The Leadership, Policy and Development Department includes the Educational Leadership and Policy Studies (ELPS) Program and the Higher Education and Student Affairs Leadership (HESAL) Program. For specific degree, licensure, and certificate programs offered, please refer to the following listing of the appropriate program of interest.
Educational Leadership and Policy Studies
Location: McKee 418
Telephone: 970.351.2861
Faculty: Anthony Armenta, Ed.D.; Christopher Jenkins, Ph.D.; Linda R. Vogel, Ph.D.; Spencer Weiler, Ph.D.
The mission of the program is to develop educators who have the vision and the ability to lead educational organizations by providing needed services to learners in educational settings, creating effective learning environments, effecting policies that govern educational organizations, and modeling continuous learning with and for the citizens of the community. To achieve this mission, ELPS faculty incorporate innovative teaching practices; engage in inquiry about leaders and leadership; and demonstrate leadership at the local, regional, national and international levels.
The underlying philosophy of the ELPS program is that educational leaders possess knowledge of self, others, organizations, learning and society necessary to perform creatively and effectively in diverse environments. They engage people in identifying and working toward the accomplishment of a shared vision for the organization. Leaders incorporate the ideas, values and experiences reflective of a pluralistic society and promote continual learning.
The ELPS programs are exemplified by the following beliefs:
- Human growth and development are lifelong pursuits.
- Leadership encompasses a learned set of knowledge, skills, attitudes and practices.
- Organizations are artifacts of a larger society.
- Learning, teaching, and collegiality are fundamental activities of organizations.
- Validated knowledge and active inquiry form the basis of practice.
- Moral and ethical imperatives drive leadership behavior.
- Effective leadership in organizations depends on individual and team efforts.
- Leaders' behaviors and actions model their beliefs and values.
- Leaders effect positive change in individuals and organizations.
- Effective leaders develop positive interpersonal relationships.
- Diversity strengthens organizations.
- Organizations and leaders are accountable.
The ELPS programs and the scholarship of its faculty and students emphasize:
- Formal and informal roles and strategies of educational leaders in P-12 schools and post-secondary settings
- Fiscal, legal and personnel aspects of schools and higher education
- Innovative practices in leadership preparation
- Understanding, facilitating and evaluating the change process
- Innovation and restructuring of schools
- Collaboration in teaching, learning and scholarship
- Adult learning and development and staff development
- Policy development, analysis and implementation
- Service to schools, higher education and policy makers
- Identification of multicultural and gender-based needs
Administrators’ Licensure (Non-Degree)
An application packet available through the program Office (McKee 418) describes materials for admission review by the faculty: current resume, goals statement, and Professional Assessment Forms. Admission decisions are made throughout the year.
For licensure requirements, see:
Administrators’ Licensure: District Level Leadership
Principals’ Licensure (Non-Degree)
Students may work concurrently on the principal's license and a Master of Arts degree (M.A.) or an Educational Specialist degree (Ed.S.) in Educational Leadership. To obtain a professional license, students must have a master's degree, complete a principal license program, and satisfactorily pass the PLACE exam. Students must also complete an induction program. Students desiring a principal's license must submit an application to the Graduate School. In addition, an application packet, available through the program office (McKee 418), describes materials for admission review by the faculty: current resume, goals statement, and Professional Assessment Forms. Admission decisions are made throughout the year.
For licensure requirements, see:
Principals' Licensure
Educational Leadership M.A.
The Master of Arts degree in Educational Leadership provides opportunities for candidates to acquire knowledge about leadership in P-12, community college, higher education, or other educational settings. The program provides opportunities for students to develop in-depth understanding about leadership roles and responsibilities, working with external environments, professional development, organizational behavior, and contemporary educational issues.
An application packet, available through the program office (McKee 418), describes materials for admission review by the faculty: current resume, goals statement, background information form, and Professional Assessment Forms. Admission decisions are made throughout the year.
One set of materials may be submitted for review for admission to the M.A. and either the Colorado Principal or Administrator Licensure program. This intent should be clearly described in the statement of goals and noted on the application form.
The master's degree requires a minimum of 30 semester hours of graduate study, of which 12 hours are core learning experiences. Students may obtain the master's degree while also working concurrently on a principal or administrator license.
For degree and program requirements, see:
Educational Leadership M.A.
Educational Leadership and Special Education Administration M.A. with dual licensure as a Principal and Special Education Director
The Master's (M.A.) degree program in Educational Leadership and Special Education Administration prepares candidates to become effective leaders and managers of educational programs and services at both the school building and school district levels of impact. Candidates for this degree complete coursework in applied research/evaluation, the principalship, foundations of educational leadership, contextual understanding of systems, policy/legal/procedural information, program planning & organization, budget & resources, and parent/community engagement. The program provides opportunities for students to develop in-depth understanding about leadership roles and responsibilities, working with external environments, policy development, organizational behavior, and contemporary educational issues. The program prepares graduates to assume roles as building principals at elementary, middle, or high school levels: and district level positions as special education directors and/or central office administrators.
