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Curriculum and Instruction Doctorate (Ph.D.)

The Ph.D. in Curriculum and Instruction is designed for advanced students who seek a focus on educational research and scholarship in local, national, or international settings. Through their research specialization, graduates contribute their expertise as faculty in careers in higher education, positions in research organizations, or other settings that require educational research.

Ph.D. in Curriculum and Instruction Program Booklet (PDF)

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

See the College of Education Graduate Assistantships page for detailed information and application procedures about graduate assistantships available in the College of Education.

The Doctor of Philosophy in Curriculum and Instruction requires a minimum of 90 post-baccalaureate, graduate credit hours. With the approval of the supervisory committee, up to 30 graduate hours earned as part of the Master’s degree may be used to satisfy the degree requirements. Please see the Graduate Catalog description.

Area of Emphasis (54 hours)

• EDCI 907 – Curriculum Theory (This course is offered in the fall of odd years.)
• Or a theory course in the content field (e.g., EDCI 818 – Theoretical Models of Reading)
• Or a theory course approved by the advisor
• A minimum of 12 credit hours of the post-master’s credits on the Ph.D. Program of Study must designate the EDCI prefix at the 800 or 900 course level. Research credits (EDCI 999) and internship credits (EDCI 991) may not be applied to the 12 credit hour minimum.
• EDCI 991 internship credits may not be applied to the PhD Program of Study.

Foundations of Education (3 credit hours)

• EDCI 812 – History of Education
• EDCI 813 – Comparative Philosophies of Education

Research Courses (15 credit hours)

Programs of Study must include quantitative and qualitative methodologies. Possible courses include:

• EDCI 912 – Historical Research in Education (offered alternate even years in the Fall)
• EDCEP 817 – Statistical Methods in Education
• EDCEP 819 – Survey Research
• EDCEP 917 – Experimental Design in Educational Research
• EDLEA 838 – Qualitative Research in Education
• EDLEA 938 – Advanced Data Analysis in Qualitative Methods
• EDLEA 948 – Data Representation and Writing in Qualitative Research
• Note: EDCEP 816 – Research Methods or its equivalent is considered a prerequisite for the 15 hours of research in the PhD program. Also, EDCI 760 – Action Research in Education cannot be included in the 15-hour research course requirement.

Doctoral Research (18 credit hours minimum; no more than 30 hours)

• EDCI 999 – Research in Curriculum and Instruction

Preliminary examination

Satisfactory completion of all segments of an examination over all areas of the program of study.

Dissertation research (18 credit hours minimum; no more than 30 credit hours)

Completion of a dissertation which examines a topic congruent with the program of study using a systematic methodology consistent with accepted research paradigms; the dissertation must be successfully defended in a public, oral defense.

Nondegree Status

In some cases, a student may wish to take a course(s) prior to being admitted in a degree program. In these cases, a person must be admitted as a nondegree student (sometimes referred to as special students). No more than nine credit hours earned as a special student may be applied toward an advanced degree. However, successful completion of any hours taken as a nondegree seeking student does not guarantee admission into the program. Nondegree students are not eligible for financial assistance. A faculty advisor is not assigned to nondegree students.

Advisor and Supervisory Committee

Once admitted to the program by the Graduate School, an advisor is assigned. The advisor assists the student in selecting the courses to be taken in the doctoral degree. The Program of Study with the list of courses is submitted to the Graduate School upon completion of nine hours (part-time students) or during the second semester (full-time students). The student’s program is directed by a minimum of four members of the graduate faculty, including a major professor with substantial expertise in the area of emphasis, two other faculty members with strengths in the area of emphasis, and one faculty member outside the Department of Curriculum and Instruction.

Individualized Program

Each student’s program of study is individualized with the approval of the major professor and the supervisory committee to optimize the student’s interests, expertise, and professional goals.

Doctoral Areas of Emphasis and Faculty

Nine doctoral areas of emphasis are available. The list includes faculty members who can serve as advisors for doctoral students and serve as members of doctoral supervisory committees. Faculty members who can serve as advisors for doctoral students are marked with an asterisk (*).

Career and Technical Education (Agriculture, Business, Family and Consumer Sciences)

• Brandie Disberger* | [email protected] Agriculture education
• Gaea Hock * | [email protected] Agriculture education
• Jonathan Ulmer * | [email protected] Agriculture education; improving STEM education in agricultural classrooms; survey methodology; cognitive discourse

Curriculum Studies

• Angela Kraemer-Holland * | [email protected] Neoliberalism and globalization; teacher education and socialization; metropolitan (urban) education; policy as discourse
• Amanda Lickteig | [email protected] Curriculum Studies, Educational Technology, Language (ESL)/Diversity/Multicultural/Social Justice Education, Literacy Education (Reading/Language Arts), Teacher Education (General)
• Seth Lickteig | [email protected] Curriculum Studies, Educational Technology, Social Studies Education
• Ambyr Rios * | [email protected] Curriculum studies, literacy education, teacher preparation, multicultural education
• Kay Ann Taylor * | [email protected] Historical, philosophical, and comparative studies; multicultural education; critical race theory; postcolonial theory; social justice

