The department offers programs leading to professional certificates and associated supplemental certificates. Information on admission standards, program requirements, and other matters concerning graduate programs in the department may be obtained from the department office, the Office of Graduate Education in the College of Education, and online at www.educ.ttu.edu.
Counselor Education – The college offers both a Master of Education and a Doctor of Philosphy in Counselor Education. The master's program with a track in school counseling requires 48 credit hours. The master's program with a track in clinical mental health counseling requires 60 credit hours. The doctoral program requires 93 hours beyond the bachelor's degree and offers one major in counselor education. The master's and doctoral programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs. Applicants must complete the Counselor Education Application Packet available at www.educ.ttu.edu/epce.
Students desiring to obtain only the professional certificate in school counseling must have a master's degree in education from an accredited university and be admitted to the Graduate School and the Counselor Education Program. A maximum of 18 graduate semester hours may be accepted for transfer credit toward certification provided the courses are no more than six years old and are equivalent to courses taught at Texas Tech. Transfer credits are accepted from CACREP programs. No transfer hours will be allowed for practica (EPCE 5360), internship (EPCE 5094), or techniques (EPCE 5357). In addition to completing the program successfully, the applicant must have two years teaching experience, have a valid teaching certificate, and pass a TExES examination administered by the State Board for Educator Certification. Additional information about counselor education is available online at www.educ.ttu.edu/epce and in the department office.
Educational Leadership – The Educational Leadership Program offers a Master of Education (M.Ed.) and a Doctor of Education (Ed.D.) degree in educational leadership. The M.Ed. requires 36 hours of graduate coursework, and the Ed.D. requires 60 hours of coursework beyond the master's degree. Graduate preparation programs are also offered for principal and superintendent professional certification. Degree programs and certification programs have different requirements, but many courses will apply to both and are explained online.
Educational Psychology – Students enrolled in the educational psychology program earn a M.Ed. or a Ph.D. in Educational Psychology. Students have the option of selecting a specialization in school psychology; quantitative methods; or cognition, motivation, and development. Students are required to complete a minimum of 36 semester credit hours for the Master of Education degree; additional hours are required for licensure and/or certification as a licensed specialist in school psychology (LSSP). Students pursuing a master's degree can do so with or without a thesis. Students specializing in quantitative methods or cognition, motivation, and development require a minimum of 91 semester credit hours beyond the bachelor's degree for the Doctor of Philosophy degree; additional hours are required for licensure and/or certification as an LSSP. The Quantitative Methods specialization provides a unique doctoral training experience wherein students are trained as quantitative specialists who can interface quantitative methods with substantive issues across the educational, behavioral, and social sciences. Current methodological interests in quantitative methods include longitudinal structural equation modeling, multilevel modeling, mixture modeling, psychometrics, item response theory, nonparametric statistics, and many other topics on quantitative methods as applied across the educational, behavioral and social sciences.
Applicants to either the M.Ed. or Ph.D. program must first apply to, and be cleared by, the Graduate School before being reviewed and approved by the educational psychology faculty. Admission to a master's program does not constitute later admission to a doctoral program. Applicants without a strong background in psychology may be required to complete leveling courses before unconditional admission to the program. See www.educ.ttu.edu/academic-programs/psychology-and-leadership/educational-psychology for more information.
Higher Education – The Higher Education program is a competency-based program for those who wish to lead, change, and reform higher education settings. It is designed to develop scholarly and theoretical practitioners and researchers who understand the importance of equity and social justice. Graduates of the program are equipped to apply theories and practical research as tools to name, frame, and solve problems of practice, using empirical evidence to evaluate impact and develop innovative solutions for colleges and universities.
The Higher Education program is committed to excellence in preparing and supporting administrative and instructional leaders for higher education, generating and supporting research in the field of higher education, and delivering public service to the practice of higher education. The program delivers teaching, research, and professional services to students, institutions of higher education, and other academic disciplines.
