Adding the Endorsement to Your Teaching License

In order to add the Computer/Technology Endorsement (#111770) to your Resident Educator or Professional Ohio teaching license, you must complete the Computer Technology Endorsement coursework and pass the Ohio Assessment Exam (OAE) in Computer/Technology. The Computer/Technology assessment contains two subtests: I (test code: 016) and II (test code: 017). Candidates must take and pass both subtests to qualify for an Ohio license in this field.

Pre-Admission Transcript Review

Depending on the coursework taken for completion of your initial degree, you may have to take one or more prerequisite undergraduate courses, in addition to the required ECED MAT course sequence. Transcripts will be continuously reviewed for prerequisites in math, science, American history, geography and child development leading up to the application deadline. Please email Erin Harwood, Graduate Senior Advisor (eharwood@kent.edu), to request a prerequisite transcript review (attach unofficial transcripts).

Key Performance Indicators

Key Performance Indicators (KPIs) are the student learning outcomes that the Counselor Education and Supervision program has developed to represent student knowledge and skills related to the program’s mission and objectives.

Key Performance Indicators for the Doctoral Program in Counselor Education and Supervision:

Mission and Key Performance Indicators

The mission of the Counselor Education and Supervision (CES) doctoral program at Kent State University is to prepare research-informed, ethically sound, and culturally intentional counselor educators and supervisors who can effectively: conduct research and engage in scholarship; provide counseling supervision; facilitate learning; engage in leadership and advocacy; and deliver counseling services.

Application Process

Once an applicant's file is complete, the Admissions office forwards it to the C&I Program for review by C&I faculty members. Interviews with two or three C&I faculty members are also completed. These interviews may be conducted in-person, online, or by phone.

Two Phases of the Doctoral Program

Advisory Phase

Once admitted into a C&I Doctoral program, students will be assigned an initial advisor or advisors from the C&I faculty in order to initiate the advisory phase.

Within the first three semesters of their course work, a student must organize an academic advisory committee. The advisory committee may or may not include the initial advisor(s). A student will then work with their advisory committee to complete a doctoral study prospectus (i.e., the plan of academic work during the advisory phase).

Interprofessional Leadership - Ed.D.

The Doctor of Education degree in Interprofessional Leadership engages students in the study of leadership from an interprofessional perspective. Given the complexity of 21st-century education and society, educators and leaders in all fields must be prepared to address problems across organizational boundaries.

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Program Information for Interprofessional Leadership - Ed.D.

Program Description

Full Description

The Doctor of Education degree in Interprofessional Leadership engages students in the study of leadership from an interprofessional perspective. Given the complexity of 21st-century education and society, educators and leaders in all fields must be prepared to address problems across organizational boundaries. The objective of the degree is to develop leaders who are scholarly practitioners. The program is framed around questions of equity, ethics and social justice to foster leadership to address to complex problems of practice. The goal is to prepare leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organization and communities.

The Ed.D. degree is cohort-based and starts in the summer term. The program can be completed in three to four years.

The Interprofessional Leadership major comprises the following concentrations:

  • The Cultural Foundations of Education concentration prepares students for leadership roles in educational settings seeking to address problems of practice that reflect broad societal problems and thus defy simple solutions. Immersion in the literature of the field of social foundations of education exposes students to historical, sociological anthropological and philosophical understandings, enabling them to contextualize problems of practice within and beyond their particular institutional setting. Students develop facility with conceptual, critical and normative modes of analysis needed to unpack contemporary problems of practice and propose approaches to addressing them in ways that do justice to their complexity. This concentration will appeal to students who are already grappling with these problems in institutional settings and to those who wish to prepare themselves for such roles.
  • The Curriculum and Instruction concentration prepares students to be curriculum leaders and lead positive curricular change in their classrooms, schools and communities. Students attain the knowledge and skills necessary to identify, conceptualize and research important problems related to the practice of curriculum development, curriculum leadership and curriculum evaluation. Additionally, students learn to develop, implement and evaluate solutions that are informed by currently available theory and research in curriculum and instruction.
  • The Educational Technology concentration prepare leaders who are conversant in critical research, theories and methods in educational technology to facilitate positive change in their professional settings. The concentration is designed to help students advance their knowledge in educational technology research to implement educational technology initiatives in educational and business environments using research-informed and data-driven decisions.
  • The Leadership in Educational Contexts concentration provides education in multidisciplinary perspectives on leadership throughout the range of educational contexts. The concentration prepares students to lead positive change through their work as ethical- and social justice-oriented scholarly practitioners. Concentration coursework focuses on advanced leadership theories and skills, as well as on sociocultural contexts of education organizations and systems. This concentration is appropriate for leaders and emerging leaders in PK-12 schooling, higher education and other organizations in which non-formal, informal and formal education takes place.
  • The Special Education concentration prepares students for leadership roles in improving the practice of special education, from birth to adulthood. Students attain the knowledge and skills necessary to identify and conceptualize important problems related to the practice of special education, and to develop, implement and evaluate solutions that are informed by the best available research and theory in special education and related disciplines. This concentration provides doctoral level training to anyone seeking to lead positive change in how special education and related services are provided to learners with disabilities.