Educational Technology

• Mark Ellner | [email protected] Physical Activity in Academic Learning Environments, Educational Technology, Physical Education and Health
• Deepak Subramony * | [email protected] Technology integration into teaching and learning; equitable access to educational technology; social/cultural impact of educational technology; social/cultural foundations of education; systemic change; case study; ethnographic research methods

Language (ESL)/Diversity/Multicultural/Social Justice Education

• Pedro Silva Espinoza | [email protected] ESL, multicultural education, diversity, and teacher preparation
• Socorro Herrera * | [email protected] ESL studies; diversity
• Melissa Holmes | [email protected] ESL studies
• Shabina Kavimandan* | [email protected] Language (ESL)/Diversity/Multicultural/Social Justice, literacy education, teacher education
• Tonnie Martinez | [email protected] ESL; language arts
• Leah McKeeman | [email protected] Content area literacy education; new literacies; world language education; second language acquisition
• Della Perez | [email protected] ESL studies
• Eileen Wertzberger * | [email protected] Literacy education, language/diversity/multicultural education, teacher education

Literacy Education (Reading/Language Arts)

• Lori Goodson | [email protected]
• Todd Goodson * | [email protected] Composition; literature; language study in secondary schools
• Kayln Hoppe | [email protected] P-12 literacy education, children’s & young adult literature , teacher preparation, social justice education
• Lotta Larson * | [email protected] Literacy
• Suzanne Porath * | [email protected] P-12 literacy; teacher learning; reflective practice; social media as professional development; action research
• Vicki Sherbert * | [email protected] Language arts education

Mathematics Education

• David Allen * | [email protected] Mathematics education; professional development
• Andrew Bennett * | [email protected] Mathematics education
• Beth Pesnell | [email protected] Science education, math education, elementary education, STEM education, professional development, teacher education, curriculum
• Michael Lawson * | [email protected] Mathematics education (P-12), teacher education, teacher practice
• Sherri Martinie * | [email protected] Mathematics education (P-12); teacher preparation; professional development; curriculum implementation

Science/Environmental Education

• Kimberly Staples * | [email protected] Science education; biology; education; teacher education

Social Studies Education

• Brad Burenheide * | [email protected] Social studies; history education
• Tom Vontz * | [email protected] Social studies education; civic education

Teacher Education (General)

• Fred Burrack * | [email protected] Music education
• Michael Lawson * | [email protected] Mathematics education (K-12), teacher education, teacher practice
• Debbie Mercer * | [email protected] Teacher preparation; education policy; accreditation
• Phillip Payne * | [email protected] Music education; assessment; curriculum development; teacher identity; teacher preparation; music technology; ePortfolios; personality and timbre preference

Admission and Application

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

• A Completed Online Graduate School Application .
• Application Deadlines The Graduate School application and all additional documentation must be received by the following deadline dates for admission in a particular semester. Domestic applications are reviewed on a rolling basis, however, the deadlines indicated will expedite considerations.
• Domestic Students
• Fall Semester enrollment – March 1
• Spring Semester enrollment – October 1
• Summer Semester enrollment – February 1
• International Students
• Fall Semester enrollment – January 1
• Spring Semester enrollment – August 1
• Summer Semester enrollment – December 1
• Graduate School Application Fee
• Domestic Students – A $65 application fee is required for all domestic students; your application will not be processed without this fee . The fee can be paid by credit card when completing the online application.
• International Students – A $75 application fee is required; your application will not be processed without this fee . The fee can be paid by credit card when completing the online application.
• Transcripts
• You must upload into the online application system a scanned PDF copy of the transcript(s) from each college or university where you received your bachelor's degree(s) and completed any post-baccalaureate course work or degrees. Unofficial transcripts are acceptable.
• If you are admitted, the Graduate School will contact you to submit an official transcript for GPA and degree conferral verification from the institution(s) where you received your degree(s) and completed any post-baccalaureate credits.
• Students whose transcripts are not in English must furnish a translation by an appropriate authority. Failure to list any colleges or universities attended may result in dismissal from the university.
• Statement of Goals and Professional Experience You must upload into the online application system a 1-2 page statement that includes the following information:
• Career and professional goals and aspirations, and how being accepted to the program will benefit the goals and aspirations
• Your intended area of emphasis in the program
• Any research interests
• A description of your work experience within education or a related field (e.g., past and present employment)
• Future professional plans (e.g., Upon completion of the degree, do you plan to stay in your current position? If not, what type of position would you like to seek?)
• Do you plan to complete classes as a part-time or full-time student? If a full-time student, do you intend to seek graduate assistantship? Which semester would you begin?
• If you have a request for a certain advisor, indicate that preference in the statement.
• Letters of Recommendation Three letters of recommendation are needed from college or university educators and/or colleagues or supervisors who are qualified to address your professional skills and your potential for success in the graduate program. Enter the names and email addresses of the recommenders in the appropriate area in the online application.
• Resume You must upload into the online application a professional resume that includes previous academic degrees, past and present employment, other professional activities and roles, and other pertinent information.
• Writing Sample You must upload into the online application a writing sample that is original and independently written in English. A writing sample may be a research or practice paper written for a previous graduate course, a published article, or other writing for an academic audience (no more than 20 pages).
• Interview An interview with faculty members in the area of emphasis may be requested before an admission decision is made.
• English Language Proficiency
• To demonstrate competence in the English language, an official report of scores not more than 18 months old (see the Graduate School website for dates) on the Test of English as a Foreign Language (TOEFL), International English Language Testing System – academic exam (IELTS) or Pearson Test of English (PTE) must be sent to Kansas State University for all applicants whose primary language is not English. Enter your scores in the online application and upload the report of your scores.
• Learn more about English proficiency requirements