Upon successful completion of this program, students will earn a M.A. degree with dual licensure as a Principal and Special Education Director.
Graduate applications for this degree are evaluated by the Graduate School, Department of Educational Leadership and Policy Studies, and the School of Special Education. Entering students must possess a bachelors degree from an accredited college or university. The M.A. Degree requires 39 semester hours of graduate study beyond the bachelors degree. Satisfactory performance on a concluding activity demonstrating attainment of program outcomes and approved by faculty, in accordance with Graduate School policy, must be demonstrated.
For degree and program requirements, see:
Educational Leadership Special Education Administration MA
Educational Leadership Ed.S.
An application packet, available through the program office (McKee 418), describes materials for admission review by the faculty: current resume, goals statement, background information form, and Professional Assessment Forms.
One set of materials may be submitted for review for admission to the Ed.S. and either the Colorado Principal or Administrator Licensure program; this intent should be clearly described in the student's statement of goals and noted on the application form. Admission decisions are made throughout the year.
For degree and program requirements, see:
Educational Leadership Ed.S.
Educational Leadership and Special Education Administration Ed.S.
The interdisciplinary Educational Specialist (Ed.S.) degree program in Educational Leadership and Special Education Administration prepares candidates to become effective leaders and managers of educational program and services at both the school building and school district levels of impact. Candidates for this degree complete coursework in applied research/evaluation, the principalship, foundations of educational leadership, contextual understanding of systems, policy/legal/procedural information, program planning and organization, budget and resources, and parent/community engagement. The program provides opportunities for students to develop in-depth understanding about leadership roles and responsibilities, working with external environments, policy development, organizational behavior and contemporary educational issues. The program prepares graduates to assume roles as building principals at the elementary, middle, or high school levels: and district level positions as special education directors and/or central office administrators.
Graduate applications for this degree are evaluated by the Graduate School, Department of Educational Leadership and Policy Studies, and the School of Special Education. Entering students must possess a master’s degree from an accredited college or university. The Ed.S. degree requires 39 semester hours of graduate study beyond the master’s degree. Satisfactory performance on a concluding activity demonstrating attainment of program outcomes and approved by faculty, in accordance with Graduate School policy, must be demonstrated.
For degree and program requirements, see:
Educational Leadership and Special Education Administration EdS
Educational Leadership Ed.D.
The University of Northern Colorado has a long history of preparing individuals to assume leadership roles in education. Over the years, superintendents, principals, deans, program directors, professors, presidents and other persons in leadership positions in Colorado and across the nation have received academic degrees from the University. The current focus of the Ed.D. is preparing P-12 leaders for public and private schools and other educational organizations.
The purpose of the Ed.D. program is to engage educators in P-12 and other education-related settings in the advanced study of educational leadership so they can critique and improve their own practice. The program focuses on problems of practice - studying practice, engaging in constructive critique of practice, and improving one’s practice. Coursework in the program is designed to be highly relevant to the participants’ jobs and careers.
Features that make this program attractive to current and aspiring educational leaders:
- Collaborative and collegial learning community;
- Challenging, provocative, research-based knowledge;
- Cohort approach to learning for 3 semesters of enrollment;
- Instructional techniques emphasizing practices of adult learning;
- Emphasis on problems of practice;
- Professional networking with area P-12 educational leaders;
- National and internationally recognized university faculty and affiliates;
- Faculty and cohort commitment that all participants successfully complete the program.
Admission . An application packet, available through the program office (McKee 418), describes materials required for admissions by the Educational Leadership Program: a resume, a written statement of goals, an essay on a current problem of practice, background information form, and Professional Assessment Forms. Applicants complete an interview with the Educational Leadership program faculty.
For students who live out-of-state, the interview may be conducted by a conference call. Although admissions decisions are made throughout the year, students who complete the application process by February 15, including the interview, are given priority screening for Fall admissions of that year and have increased opportunities for financial assistance.
The doctoral program expands upon the foundation gained in study for the master's, specialist, and/or licensure programs. It provides opportunities for candidates to develop breadth in understanding leadership, policy, and research methodologies, and also depth in one or more areas of specialization. The focus of this program is the refinement of students' understandings of leadership and policy development and analysis, ultimately culminating in the dissertation. The dissertation is meant to address a problem of practice in educational leadership.
Entering doctoral students who already possess a Master’s Degree in Educational Leadership or a related field complete a minimum of 64 semester hours of graduate credit beyond the master's degree. Students with an Educational Specialist's degree enroll in a minimum of 42 semester hours beyond the specialist's degree. These semester hour requirements are minimum expectations for students' performance. Credit requirements are a function of the types of learning experiences needed by students to achieve their goals.
Residency. Students may complete the UNC residency requirement without leaving their employment.
Program of Study. The nature of doctoral studies implies a blend of required learning experiences and individualized program development to reflect the personal, professional, and academic goals of each student. Each doctoral student admitted to the program works with an advisor and a program planning committee to develop a plan of study.
