Teaching, Learning and Leadership

Carmen Medina, PhD, Chair

• Educational Organizational Learning and Leadership
• School Psychology
• Student Development Administration
• Teacher Education

Educational and Organizational Learning and Leadership

Laurel Stevahn, PhD, Interim Program Director

Note: Admission to this program is suspended for 2025-2026.

Overview

Designed for professionals who already hold a master’s degree, the EdD in Educational and Organizational Learning and Leadership will help students lead organizations to success through the program’s emphasis on research, collaboration, social justice, and applied practice. The program uses a cohort learning model and meets the needs of a vast spectrum of leaders whose current or future careers include educational, business, organizational, or community leadership. As a member of the Carnegie Project on the Education Doctorate, the program is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice.

This 66-credit hour program includes courses in Leadership, Applied Research, and Social Justice and is designed to be completed in three years. Class scheduling allows students to complete their degrees while at the same time continuing full-time employment.

The curriculum is designed to provide students with the knowledge, skills, and experiences necessary for understanding leadership both inside and outside of formal education settings by exploring leadership in multiple contexts and from various perspectives, emphasizing integrating disciplinary knowledge with theories and practices leadership. The program is uniquely oriented toward applying theory and knowledge derived from researching practical problems.

Leadership core requirements for the degree total 36 credits across three years. Each year builds upon previous learning to promote and sustain an integrated approach to leadership development, organizational development, management/administration, and social justice. In addition, the leadership core focuses on developing strength in the dimensions of diversity, accountability, and learning.

Research requirements for the degree total a minimum of 30 credits and includes opportunities for community-based applied research that is a faculty-led team experience organized around common themes of interest. The research strand culminates in a thematic dissertation in leadership practice.

A new cohort begins each year in the summer.

Admission Requirements 

Graduates of the doctoral program are leaders whose studies, internships, and research prepare them to live, work, and make a positive leadership difference in an ever-changing world. Students will come from various occupational fields, including (but not limited to) education, healthcare, business, theology, public and non-profit administration, and consulting. 

The Seattle University doctorate in Educational and Organizational Leadership is designed to prepare graduates who will be scholarly practitioners and influencers with the ability and competencies to name, frame, and solve problems of practice, using empirical evidence to evaluate impact. Understanding the importance of equity and social justice, graduates will use applied theories and practical research as tools for collaborative change.

In keeping with the Seattle University Mission Statement, candidates of diverse backgrounds are encouraged to apply. The program does not discriminate against any person because of age, ancestry, color, ability, national origin, race, religious creed, sex, sexual orientation, or veteran status. The best-qualified applicants will be accepted up to the number of spaces available for new students. It is anticipated that a maximum of 30 students will be admitted for each cohort.

See Graduate Admissions Programs for admission materials.

Representatives of the Educational and Organizational Learning and Leadership department review core written material and transcripts, interview applicants and create a priority list for admission. All material submitted becomes the property of Seattle University and will be maintained according to institutional records management practices.

After submitted applications are reviewed, invited candidates will be asked to submit a video interview. Those selected will receive further information about this process via email.

Residency 

Full-time residency is not required; however, 24 credits must be completed in the first four consecutive quarters of the program. In addition, students must attend the annual summer institutes, the one-week educational residency held each year of the three years of your doctoral education. As long as a student is active in the program, enrollment every quarter is required. Formal leave may be granted for a cause. Credit applied to the degree may not be more than six years old when the program is completed.

Credit at Seattle University

No post-graduate level credits beyond the master’s degree may be transferred into the doctoral degree. Up to 24 credits taken at the Master’s level within the past six years may be applied to satisfy entry requirements for the EOLL program. All Seattle University credits applied to the doctoral program must be at least at the 5000 level and must be at the post-graduate level if transferred from any other college or university.

Formal Degree Candidacy

Doctoral students must successfully pass a comprehensive examination to advance to degree candidacy.

Comprehensive Examination

The Comprehensive Examination is required of all candidates completing the Ed.D. in Educational and Organizational Learning and Leadership and is designed to allow candidates to demonstrate leadership knowledge, skills, practice, and scholarship as part of the requirements for the Ed.D. degree. The exam should be taken by the end of the second year of study. To be eligible to take the comprehensive exam, students must have: a) satisfactory completion (no incompletes) of coursework completed during the first 5 quarters of enrollment and b) a grade point average of 3.00 in graduate coursework with no grades below a 2.00 c) satisfactory Annual Student Doctoral Evaluation for the previous academic year. 

Grade and GPA Requirement

Courses completed at Seattle University graded C- or lower will not count towards the EdD. Students must maintain a GPA of B (3.00) or above. Any student who earns a B- or lower in EOLL 6510, 6520, or 6530 in any given quarter will be put on probation the following quarter and must successfully fulfill probation requirements that same following quarter to remain in the dissertation process. 