International applicants must meet the same academic standards for admission as those required of domestic students. When applying for admission, documentation of English language proficiency must be provided with your uploaded application materials. Detailed information about these issues is provided at the Graduate School's International Students web page.

The Review Process

After completing the online graduate application (this includes paying the application fee and uploading all additional documentation that is required), the graduate program to which the student is applying will review the application and make an admission recommendation to the Graduate School. The Graduate School reviews the application and the recommendation from the department. The Graduate School then sends an official decision letter to the applicant.

Student Learning Outcomes

Develop professional educators who accurately perceive, critically analyze, prudently judge, skillfully perform, and ethically act in their professional environments.

Critical Skills = Perceive, Analyze, Judge, Perform, Advocate

• Contexts may include perspectives such as historical; philosophical; socio-cultural; political; linguistic; legal; ethical; cultural; student, family, and community; and students' socioemotional responsiveness.
• Theoretical perspectives and effective practices may be informed by recent models of curricula and research on best practices as well as theories that attempt to explain various aspects of students, learning, and society. Depending on context, advanced study in education may draw upon curriculum theories, learning theories, motivation theories, linguistic theories, socio-cultural theories, critical theories; and social justice, ethical, and care theories.
• Create and enact effective professional practices involve a variety of competencies depending on professional context and circumstance. All advanced professional educators should demonstrate expertise in their chosen field such as the ability synthesize, apply, and enact wise professional judgments. These judgements are not only informed by contextual and curricular foundations, but also by individual acts of self-reflection, conceptualization, collaboration, differentiation, and/or adaptation.
• Advanced inquiry in education typically involves the ability to address interesting and important questions; develop reasonable arguments for research decisions; identify, synthesize, and connect previous research to new topics; construct defensible theoretical frameworks; select and use appropriate research methods; accurately interpret data within the context of a given study and/or field; and use of research to improve practice and/or further research.
• Professional educators are disposed to carefully consider the implications of their behaviors, positions, and products on the students, teachers, and communities they serve.

Doctoral Responsibility Checklist

Upon Admission and Before Completing 9 Hours

• Create a K-State eID (your K-State email address) to be used throughout the program. This is very important since almost all communications to you from the Graduate School, the College of Education, and your advisor will be through this email address. Check your email regularly. Also, the university requires that passwords to email accounts be changed at the start of every fall and every spring semester (you will receive prompts when this must be done).
• Examine the Graduate School’s Checklist for Doctoral Students
• Examine the Graduate School’s Information for Doctoral Candidates
• Examine the Graduate Handbook
• Ph.D. Program Booklet (PDF)
• Contact the major professor assigned to you for an appointment to plan your program, prepare a draft copy of your Program of Study, and select the other members of your supervisory committee. The Graduate School's Information for Doctoral Candidates website includes information about preparing the Program of Study.
• Examine the Student Learning Outcomes (above) for the doctoral program in Curriculum and Instruction to recognize the projected outcomes from your program participation.
• Submit your Program of Study to the Graduate School after completing 9 hours of coursework.
• Throughout the program, contact/meet with your major professor at least once each semester to discuss ongoing enrollment and monitor program progress.
• Complete the Annual Progress Review (APR) every April and meet with your major professor to discuss your progress.

For the Preliminary Examination (upon completion of coursework)

• During your final semester of coursework, meet with your major professor to schedule your preliminary examination. This must be a minimum of 7 months prior to the date of graduation.
• After setting the date of the Preliminary Examination, submit the Request for Preliminary Examination Ballot form to the Graduate School at least one month prior to the exam.
• Submit the signed Preliminary Examination Ballot to the Graduate School within one week following the examination.
• Once you pass the preliminary exam, you will receive an official letter from the Graduate School admitting you to candidacy and assigning you an Outside Chair for your final dissertation defense. Dissertations must be completed within five years of official candidacy.
• After passing your preliminary exam and being admitted to candidacy, you must maintain continuous enrollment in every fall and every spring semester until you complete the degree. This can be accomplished by enrolling in a minimum of 1 hour of EDCI 999: Dissertation Research during those semesters.
• For Ed.D. students, the Dissertation Proposal constitutes the Preliminary Exam.

