Wright State University
2004-2006 Graduate Catalog
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Education and Human Services—Educational Specialist Program


The growing complexity of the educational enterprise has created a need for persons with additional training for public and private schools, federally and state-funded programs, higher education, and adult development programs.

This Ed.S. program is designed to enhance individual capabilities for leadership in the roles of superintendents, supervisors, principals, higher education staff, and adult development personnel.

The program emphasizes the achievement of competence in such areas as leadership, institutional change, decision-making, organizational structure and theory, and communication processes. Further, the program focuses upon the development of broad understanding and experiences across the professional field, the acquisition of in-depth knowledge in a specific area of educational leadership, the acquisition of concepts from related fields of knowledge, and a planned field experience which will integrate the concepts, skills, and attitudes acquired in formal course settings.


In addition to meeting requirements for admission established by the School of Graduate Studies, candidates for these degrees who do not meet the minimum cumulative GPA requirement to waive the GRE or MAT, must submit satisfactory Graduate Record Examination (GRE) or Miller Analogies Test (MAT) scores, unless otherwise noted (see Admission Standards). The Adolescence Young Adult, Multi-Age, and Middle Childhood initial teacher licensure programs require passing scores on the state of Ohio’s mandated Praxis II Specialty (Content) Area Exam(s). Contact the college’s Office of Student Services or visit their Web site at www.ed.wright.edu/ss/ to learn more about the Praxis II exams.

All students considering graduate-level courses in education and human services should do so with the understanding that graduate study differs in quality from undergraduate study. Graduate study requires that students be increasingly self-directed. Students are not guaranteed a master’s degree by attending and completing courses. Exit requirements must be met in all programs.

Admission to the College of Education and Human Services is based on the candidate’s written statement of purpose, consideration of undergraduate and/or graduate cumulative grade point average, submission of satisfactory scores on either the MAT, GRE, or other required examination, and in some cases, letters of reference and a personal interview (see Admission Standards).

Technology Policy
For admission to the college, all College of Education and Human Services students, graduate and undergraduate, part-time and full-time, will be expected to certify that they own or have access to a computer and the Internet.

In order to meet the mission of the college “…to prepare professionals to meet the educational and human services needs of a diverse, democratic society,” it is necessary for our students to play an active role in the technological environment the college and Wright State University are creating to assist in the completion of this mission. An increasing number of classes and options will become available to students using a variety of distributed learning formats; library resources are available in a growing number of full-text formats, and global connections via telecommunications will be part of daily operations. Students preparing to become professionals in education and human service areas must demonstrate appropriate and effective skills and knowledge in technological aspects of their work.

Minimum equipment standards will be either a Power Macintosh or Pentium-based Personal Computer (PC). The college supports Macintosh computers in faculty and staff offices and maintains computer labs. Wright State University has purchased a site license for most Microsoft software (see the Web page for Wright State’s Computing and Telecommunications Services, http://www.wright.edu/cats/ for details). The college’s standard software packages are currently Office 2001 (Word, Excel, PowerPoint), FileMaker Pro, and Netscape; the specific packages, however, are subject to change.

Initial Teaching Credential
Students seeking to enroll in a Teacher Education program designed to deliver an initial teaching credential (license) are required to pass the Praxis II specialty/content area exam(s) as defined by current state of Ohio standards. Candidates to these programs must contact the college’s Office of Student Services for assistance in identifying the appropriate exam(s) for his/her desired teaching field. Students unable to achieve a passing score as defined by state of Ohio standards will not be admitted to a Teacher Education program. Students seeking to enroll in a Teacher Education program designed to deliver an initial teaching credential will not be required to take the GRE or MAT exams. An exception to this rule is the Intervention Specialist programs. Applicants to these programs must take the GRE or MAT exams, unless eligible to waive testing requirement based on cumulative GPA (see Admission Standards).

Admission Standards
Candidates with a grade point average of less than 2.3 on a 4.0 grading system are not ordinarily admitted to graduate school. A petition process is available to formally request admissions not having met an admission standard. Candidates for admission to the Department of Human Services must meet additional requirements, which include three letters of reference, a personal interview, and a writing sample. Candidates for admission to certain programs in the Departments of Educational Leadership and Teacher Education must meet additional requirements, which include letters of reference, a personal interview, a writing sample, a self-assessment instrument, and Praxis II specialty area exams.

Waiver of GRE/MAT
Candidates to Educational Leadership master’s degree programs, Health, Physical Education, and Recreation (HPR) programs, and select Teacher Education programs may not be required to submit passing GRE or MAT scores if their cumulative undergraduate GPA is a 3.0 or higher (graduate level GPA must be 3.0 or higher.) Candidates to Teacher Education programs requiring a passing score on a PRAXIS II specialty area exam(s) must submit passing Praxis scores regardless of undergraduate GPA.

Candidates to Human Services programs may not be required to submit passing GRE or MAT scores if their cumulative undergraduate GPA is a 3.3 or higher.

Students who have an undergraduate grade point average of 2.5 or better, or who have an average between 2.3 and 2.5 with 2.7 or better in the last half of undergraduate work, may be granted conditional admission.

Regular admission to the College of Education and Human Services is granted after successful completion of 12 hours of course work with a grade of B or better in each course.