Admissions for Interprofessional Leadership - Ed.D.

For more information about graduate admissions, visit the graduate admission website. For more information on international admissions, visit the international admission website.

Admission Requirements

  • Master's degree from an accredited college or university
  • Minimum 2.750 graduate GPA on a 4.000-point scale
  • Official transcript(s)
  • Résumé
  • Goal statement (1-2 pages) explaining how applicants' career intentions relate to and will be supported by the program, what they bring to the program and how they intend to use the degree to affect their practice
  • Three letters of recommendation from organizational supervisors evidencing the applicant’s leadership capacity and experience in the organization and/or from former professors attesting to the applicant’s capacity for doctoral work
  • Interview with designated program faculty (face-to-face or by video conference)
  • English language proficiency - all international students must provide proof of English language proficiency (unless they meet specific exceptions to waive) by earning one of the following:1
    • Minimum 79 TOEFL iBT score
    • Minimum 6.5 IELTS score
    • Minimum 58 PTE score
    • Minimum 110 DET score

Applicants are reviewed holistically based their professional experience and the requirements listed above.

1

International applicants who do not meet the above test scores will not be considered for admission.

Application Deadlines

  • Summer Term
    • Priority deadline: February 15
      Applications submitted by this deadline will receive the strongest consideration for admission.

Learning Outcomes

Program Learning Outcomes

Graduates of this program will be able to:

  1. Frame questions of organizational leadership, educational change and social justice to bring about solutions to complex problems of practice.
  2. Develop and demonstrate a professional knowledge base that integrates both practical and research knowledge, and that links theory with systemic and systematic inquiry.
  3. Construct and apply knowledge interprofessionally to make a positive difference in the lives of individuals, families, organizations and communities.
  4. Develop and demonstrate interprofessional collaboration and communication skills to work with diverse communities and to build partnerships.
  5. Analyze problems of practice and use multiple interprofessional frames to develop meaningful solutions.
  6. Generate, transform and use professional knowledge in practice
  7. Integrate technology as a tool for teaching, learning, assessment, management, planning and communication.

Coursework

On This Page

Program Requirements

Major Requirements

Major Requirements
CULT 85535INTERPROFESSIONAL STUDIES 3
INLD 75001SYSTEMS THINKING IN PERSONAL AND PROFESSIONAL LEADERSHIP 3
INLD 75501THEORY AND PRACTICE OF LEADERSHIP 3
INLD 75502ETHICAL LEADERSHIP IN EDUCATION 3
INLD 75520INTERPROFESSIONAL LEADERSHIP FOR TRANSFORMATIVE CHANGE 3
RMS 75550INTRODUCTION TO QUANTITATIVE RESEARCH IN EDUCATION 3
RMS 78807PROGRAM EVALUATION 3
RMS 85516QUALITATIVE RESEARCH DESIGN 3
RMS 85530PRACTITIONER INQUIRY 3
Capstone or Individual Investigation Elective, choose from the following:3
INLD 81099
CAPSTONE I
INLD 89596
INDIVIDUAL INVESTIGATION IN INTERPROFESSIONAL LEADERSHIP
or other individual investigation course with advisor approval
Culminating Requirement
INLD 80199DISSERTATION I 130
Concentrations
Choose from the following:12
Cultural Foundations of Education
Curriculum and Instruction
Educational Technology
Leadership in Educational Contexts
Special Education
Minimum Total Credit Hours:72
1

Upon admission to candidacy, each doctoral candidate must register for INLD 80199. It is expected that a doctoral candidate will continuously register for Dissertation I for a total of 30 credit hours, and thereafter INLD 80299, each semester until all requirements for the degree have been met. Student dissertation research will be aligned with the needs of their organizations, useful to their organizations and intended to effect positive change in their organizations.

Cultural Foundations of Education Concentration Requirements

Concentration Requirements
CULT 79575ANTHROPOLOGY AND EDUCATION 3
CULT 80030SOCIAL CONTEXTS OF EDUCATION: CONTEMPORARY ISSUES AND THEORY 3
CULT 89521MULTICULTURAL EDUCATIONAL PRACTICE AND POLICY 3
CULT 89691VARIABLE CONTENT SEMINAR: GREAT IDEAS IN EDUCATION 3
Minimum Total Credit Hours:12

Curriculum and Instruction Concentration Requirements

Concentration Requirements
TLCS 81130MULTICULTURAL EDUCATION 3
TLCS 87001FUNDAMENTALS OF CURRICULUM 3
TLCS 87002CURRICULUM LEADERSHIP 3
TLCS 87010CURRICULUM EVALUATION 3
Minimum Total Credit Hours:12