Dissertation Proposal and the Research Study

• Meet with your major professor to discuss the preparation of your dissertation proposal. Prepare the dissertation proposal.
• The Graduate School requires an electronic version of completed dissertations (ETDR – electronic theses, dissertations, and reports). Therefore, it is best to start the dissertation proposal in the electronic template required by the Graduate School.
• Enroll in EDCI 999 – Doctoral Research. Obtain guidance from your advisor about the number of credits to enroll in this research each semester.
• When your major professor approves your dissertation proposal, your major professor will schedule a meeting with your supervisory committee to review and approve your dissertation research proposal. You are not permitted to conduct the study until your supervisory committee approves the dissertation proposal.
• Continue to meet with your major professor for assistance during data collection, data analysis, and the writing of the remaining dissertation chapters.

During the Final Semester

• You must be enrolled in at least one credit in the semester you graduate.
• Early in your final semester, submit a Program/Committee Change form to the Graduate School if you had any changes of courses or committee members from what was on the original Program of Study.
• Early in your final semester, examine the Graduate School's Graduation and Commencement Information website . The calendar provided at that site outlines deadline dates for necessary actions by the student.
• Meet with your major professor to discuss scheduling your Final Examination. Contact all supervisory committee members and the Outside Chair to establish an agreed upon date and time. Submit a signed Approval to Schedule Final Examination form to the Graduate School a minimum of 10 working days before the scheduled final examination.
• Provide a copy of the dissertation to the major professor, members of the supervisory committee, and the outside chair a minimum of 10 working days before the scheduled final examination.
• Early in your final semester, complete the KSIS Graduation Application.
• Early in your final semester, complete the Graduate School online registration to participate in commencement.
• Meet Graduate School deadlines for the submission of the electronic dissertation and the ballot.
• After your Final Examination, your major professor will complete the Qualtrics survey evaluation to assess your overall program performance. Your committee will complete the Final Examination Ballot and send it to the Graduate School.
• Completing online surveys (i.e., the Graduate School Exit Survey; Survey of Earned Doctorates)
• Providing information to the K-State Alumni Association
• Pay graduation fees
• Handling any remaining obligations
• Complete the College of Education’s Graduate Program Exit Survey when you receive the email to do so.

Program Contact: Dr. Kay Ann Taylor [email protected]

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Ph.D. Program

The mission of the Ph.D. program in the KU School of Public Affairs and Administration is to provide advanced graduate education in theory and research in order to prepare students for academic and research careers in public administration, as well as professional careers in advanced practice of public administration.

Preparing students for academic careers

Our Ph.D. program prepares researchers to enter academia or pursue careers that involve cutting edge and innovative research in public affairs, policy, planning, and management/governance.

Students are advised by accomplished faculty members with research expertise and experience. In addition to our traditional strengths in public administration, our faculty specialize in

Collaborative governance and management.

Connect with Faculty who specialize in this area:

• Hala Altamimi , Assistant Professor
• Dorothy Daley , Professor 
• Heather Getha-Taylor , Professor
• Chris Koliba , Distinguished Professor
• Rachel Krause , Professor

Decision-making, discretion and accountability in organizational and network contexts.

• Nicole Humphrey , Assistant Professor
• Bonnie Johnson , Professor and Urban Planning Director
• Ben Merriman , Associate Professor
• Zach Mohr , Associate Professor

Election administration.

Gender, race and ethnicity..

• Alesha Doan , Professor
• Misty Heggeness , Associate Professor

Health and demography.

Information technology and data governance., law, policy and practice., sustainable and resilient communities., transportation planning and environmental justice..

• Joel Mendez , Assistant Professor

Urban planning, equity, and governance.

Successful Ph.D. applicants are clear about their research interests and why the School of Public Affairs and Administration is the best place to pursue their research. 

Our graduates have been hired into tenure-track positions at universities such as:

• Arizona State University
• Brigham Young University
• Kansas State University
• Southern Illinois University
• Texas Tech University
• University of Alabama-Birmingham
• University of Albany
• University of Delaware
• University of Maryland
• University of Michigan

Admissions Deadlines

Fall admission: Jan. 5

Applicants will be notified of decisions in February

Admissions Information

• How to apply - Ph.D.
• KU graduate admissions

Program information

Foundations.

Foundations refer to the enduring theoretical issues and questions in the field; thus, on entering the academic job market, students can justifiably claim to be familiar with the core public administration “canon.”

PA doctoral students are required to take the following foundational courses:

• PUAD 932, Seminar in the Intellectual History of Public Administration,
• PUAD 930, Research Seminar in Public Administration and Democratic Theory,
• PUAD 931, Research Seminar in Public Administration and Management,
• PUAD 943, Constitutional Foundations of Public Administration or PUAD 949, Law, Courts and Public Policy.

The PA doctorate emphasizes skill development in research methods.

PA doctoral students are required to take the following methods courses:

• PUAD 934 Research Methods in Public Administration
• PUAD 935, Advanced Quantitative Methods in Public Administration.