Students working on a master's degree may pursue either non-thesis or thesis options. The master's program requires completion of 36 semester credit hours for non-thesis students. Students completing a thesis will complete 39 semester credit hours. During their second semester, students must declare a thesis or non-thesis option. Later, if desired, they may switch from the thesis to the non-thesis option (or vice versa) with the permission of their advisor. However, thesis credit hours they have earned will not count toward the non-thesis degree. Each option has a set of required core courses that are selected in consultation with the student's advisor.
The Doctor of Education (Ed.D.) is designed for advanced scholarly practitioners who wish to achieve a superior level of competency in their professional field with emphasis on practice and leadership. Under the direction of their advisor, students may select a focus in community college administration or general higher education administration. The Doctor of Philosophy (Ph.D.) is designed for advanced theoretical practitioners and researchers who want to acquire the ability to contribute to the knowledge base of research, education, and leadership through a thorough grounding in the conduct of research. The Ph.D. will prepare students for professional careers as institutional researchers and planners; higher education administrators with an orientation towards research, sponsored programs, or grant proposal writing; program assessment-evaluation specialists; research associates; and faculty members.
The Ed.D. in Higher Education requires completion of 90 credit hours beyond the baccalaureate. The Ph.D. in Higher Education–Higher Education Research requires 96 credit hours beyond the baccalaureate. As part of the credit hour requirements, candidates for both the Ed.D. and the Ph.D. are required to demonstrate proficiency in independent research in higher education culminating in the completion of a dissertation. For further information, see the program website.
Instructional Technology – The instructional technology program offers both master's and doctoral degrees. The goal of the program is to prepare specialists in the field of instructional design and technology. Instructional technology students come from a variety of backgrounds, including public school education, higher education, and the private sector. Graduate programs include a foundation of educational research and educational psychology as well as an in-depth study of instructional design and educational technology applications. Several online courses are offered and an online master's degree is available.
The doctoral program requires 93 credit hours (including a dissertation) beyond a bachelor's degree. Doctoral program graduates often enter the field of higher education as professors, instructional designers, and technology specialists.
Two areas of emphasis are available: educational computing and distance education. The master's program with an emphasis in educational computing requires 39 credit hours, and the emphasis in distance education requires 36 hours. Graduates often accept positions as technology specialists in public education, consultants or developers of instructional materials in the private sector, or community college instructors or technology specialists. For more information, see www.educ.ttu.edu/edit.
Special Education – In conjunction with the state of Texas, the special education program provides for coursework in the certification areas of generic special education, educational diagnostician, visual impairment, and deaf education. Additional national certifications are available in orientation and mobility and applied behavior analysis. Students in the graduate special education program are prepared to work with individuals with disabilities in a variety of settings, including the public schools, higher education, and the private sector. A post-baccalaureate degree to obtain generic special education certification is also available. To be certified in the state of Texas, students must pass the TExES examination for their area.
Specific areas of interest within the special education program include autism, applied behavior analysis, generic special education, orientation and mobility, visual impairment, deafblindness, deaf education, and special education transition.
A minimum of 36 hours is required for the master's degree. Additional hours are required for certain certificates, including educational diagnostician. Students may select to write a thesis or complete the non-thesis route. A majority of the courses in the master's program in special education are available online.
The Doctor of Philosophy (Ph.D.) in Special Education requires 93 credit hours beyond the baccalaureate. Courses in the doctoral core are generally available throughout the year, including the summer sessions. These hours are typically traditional on-campus classes with options for distance participation. The remainder of the program can be completed on campus or through distance education with a residency requirement.
Special education program applicants for the post-baccalaureate, certification, master's, or doctoral program must complete an application. Acceptance to the master's program does not guarantee later acceptance to the doctoral program. For additional information, see www.educ.ttu.edu. For information about the undergraduate Bachelor of Science in Multidisciplinary Studies leading to a special education certificate, refer to the Department of Curriculum and Instruction section.