School Psychology

Ashli Tyre, EdD, Program Director

Overview

This Washington state approved program prepares students for educational staff associate (ESA) certification as a school psychologist in K-12 settings. Students who complete the NASP-approved Educational Specialist (EdS) degree program are automatically eligible for the National Certificate in School Psychology (NCSP) upon satisfactory completion of the NCSP exam. The curriculum of the program is based on a best-practices orientation as defined by the National Association of School Psychologists (NASP) and Washington state standards for accreditation.

The school psychologist is charged with making ethical and moral decisions in his or her professional practice. The basis for leadership in this decision making is a clear dedication to social justice, child advocacy, the ability to take responsibility for the consequences of one’s actions, and the moral courage to make decisions that will lead to appropriate interventions for an individual child. The faculty of the school psychology program is committed to education that is participatory. The relationship of faculty and students is both professional and personal.

Certification

Persons serving as Educational Staff Associates in public schools shall hold certificates authorized by the Professional Educator Standards Board (PESB) for service in the respective roles as required by statute or rules of the PESB. The university recommends a student who has successfully completed an approved program to the Office of the Superintendent of Public Instruction which issues the appropriate certificate.

Admission Requirements

We seek applicants who demonstrate strong academic knowledge and skills, a commitment to equity and justice, and continued growth and learning. In addition, applicants must demonstrate potential
for leadership and effective interpersonal relationships.

See Graduate Admissions Programs for admission materials.

Post-Master’s Educational Specialist Degree/School Psychology

A minimum of 60 credits is required for this educational specialist degree. Post-master’s candidates must submit official transcripts and syllabi for any coursework that is applied toward the educational specialist degree requirements. In considering equivalency with program requirements, faculty will review the transcripts and syllabi on an individual basis to determine whether prior coursework included the domains of school psychology articulated in state and national standards. Previous coursework may be considered for substitution only for those courses specified on the Program of Study as foundational or elective.

All students must demonstrate competency in the domains of school psychology practice through a supervised internship in a school setting, either on a full-time, 1200-hour basis for three successive quarters, or on a half-time 600-hour basis per year for two years.

School Psychology students must pass a written comprehensive exam prior to receiving the EdS degree and being recommended for state educational staff associate (ESA) certification in school psychology and for the National Certificate in School Psychology (NCSP). The Educational Testing Service (ETS) Praxis II Exam in School Psychology meets the requirement for the program comprehensive exam.

Student Development Administration

Paige Gardner, PhD, Program Director
Erin Swezey, MPS, MA, Program Director

Objectives

Student Development Administration graduates are prepared to work with college students beyond the classroom and advance social justice. Our theory-to-practice curriculum provides students with knowledge, competencies, and experience in two- or four-year college settings, and enhances leadership skills and values to promote equity, inclusion and holistic development for students in higher education.  The nationally recognized program accommodates full and part-time students. 

Internship

All students are required to complete 300 hours (SDAD 5640, 5650, 5660, 2 credits per course) of professional practice internships in the field, either at Seattle University, accredited colleges and universities, or organizations who work with college students (college access organizations, educational non-profits, university recruiting, etc.)  

Admission Requirements

Applications are considered on priority dates twice a year in early January and on Feb 1 and after these dates, on a rolling basis as cohort space is available.  Admissions is for fall entry only. Our admission process is wholistic in review, evaluating prior academic performance, leadership and professional experience, career aspirations as indicated in a personal statement, resume, and letters of recommendation.

See Graduate Admissions Programs for admission materials.

Portfolio

Students will complete an electronic portfolio that documents their mastery of the program’s learning outcomes, which includes an oral presentation to a committee of peers, alumni, seasoned professionals and leaders. Successfully completing SDAD 5920/5921 Portfolio I, SDAD 5930/5931 Portfolio II and SDAD 5940/5941 Portfolio III course requirements guides and supports students’ development of their portfolio and indicates that the portfolio is complete. Students must complete SDAD 5900 - Student Development Capstone Seminar before completing their portfolio. Portfolio committee presentations take place once a year in the Spring term. 

Teacher Education

Carol Adams, PhD, Program Director

Web: 

• MIT: https://www.seattleu.edu/education/mit/ 
• MEd: https://www.seattleu.edu/academics/all-programs/transformational-teaching-learning-med/

Overview

“To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.”

-bell hooks, 1994

Seattle University offers two graduate teacher education programs: a full-time one-year Master in Teaching (MIT) program and a two-year hybrid Master of Education in Transformational Teaching and Learning (MEd). Both programs result in a master’s degree and a Residency Teaching Certificate. Those who want to be part of the learning and growth of young people, demonstrate strong academic knowledge and skills, and are committed to social justice are encouraged to apply. Because Seattle University teacher education graduates are recognized as outstanding educational leaders, they are in high demand throughout the region.