PA doctoral students are encouraged to take the following methods courses:

• PUAD 937, Qualitative Methods in Public Administration
• PUAD 936 Policy Analysis and Evaluation

Specialization

Students also choose a primary area of specialization , consisting of at least three courses. The standard specializations are budgeting, public finance, human resources management, public policy analysis and evaluation, public values and ethics, organizations and organization theory, public law and administration, and urban policy/politics and community building.

A student's cognate consists of a coherent series of courses outside the discipline of Public Administration.  In consultation with their academic advisor, students will craft cognates that are closely related to their areas of specialization and their research program.

Progress toward degree

Comprehensive written exams.

Students who complete the required courses with a GPA of 3.0 or better may proceed to the preliminary written examinations. PA doctoral students are required to take two separate written exams: one covering foundations and the other their area of specialization.

Comprehensive oral exam and advancement to candidacy

Following the successful completion of the comprehensive written examinations, the student must satisfactorily complete a comprehensive oral examination and present a dissertation proposal in order to become a Ph.D. candidate. The oral exam involves comprehensive questioning across the intellectual field and a close review of the student’s dissertation idea.

Dissertation

Students complete and defend a dissertation which reports substantial original research in the field of Public Administration.

Professional development

SPAA doctoral students develop teaching knowledge and skills through serving as graduate teaching assistants, attending departmental teaching workshops, and utilizing campus resources such as the Center for Teaching Excellence and the Center for Online & Distance Learning .

SPAA doctoral students develop research knowledge and skills through coursework, positions as graduate research assistants and departmental research workshops.

Financial Resources

Learn more about this program.

Get more info on admission, deadlines, tuition and financial aid, career paths, curriculum, and more when you fill out the form below. We’ll be in touch to answer any questions and help you get started.

Questions about  Ph.D. Program?

Program details Benjamin Merriman, Ph.D. Program Director [email protected] 785-864-1921

Application questions Derek Bixler, Graduate Program Coordinator [email protected] 785-864-6814

Issues submitting application KU Graduate Studies [email protected] 785-864-3140

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

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

A program in tune with 21st century students

Video Transcript

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

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

Lead today’s learners to a better tomorrow.

Which educational administration program is right for you.

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

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

Online master’s in educational administration: Building leadership track

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

Explore the Building Leadership Track

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

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

• Requires undergraduate or master's degree

Explore the Non-Licensure Track

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

Online post-master’s graduate certificate in educational administration

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

Explore the graduate certificate

Pursue a career with impact

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

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

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

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

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

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What can I expect in an educational leadership program?

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

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• Retrieved on May 20, 2022, from wallacefoundation.org/knowledge-center/Documents/How-Principals-Affect-Students-and-Schools.pdf

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

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

2024-25 Academic Catalog

Doctor of philosophy in educational psychology and research.

The Educational Psychology and Research (EPR) program includes instruction within two specialized areas of emphasis referred to as concentrations: Development & Learning (D&L) and Research, Evaluation, Measurement and Statistics (REMS).

The Development & Learning concentration prepares students for work as research scientists in educational psychology. Graduates work in a variety of settings, but most commonly seek faculty positions in higher education. The program includes coursework in the areas of human development (with a primary focus on child or adolescent development), learning and cognition, and educational research methods, as well as completion of a data-driven dissertation. Doctoral students develop their own research agenda around a relevant development and learning topic in collaboration with faculty. Research training includes presenting research at national conferences and publishing research in scientific journals. Teaching at the University is also an integral part of our doctoral education. The Ph.D. is typically completed in 3-4 years of full-time study beyond the Master's degree.

The Research, Evaluation, Measurement and Statistics   concentration prepares students for careers in educational measurement and quantitative research methods. The Ph.D. program includes coursework in research methods, psychometrics, and statistical analysis. Students typically complete the Ph.D. in 3-4 years of full-time study.

Opportunities are available each year for students to be involved in basic and applied educational research.

For admission requirements, please see the  Educational Psychology and Research Ph.D.  page. International admission requirements, including English language proficiency requirements, can be found on the  Graduate Admissions  page. 

Ph.D. Degree Requirements

Area of focus.

Students in the Ph.D. degree program select a concentration—D&L or REMS—on which to focus their studies.

Program Core Course Requirements

All doctoral students must enroll in at least one course at or above the 800 level in each of the following program core areas. Examples of courses commonly chosen to meet these requirements are shown below.

School of Education Core Course Requirements

Under School of Education and Human Sciences policy, all Ph.D. students must complete “EDUC 800: Education as a Field of Scholarship.” This course must be taken during the first year of a student’s doctoral program.

Specialization Courses

All students must complete 8 courses (24 credit hours) in addition to the program and school core requirements. These “specialization courses” should complement a student’s growing research focus and agenda. At least two of the 8 courses must be taken from academic units other than EPSY. Students consult with their advisers to identify courses that support their major area of study.

Dissertation Credit Hours

During the dissertation period, students must be enrolled continuously with a minimum of at least 6 credit hours each semester (excluding summers), until the student either graduates or reaches 18 credit hours post comprehensive exams.  Students may begin enrollment in dissertation hours the semester in which they pass the oral comprehensive exam.