Applied Behavior Analysis – The 15-hour Graduate Certificate in Applied Behavior Analysis serves as a course of study for students who want to take the Board Certified Behavior Analyst coursework but may not want to complete the entire national certification process. Contact: Dr. Robin Lock, 806.742.1997, Ext. 288, email@example.com; Dr. Stacy Carter, 806.742.1997, Ext. 303, firstname.lastname@example.org
Autism – The 15-hour Graduate Certificate in Autism allows students to specialize in the area of autism while developing additional skills in working with children with autism spectrum disorders. The certificate can be undertaken during a master's or post-baccalaureate certification program or as a stand-alone certificate. Contact: Dr. Devender Banda, 806.742.1997, email@example.com
College Student Counseling – The 15-hour Graduate Certificate in College Student Counseling does not represent licensure or certification in mental health, but it will enhance professionals who work in student counseling, mentoring, advising, personnel, and student affairs perform their duties more effectively. Contact: Dr. L.J. Gould, 806.742.1997, Ext. 296, firstname.lastname@example.org.
Dual Sensory Impairment – The 15-hour Graduate Certificate in Dual-Sensory Impairment closely mirrors CEC standards with additional emphasis on best practice assessment. The certificate can be undertaken during a master's or post-baccalaureate certification program or as a stand-alone certificate. Contact: Dr. Roseanna Davidson, 806.742.1997, Ext. 246, email@example.com
Higher Education Administration – The 15-hour Graduate Certificate in Higher Education Administration provides the opportunity for higher education professionals to hone their skills in current trends, methodologies, administration, strategic management, and leadership. Contact: Dr. Colette Taylor, 806.742.1997 Ext. 266, firstname.lastname@example.org
Mental Health Counseling – The 15-hour Graduate Certificate in Mental Health Counseling is a post-master's certificate designed for counseling professionals who wish to expand their training to a specialization in the mental health area. Contact: Dr. L.J. Gould, 806.742.1997 Ext. 296, email@example.com
Sensory Impairment and Autism Spectrum Disorders – The 15-hour Graduate Certificate in Sensory Impairment and Autism Spectrum Disorder provides graduate students with specialized knowledge and strategies to use with the growing population of students with autism who also have a sensory impairment (visual impairment, hearing impairment, or deafblindness). This certificate can be undertaken during a master's or post-bacalaureate certification program or as a stand-alone certificate. Contact: Dr. Nora Griffin-Shirley, 806.742.1997 Ext. 247, firstname.lastname@example.org
Special Education Transition – The 15-hour Graduate Certificate in Special Education Transition provides specialized training for anyone working with individuals with disabilities in the transition from school to employment, postsecondary education, or independent living. It can be undertaken during a master's, doctorate, or post-baccalaureate certification program or as a stand-alone certificate. Contact: Dr. Donna Brown, 806.834.2490, email@example.com
Teacher Leadership – The 15-hour Graduate Certificate in Teacher Leadership enhances leadership skills in data-driven decision making, instructional leadership, communication, and mentoring for teachers who aspire to perform teacher leadership duties more effectively. The certificate can be undertaken prior to joining the master's program or as part of the master's program. Contact: Dr. Fernando Valle, firstname.lastname@example.org ; or Heather Kruk, email@example.com
Fred Hartmeister, Ed.D., J.D., Chairperson
Horn Professor: Bradley
Professors: Burley, Duemer, Griffin-Shirley, Hartmeister, Hawley, Lan, Little, Lock, Marbley, Parr, Pogrund, Richman, Stevens
Associate Professors: Banda, Barnard-Brak, Carter, Cheon, Claudet, Crews, Davidson, Froeschle, Hendricks, Inan, Jones, Mendez-Morse, Paton, Siwatu, Taylor, Valle, Wang
Assistant Professors: Brendle, Donaldson, Dotson, Jackson, Strickland-Cohen
Professor of Practice: Trlica
Assistant Professors of Practice: Atwoord, Brown, Hart, Jones,
Research Assistant Professor: Soto
Instructors: Blodgett, White, Williams