Master in Teaching (MIT)

The MIT Program at Seattle University is a one-year cohort-based degree program, providing prospective teachers with an intensive, full-time program that builds on their in-depth undergraduate preparation in an academic major with advanced study in professional education at the graduate level. The program balances classroom experience and coursework; students spend approximately 50 percent of the program in the classroom, beginning in the early weeks of their first quarter. They learn as part of a cohort, or learning community, mutually challenged and supported by their peers and an award-winning faculty. Successful applicants demonstrate a commitment to social justice and equity, leadership potential, and a humanizing approach to working with peers, students, families and communities.

Master of Education in Transformational Teaching & Learning (MEd)

The MEd Program at Seattle University is a two-year cohort-based degree program tailored for working professionals. The program’s innovative design emphasizes anti-racist pedagogies and equips future educators with the tools to meet the needs of diverse learners. With key in-person learning experiences (one Saturday per month) and online classes, students engage in rigorous coursework and community and school experiences while maintaining full-time employment. Throughout the program, students strengthen their justice-oriented identity, cultivate impactful partnerships with students, families, communities and school personnel, develop their capacity to facilitate an inclusive and culturally sustaining learning community, design meaningful instruction, and engage in action research advocating for systemic change in schools. Successful applicants demonstrate a commitment to social justice and equity, leadership potential, and a humanizing approach to working with peers, students, families and communities. 

National Report Card for the Teacher Education Program (MIT)

This information is being provided as required by Federal Regulations under Title II. 

Certification and Endorsement Requirements

Elementary Applicants (K-8):

• Official scores from the WEST-E test in Elementary Education
• Elementary Endorsement Verification Form, outlining academic preparation related to content requirements: https://www.seattleu.edu/education/mit/degree-options/#ElementaryEndorsement or call 206.296.5759
• Additional possible prerequisite course work based on the Endorsement Verification form requirements
• Elementary applicants desiring to teach middle school should take one of the following WEST-E tests (the test can be taken at any time during the program):
  • Middle level humanities (two tests required)
  • Middle level mathematics
  • Middle level science

Secondary Certification

• Official scores from the WEST-E test in the subject(s) for which the applicant is planning to be endorsed
• Endorsement Verification Forms: https://www.seattleu.edu/education/mit/degree-options/#SecondaryEndorsement or call (206) 296-5759
• Documentation of academic major or equivalent course work in an endorsable or closely related field (For a broad-based endorsement such as social studies, applicants must have course work in all identified areas in the endorsement. If the applicant’s major is not an endorsable area, one should be sought that closely matches the subject the applicant desires to teach.)

Secondary endorsements include theater arts, visual arts, English/language arts, history, social studies, mathematics, general science, biology, chemistry, earth science, physics, French, Japanese, and Spanish.

• Note: The WEST-E test for World Languages is taken at the conclusion of the MIT program.

Pre-Education

Pre-Education is a program of advising and guidance that seeks to help undergraduate students prepare for application to graduate programs in education and for eventual careers in elementary or secondary school teaching. The Pre-Education advising program in the College of Education is intended primarily for undergraduate students who are not enrolled in the Bachelor of Arts in Humanities for Teaching program in the Matteo Ricci Institute.

The best preparation for graduate programs in education is the completion of a four-year bachelor’s degree. Undergraduate students interested in elementary or secondary teaching must declare a major in the field in which they are most interested and for which they are best suited. The student’s program of studies must be approved by the academic advisor in the major department. A major in liberal studies is considered excellent preparation for those interested in applying to master’s level programs for elementary (K-8) teaching. For those interested in secondary (5-12) teaching, students are advised to pursue an undergraduate major in the area in which they wish to teach.

In advising pre-education students, the College of Education stresses the development of strong writing skills and the completion of a menu of courses and service activities including volunteer experiences in K-12 schools that will help students present a strong portfolio when applying to graduate programs in teaching.

Students interested in Pre-Education should attend an information session for the College of Education’s Master in Teaching (MIT) program and then make an appointment with the Pre-Education Advisor. Students are encouraged to contact the Pre-Education Advisor early in their undergraduate careers. For more information, please contact the MIT program at (206) 296-5759 or visit the website at https://www.seattleu.edu/education/mit/.

Admission Requirements

There is one MIT cohort per year starting in late summer.  Admission is competitive. 

See Graduate Admissions Programs for admission materials for the MIT and MEd programs.

Programs

• Doctor of Education/Educational and Organizational Learning and Leadership (admissions suspended 2025-2026)

• Educational Specialist/School Psychology

• Master in Teaching
• Master of Arts/Student Development Administration
• Master of Education in Transformational Teaching and Learning
• Master of Education/Student Development Administration