For further Ph.D requirements please visit the Graduate Regulations section of the catalog. 

Contact Info

Educational psychology and research.

Educational Psychology & Research 1122 W. Campus Rd J.R. Pearson Hall, Room 621 Lawrence, KS 66045 785-864-3931 [email protected] https://epsy.ku.edu/academics/educational-psychology-research/phd

Meagan Patterson, Program Coordinator, Development & Learning (785)864-9763 [email protected] http://epsy.ku.edu/meagan-patterson

Vicki Peyton, Program Coordinator, Research, Evaluation, Measurement and Statistics 785-864-7087 [email protected] https://epsy.ku.edu/people/vicki-peyton

Penny Fritts, Graduate Admissions Coordinator (785)864-9645 [email protected] http://epsy.ku.edu/penny-fritts

David Hansen, Department Chair & Professor 785-864-1874 [email protected] http://epsy.ku.edu/david-hansen

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Attend graduate school at K-State.

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

Ready to take the next step? We've got you covered. Most students will select from one of the two applications directly below. However, if you are applying for the Physician Assistant Program or Communication Sciences and Disorders Program for Summer 2025 or beyond, keep scrolling for links to those Common Application System apps.

Common Application System Apps (Summer 2025 and beyond)

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

Graduate Application Process

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

Learn more about applying to Graduate School

Financial Support

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

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Sally L. Maliski, PhD, RN, FAAN

Professor Emerita, School Of Nursing

Professional background.

Sally Maliski, Ph.D., RN, FAAN, served as dean of the University of Kansas School of Nursing from 2016-2024. Prior to coming to the University of Kansas, Maliski was associate dean for academic and student affairs at the UCLA School of Nursing.

Dr. Maliski earned her Bachelor of Science in Nursing from the State University of New York at Albany. She received a Master of Science in Nursing from Russell Sage College in Troy, New York, and a doctorate in nursing from the University of North Carolina in Chapel Hill. She had postdoctoral fellowships in quality of life at the University of Pennsylvania and UCLA. Maliski was inducted as a Fellow in the American Academy of Nursing in 2010.

Dr. Maliski’s research focuses on quality of life and cancer treatment-related symptom management among underserved populations. She has a strong commitment to reducing cancer health disparities and understanding the factors underlying such disparities via interdisciplinary teamwork. Maliski’s work has been federally funded and widely published. Hospice, oncology and free clinic primary care highlight her clinical experience.

Education and Training

• BS, Nursing, State University of New York at Albany, Albany, New York
• MS, Nursing, Russell Sage College, Troy, New York
• PhD, Nursing, Univ of North Carolina-ChplHil
• Other, Executive Leadership, Wharton School-The University of Pennsylvania

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Best Colleges in Kansas – 2024

July 10, 2024

The Sunflower State boasts over 100 colleges, universities, community colleges, and technical schools, but which is the right one for you? We’ll give you the rundown on the top public and private options in the state of Kansas. The following list of the best colleges in Kansas is meant to give you an idea of how to narrow down your search and find the best-fit institution to meet your unique needs. Each profile card contains data that is intended to give a better sense of the academic offerings and outcomes at each institution.

Methodology 

Click here to read our methodology for the Best Colleges in Kansas. As you’ll see, some schools with spectacular (and deserved) reputations simply do not happen to fare well on metrics such as student-to-faculty ratio or spending per student. We understand that a list based solely on prestige/general reputation would look different than what you will find below.

Best Colleges in Kansas

Here’s a quick preview of the top Kansas-based institutions that made our list. Detailed profiles and stats can be found when you scroll below.

1) University of Kansas

2) Kansas State University

3) Wichita State University

4) Baker University

5) Benedictine College

All of the Best Colleges in Kansas profiled below have a history of sending graduates to the most desirable employers and graduate schools in the country. College Transitions will provide you with—when available—each school’s:

• Cost of Attendance
• Acceptance Rate
• Median  SAT
• Median  ACT
• Retention Rate
• Graduation Rate

We will also include a longer write-up of each school’s:

• Academic Highlights – Includes facts like student-to-faculty ratio, average class size, number of majors offered, and most popular majors.
• Professional Outcomes – Includes info on the rate of positive outcomes, companies employing alumni, and graduate school acceptances.

Also view our:

• Best Colleges by Major
• Best Colleges by State
• Best Colleges in the Midwest
• 300 Best Colleges in the United States 
• 50 Best Colleges for B Students 

University of Kansas

• Lawrence, KS

Academic Highlights: The University of Kansas is comprised of 14 academic schools that offer over 190 undergraduate majors. Its programs in nursing, psychology, business, and engineering are particularly strong. Popularity-wise, the most degrees are conferred in psychology (7%), journalism (5%), finance (5%), nursing (5%), marketing (4%), and accounting (4%). 49% of classes enroll fewer than 20 students. As a top research institution, there are an incredible number of research opportunities for undergraduates across all majors.