Educational Technology Concentration Requirements

Concentration Requirements
ETEC 77434EMERGING TECHNOLOGIES FOR EDUCATION 3
ETEC 77445DESIGNING INSTRUCTIONAL AND PERFORMANCE SOLUTIONS 3
ETEC 77491SEMINAR: EDUCATIONAL TECHNOLOGY 3
ETEC 87450LEARNING WITH EDUCATIONAL TECHNOLOGIES 3
Minimum Total Credit Hours:12

Leadership in Educational Contexts Concentration Requirements

Concentration Requirements
CULT 80030SOCIAL CONTEXTS OF EDUCATION: CONTEMPORARY ISSUES AND THEORY 3
INLD 75515CONTEMPORARY ISSUES IN EDUCATIONAL LEADERSHIP DEVELOPMENT 3
INLD 75516GROUP DYNAMICS IN EDUCATIONAL LEADERSHIP 3
INLD 75517DEMOCRACY AND LEADERSHIP: PHILOSOPHIES AND PRACTICES FOR DEMOCRATIC EDUCATION 3
Minimum Total Credit Hours:12

Special Education Concentration Requirements

Concentration Requirements
SPED 73204LEGAL AND POLICY FOUNDATIONS OF SPECIAL EDUCATION 3
SPED 80002ANALYSIS OF THE LITERATURE IN SPECIAL EDUCATION 3
SPED 80005EMPIRICAL INVESTIGATIONS IN SPECIAL EDUCATION 3
SPED 83201CONTEMPORARY ISSUES IN SPECIAL EDUCATION 3
Minimum Total Credit Hours:12

Graduation Requirements
Minimum Major GPA Minimum Overall GPA
- 3.000

Professional Portfolio

Students present a professional portfolio upon the completion of coursework. The portfolio will include elements of selected coursework that best represents the student’s learning prior to moving onto the dissertation in practice. Students prepare the portfolio in an online format and defend to a committee of two faculty members from within the concentration. Once the portfolio has been successfully defended, the students move on to the final requirement: the dissertation in practice. Students propose a dissertation in practice that addresses a complex problem of practice. Students conduct an inquiry project to make a positive impact on the problem of practice.

Roadmap

Roadmap

This roadmap is a recommended semester-by-semester plan of study for this program. Students will work with their advisor to develop a sequence based on their academic goals and history. Courses designated as critical (!) must be completed in the semester listed to ensure a timely graduation.

Plan of Study Grid
First Year
SummerCredits
CULT 85535 INTERPROFESSIONAL STUDIES 3
INLD 75501 THEORY AND PRACTICE OF LEADERSHIP 3
 Credit Hours6
Fall
RMS 85530 PRACTITIONER INQUIRY 3
Concentration Course 1 3
 Credit Hours6
Spring
RMS 85516 QUALITATIVE RESEARCH DESIGN 3
Concentration Course 2 3
 Credit Hours6
Second Year
Summer
INLD 75502 ETHICAL LEADERSHIP IN EDUCATION 3
RMS 75550 INTRODUCTION TO QUANTITATIVE RESEARCH IN EDUCATION 3
 Credit Hours6
Fall
RMS 78807 PROGRAM EVALUATION 3
Concentration Course 3 3
 Credit Hours6
Spring
INLD 75520 INTERPROFESSIONAL LEADERSHIP FOR TRANSFORMATIVE CHANGE 3
Concentration Course 4 3
 Credit Hours6
Third Year
Summer
INLD 75001 SYSTEMS THINKING IN PERSONAL AND PROFESSIONAL LEADERSHIP 3
Capstone or Individual Investigation Elective 3
 Credit Hours6
Fall
INLD 80199 DISSERTATION I 15
 Credit Hours15
Spring
INLD 80199 DISSERTATION I 15
 Credit Hours15
 Minimum Total Credit Hours:72

Program Delivery

  • Delivery:
    • Fully online

Examples of Possible Careers and Salaries for Interprofessional Leadership - Ed.D.

Adult basic education, adult secondary education, and english as a second language instructors

-13.7%

decline

40,900

number of jobs

$59,950

potential earnings

Education administrators, all other

2.5%

slower than the average

60,200

number of jobs

$89,040

potential earnings

Education administrators, kindergarten through secondary

-1.5%

decline

333,300

number of jobs

$104,070

potential earnings

Education administrators, postsecondary

1.7%

slower than the average

226,600

number of jobs

$103,960

potential earnings

Education and childcare administrators, preschool and daycare

-2.5%

decline

90,200

number of jobs

$56,270

potential earnings

Educational instruction and library workers, all other

1.5%

slower than the average

132,000

number of jobs

$48,400

potential earnings

Notice: Career Information Source
* Source of occupation titles and labor data comes from the U.S. Bureau of Labor Statistics' Occupational Outlook Handbook. Data comprises projected percent change in employment over the next 10 years; nation-wide employment numbers; and the yearly median wage at which half of the workers in the occupation earned more than that amount and half earned less.
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