For degree and program requirements, see:
Educational Leadership EdD
Higher Education and Student Affairs Leadership
Program Coordinator: Matthew Birnbaum, Ph.D.
Location: McKee 418
Telephone: 970.351.2861
Email: HESAL@unco.edu
Faculty: Matthew Birnbaum, Ph.D.; Florence M. Guido, Ph.D.; Chayla Haynes, Ph.D.; Gabriel Serna, Ph.D.; Tamara Yakaboski, Ph.D.
The Higher Education and Student Affairs Leadership (HESAL) program is distinguished for weaving social justice throughout the curriculum and helping students develop equity, diversity, and inclusion competencies. Our graduates are prepared to provide effective and ethical leadership in a variety of student affairs, academic, and policy arenas. The HESAL program emphasizes excellence in professional practice, research, and scholarly writing. Each of our fulltime faculty members is a former student services administrator and coursework blends theory and practice. We welcome students from diverse backgrounds and life experiences.
The program offers M.A. and Ph.D. degrees on the Greeley campus and a Ph.D. through Extended Campus at the Lowry campus. The program also offers coursework for students in other graduate programs, including a doctoral minor.
Commitment to Social Justice and Diversity The HESAL faculty is committed to social justice, equity, diversity, and inclusion in our practice and scholarship. The curriculum is designed to raise critical consciousness, which we believe is fundamental to developing advanced professional leadership competencies. Students are expected to engage in coursework, practice, and research that explores inclusive perspectives in all areas of post-secondary education. The faculty believes in creating an atmosphere that supports multiple perspectives, both in the pursuit of individual research and as a community of scholars.
Program Approach to Graduate Study The HESAL program embraces a community-of-scholars model of interaction among students and faculty. The students are viewed as colleagues with progressively higher levels of responsibility and expertise. Cooperative research and other scholarly projects are encouraged among students and faculty.
Admission Process: There are two parts in the process of admission to the HESAL M.A. and Ph.D. Programs, including the Graduate School application process and the HESAL Program application process, which includes an interview.
To download the application packet from the HESAL Program, please visit our forms page, www.unco.edu/cebs/hesal/apply.htm. Visit the UNC Graduate School site for information about their part of the application process, http://www.unco.edu/grad/.
These two parts must be pursued simultaneously. It takes up to 20 working days for the Graduate School to set up a student record, evaluate eligibility for admission, and prepare a screening packet for our HESAL Selection Committee. Once the HESAL faculty has reviewed your full application, including the interview, they make a recommendation regarding your admission. If accepted to the program, students will be assigned an advisor and the recommendation will be forwarded on to the Graduate School. The Graduate Dean then communicates the official admission decision to you in writing, and the Graduate School staff record the decision on your student record.
The HESAL program has two deadlines for admissions. The first is usually in early spring and the second in May. Those individuals seeking a graduate assistantship should apply before the first deadline. Please see the HESAL webpage for current information.
Higher Education and Student Affairs Leadership M.A.
The Higher Education and Student Affairs Leadership (HESAL) Master of Arts (M.A.) degree is a 39 credit hour program that prepares effective student affairs professionals who value a social justice perspective. Students take a wide array of courses in consultation with an assigned advisor who assists you in preparing for a vocation in higher education and student affairs' diverse environments. Students are required to earn three (3) credit hours of field experience under the mentorship of experienced higher education and student affairs leaders. The HESAL M.A. program follows applicable C.A.S. standards.
For specific details on program requirements, curriculum, and course descriptions, please consult the University of Northern Colorado's Graduate Catalog.
Admission to M.A. program: Students must hold a bachelor’s degree in any major from an accredited institution.
For degree and program requirements, see:
Higher Education and Student Affairs Leadership M.A.
Higher Education and Student Affairs Leadership Ph.D.
The HESAL Ph.D. is a 64 credit hour program that integrates social justice and empirical research throughout the inquiry-based curriculum. The program offers students the opportunity to focus studies on leadership, college student development, higher education culture and diversity, and organizations and policy in both student affairs and broader higher education contexts. Opportunities are provided for practical experiences under the mentorship of experienced higher education leaders. Students are admitted as a cohort group, with expectations that they will engage in collaborative research and other scholarly endeavors early in the doctoral program.
Admission: Students must hold a masters degree in higher education, college student affairs, or a related field from an accredited institution and have two years of successful work experience in an institution of higher education. SRM 600 or an equivalent introduction to graduate research course, is required for admission. The program may waive this requirement for admission purposes, in which case the student must make up the deficiency. Coursework to make up the deficiency will not count toward the Ph.D. requirements. Additional details regarding admissions criteria and the application process may be seen on the program’s web site, at www.unco.edu/cebs/hesal. Financial assistance and additional professional experiences are available through an extensive network of graduate assistant opportunities, both within the program and in a number of UNC offices.
For degree and program requirements, see:
Higher Education and Student Affairs Leadership Ph.D.