Professional Outcomes: Within six months of graduating, 54% of alumni were employed full-time while 35% were continuing their education. For those employed, the average salary was $55k; top employers included University of Kansas, University of Kansas Medical Center, Shawnee Mission School District, Kansas City Public Schools, Burns & McDonnell, and Kiewit. For those pursuing graduate or professional degrees, the most popular area of study was accounting followed by pharmacy and law; the top institution attended was the University of Kansas itself.

• Enrollment: 20,696 (undergraduate); 7,710 (graduate)
• Cost of Attendance: $28,280 (in-state); $45,486 (out-of-state)
• Median SAT: 1160
• Median ACT: 24
• Acceptance Rate: 88%
• Retention Rate: 85%
• Graduation Rate: 69%

Kansas State University

• Manhattan, KS

Academic Highlights:  K-State offers 250+ majors, minors, and certificates in a wide variety of academic disciplines. Impressively, this state university has 47% of sections enrolling fewer than 20 students; the student-to-faculty ratio is 18:1. 20% of all 2022 degrees were awarded in business, while agriculture (12%), engineering (11%), interdisciplinary studies (8%), and biology (7%) are also popular. The engineering program has a strong national reputation.

Professional Outcomes: Six months after graduation, 96% of K-State alumni are employed or pursuing further education. The most common employers for 2023 graduates were Koch Industries, Textron, the US Army, Garmin, Burns & McConnell. Thirty percent of grads enjoy a starting salary of more than $70,000 and 23% earn between $60k-$69k. Those attending graduate school primarily flocked to K-State, the University of Kansas, the University of Missouri, the University of Nebraska, and Wichita State University.

• Enrollment: 15,046
• Cost of Attendance: $23,896 (In-State); $40,368 (Out-of-State)
• Median SAT: 1220
• Median ACT: 23
• Acceptance Rate: 95%
• Retention Rate: 86%

Wichita State University

• Wichita, Kansas

Academic Highlights:  Wichita State University is a leader in applied learning and research, with every degree program offering built-in opportunities for hands-on experience and research. The university houses over 30 centers and institutes that foster close partnerships with local, regional, and national businesses to drive research forward. Wichita State offers over 150 academic programs and maintains a 20:1 student-to-faculty ratio. Popular majors include elementary education and teaching (10%), nursing (6%), business administration and management (5%), psychology (5%), and mechanical engineering (4%).

Program Outcomes: Eighty percent of Wichita State graduates find employment or pursue further studies within six months of graduation. Alumni have advanced their education at institutions such as Wichita State University, the University of Kansas, and Fort Hays State University. Graduates have made their mark in diverse industries such as operations, engineering, education, healthcare, and information technology. Recent employers include Wichita State University, the National Institute for Aviation Research, Textron Aviation, Spirit AeroSystems, and Wichita Public Schools. The average salary for recent graduates is $55,008, with 80% of alumni working in the Wichita Metro area.

• Enrollment: 13,610
• Cost of Attendance: $27,812 (In-State); $37,730 (Out-of-State)
• Median SAT: 1110
• Median ACT: 22
• Acceptance Rate: 62%
• Retention Rate: 69%
• Graduation Rate: 52%

Baker University

• Baldwin City, Kansas

Academic Highlights:  As the first four-year university in Kansas, Baker University has a long history of providing students with a personalized educational experience. It boasts a 13:1 student-to-faculty ratio and provides over 50 programs of study across four schools. Nursing is the most popular major, with 23% of recent graduates majoring in this field of study. Business/commerce (14%) and business administration & management (13%) are the next most popular fields, followed by exercise science & kinesiology (9%), and psychology (8%).

Professional Outcomes:  Baker University graduates have the highest average salary among Kansas university graduates, with a median salary of $60,914. 99% of recent graduates either obtain jobs or enroll in graduate studies after graduation. Some popular industries include education, operations, healthcare services, community & social services, and business development. Top employers include Baker University, Stormont Vail Health, Wichita Public Schools, Olathe School District, and the University of Kansas Health System.

• Enrollment: 1,509
• Cost of Attendance: $51,060
• Median SAT: N/A
• Median ACT: 20
• Acceptance Rate: 92%
• Retention Rate: 80%
• Graduation Rate: 48%

Benedictine College

• Atchison, Kansas

Academic Highlights: Ranked as the #8 Midwest Regional College by US News, Benedictine College offers over 50 majors, with the most popular fields of study including theology studies (8%), nursing (7%), finance (7%), sports, kinesiology, and physical education (6%), and psychology (6%). The student-to-faculty ratio is 14:1, with 62% of classes having 20 or fewer students.

Program Outcomes:  Recent graduates engage in many industries, including education, operations, community and social services, administration, and sales. Most graduates tend to settle in the Kansas City Metropolitan Area. The top five companies that employ recent graduates are Benedictine College, Riverwood Winery, Chick-fil-A, RubinBrown LLP, and Catholic Vote.