Licensure Candidate
Students who wish to complete licensure requirements at the graduate level but do not wish to pursue a graduate degree may be admitted as licensure candidates with the permission of the department in which the programs are housed. See Praxis II testing requirement above.

Nondegree Status
Persons who have a bachelor’s degree may enroll in nondegree status for graduate courses without being admitted to a graduate program. If you wish to enroll in a degree program, only 50 percent of such credits may be applied to a degree program if they are appropriate, with the exception of the Department of Human Services, which only allows 12 hours of nondegree credit to be applied to one of its degree programs.

Admission to the educational specialist degree program is based on the following criteria:

1. Three letters of recommendation from persons who know your work
2. Graduate Record Examination*
3. Appropriate professional experience
4. Interview with members of the Education Leadership faculty
5. A grade point average of 3.5 in previous graduate work
6. Earned master’s degree from regionally accredited post-secondary institution

*Miller Analogies Test is accepted for students not planning to apply to a doctoral program.


Gregory R. Bernhardt (dean), education, counselor education
Donna Cole, teacher education
Diane E. Frey, counselor education
G. William Gayle, health and physical education
T. Stevenson Hansell, reading, language arts
Jan La Forge, rehabilitation counseling
Bonnie K. Mathies, educational technology
Charles W. Ryan, educational leadership, counselor education

Associate Professors
Beth Basista, science education/physics
Thomas Diamantes, educational leadership
Colleen Finegan, early childhood education, special education
Stephen Fortson, counselor education
Stephen D. Frederick, health and physical education
Charlotte Harris, teacher education
Ron Helms, teacher education
Phyllis A. Henderson, counselor education
Mary Ann Jones, counselor education
Burga Jung, teacher education
Susann Mathews, mathematics education
Richelle O’Connor, teacher education
June A. Ovington, educational leadership
D. Drew Pringle, health and physical education
Linda Ramey, teacher education
Patricia Renick, special education
James Tomlin, science education/biology
Carol Wagner Williams, rehabilitation counseling
Richard Wantz, counselor education

Assistant Professors
Kathy Adams, educational leadership
Mary Ellen Bargerhuff, special education
Angela Beumer-Johnson, English education
Jacqueline Collier, literacy education
Roger Carlsen, educational leadership
James Dunne, special education
Nancy Gallenstein, early childhood education
Rochelle Garner, educational leadership/organizational leadership
Scott Graham, educational leadership/organizational leadership
Grant Hambright, educational leadership
Deborah Hess, early childhood education
Doris Johnson, teacher education
Joseph Keferl, rehabilitation counseling
Jill Lindsey, educational leadership
Will Mosier, early childhood education
Timothy Rafferty, educational leadership
Joanne Risacher, educational leader/student affairs in higher education
Doug Roby, educational leadership
Tracy Rusch, mathematics education
Ken Schatmeyer, literacy education
Eileen F. Self, counselor education
William Slattery, science education/geology
Donna Tromski-Klingshirn, counselor education

Lori Carter, workforce education
Glenn Graham, educational leadership
Marguerite Veres, educational leadership
Tony Ortiz, athletic training

Program Description

Educational Specialist Degree in Educational Leadership

Three concentrations are available, determined by master’s
degree concentration:

* Higher Education/Adult Continuing Education

* Advanced Curriculum and Instruction

* Superintendent

Samples of each concentration are shown below.

Course of Study

Sample Ed.S. Superintendent Program
Required Courses 47

EDL 852 Statistical Analysis and Research Design 4
EDL 871 Management of the School 4
EDL 872 Staff Personnel Administration 4
EDL 873 Pupil Personnel Administration 4
EDL 874 School Business Management and Facilities 4
EDL 890 Practicum in School Administration 4
EDL 941 Planning Educational Futures 4
EDL 971 Superintendent/Staff/Board Relationships 4
EDL 986 Organizational Behavior in Education and Human Services 4
EDL 987 Administrative Leadership Skills 3
EDL 988 Research and the Educational Leader 3
EDL 999 Thesis 6 - 9
Total Quarter Hours 45-48

Total Quarter Hours with master's degree minimum 90

Sample Ed.S. Advanced Curriculum and Instruction Program
Major 19

EDL 852 Statistical Analysis and Research Design 4
EDL 941 Planning Educational Futures 4
EDL 986 Organizational Behavior in Education and Human Services 4
EDL 987 Administrative Leadership Skills 3
EDT 895 Administration and Supervision of Educational Technology 4
Research 12

EDL 988 Research and the Educational Leader 3
EDL 999 Thesis 9
Cognates/Electives 14

Total 45

Sample Ed.S. Higher Education/Adult Continuing Education Program
Major 36

EDL 920 History and Philosophy of Higher Education in the United States 4
EDL 921 Curriculum in Higher Education 4
EDL 922 Law of Higher Education 4
EDL 923 Instruction in Higher Education 4
EDL 924 Administration in Higher Education 4
EDL 926 The Community College 4
EDL 928 Internship In Higher Education 4
EDL 929 Role of Intercollegiate Athletics in Higher Education 4
EDL 768 Finance and Budget Management in Student Affairs in Higher Education 4
Research 6

EDL 999 Thesis 6
Cognates/Electives 3

Total 45

*Students must complete Educational Statistics, EDL 852, prior to enrolling in EDL 999-Thesis.

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E-mail: wsugrad@wright.edu
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