• Enrollment: 2,289
• Cost of Attendance: $52,270
• Median ACT: 25
• Acceptance Rate: 99%
• Retention Rate: 77%
• Graduation Rate: 68%

We hope you have found our list of the Best Colleges in Kansas to be useful and informative as you continue your college search process. We also invite you to check out some of our other resources and tools including:

• AP Score Calculators 
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Adult Learning and Leadership Doctorate

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

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

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

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

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

**With qualifying master's degree

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Hybrid Format

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

Admission Requirements

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

Additional Requirements

• Master’s degree

Program-Specific Application Deadlines

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

Additional Documentation

Your application must include the following:

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

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

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

Ph.D. Curriculum

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

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

Required 900-Level Doctoral Courses (15 credits minimum)

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

Required Research Courses (15 credits minimum)

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

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

Doctoral Research (12 credits minimum)

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

Ed.D. Curriculum

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

Clinical Experience (6 credits)

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

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KUEC health sciences degree opens doors to many career paths

KU Edwards Campus Bachelor of Health Sciences online degree offers students opportunities to start or advance their careers in healthcare. 

For students looking to enter or grow their careers in health care, the KU Edwards Campus Bachelor of Health Sciences online degree is a door opener. 

The health sciences degree program is structured for students who are not pursuing medical or nursing school.

“There is a wide variety of nonclinical career opportunities in health sciences and a great need for workers,” said Mark Jakubauskas, Ph.D., director of the Bachelor of Health Sciences degree program. 

Those careers include health care management, nutrition, public health, wellness, research, health education, clinical trial management, or public policy.

Students can tailor their degree to their professional goals through five minors, including clinical trials management, environmental health, nutrition, public and population health, and health policy and management. 

“All courses are completely online and asynchronous,” said Jakubauskas. “This makes it easier for working adults who need flexibility to complete their educational pursuits. Many of our students are working adults who are juggling jobs, kids and school.”

Two students shared their coursework and experience in the health sciences program and explained what earning the degree means to them. 

Rachel Nass Getting her undergraduate degree kept creeping higher on Rachel Nass’ bucket list. A married mother of two — three, if you count the family dog — she is balancing a job while pursuing her degree online in health sciences. The degree is the perfect fit for her work as a clinical trials coordinator at Children’s Mercy Hospital.

“My minors are in population and public health and health policy and management ,” Nass said. “I can apply what I am learning in my classes on the job in my interactions with patients and my work with clinical trial regulatory requirements.” 

Although she has a deep interest in biotechnology and genomics, Nass shifted her focus to public health and accessibility aspects that exist within medicine and clinical research. Her specific concern is in disparities in health care affecting communities of color, disadvantaged communities, and the disabled. 

While Nass will complete her degree in May 2025, she hasn’t ruled out pursuing a graduate degree.

“I consider myself to be a lifelong learner,” she said. “If the opportunity presents itself, I will pursue it with everything I have.” 

Apollonia Orozco The COVID-19 pandemic was the catalyst for Apollonia Orozco returning to college to earn her bachelor’s degree. 

“During that time, I found myself wondering what I was going to do with my life,” Orozco said. “I wanted to continue my education. I had earned my associate degree years before and wanted to go back and get my bachelor’s degree.” And she always wanted a KU degree.

The years of balancing kids, school, and work have eased for Orozco. She graduated in May with a bachelor’s degree in health sciences. 

“It was a struggle sometimes, but being able to complete my coursework online to earn the degree has been great for me,” she said.

She also cited the support she received from her instructors.

“I found everyone to be extremely helpful, available, and always ready to answer my questions, even if it was a little late in the evening.”

Faculty strives to be supportive and available to students in the program.

“It’s not unusual for me to get an email or a text with a question late in the evening or on a weekend,” Jakubauskas said.

Now that she’s graduated, Orozco will put her health sciences degree to work in clinical oncology. 

Learn more about our Bachelor in Health Sciences degree today .   

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Kansas Releases $35.7M Linked to Colleges’ Compliance With Anti-DEI Law

By  Jessica Blake

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Kansas governor Laura Kelly and top lawmakers voted Tuesday to allocate $35.7 million to public colleges and universities after the Kansas Board of Regents confirmed that each institution had complied with the state’s new anti–diversity, equity and inclusion law , which passed in April and took effect July 1, The Kansas Reflector reported .

The law forbids public institutions from making employment and admissions decisions based on DEI policies, and the state Legislature decided to make distribution of university operating grants contingent on compliance.

The law required universities to recalibrate personnel procedures and publish information about training and orientation programs to public websites.

“Has each of the presidents of the universities certified that they have performed the duties that are required?” House Speaker Dan Hawkins, a Republican, asked the Board of Regents president, Blake Flanders, in a hearing Tuesday .

Flanders responded in the affirmative, noting that the University of Kansas and Kansas State, Wichita State and Emporia State Universities had all met the mandate. He added that several other universities did not have a DEI framework in place to begin with.

Animated AI TAs Coming to Morehouse

The AI avatars—which can look like students’ professors—are intended to answer course questions 24-7.

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