College of Education Wayne State University
College of Education Wayne State University
Wayne State College of Education Graduate School
Founded in 1868, Wayne State University is a nationally recognized metropolitan research institution offering more than 370 academic programs through 13 schools and colleges to nearly 28,000 students. The College of Education (COE) was founded in 1881 and today offers 37 specialized undergraduate and graduate programs.
With a large graduate enrollment of more than 1,500 graduate students annually, Wayne State COE has a comprehensive graduate degree offering. Graduate students may earn teacher certification at the master's level or earn advanced degrees in many specialized fields of study.
Advanced degrees are available in more than 25 fields of study from the following departments at the Wayne State College of Education: administrative and organizational studies, kinesiology health and sports studies, teacher education, and theoretical/behavioral foundations.
Graduate Degrees in Teacher Education
The Teacher Education Division offers graduate programs at the master's level in art education; bilingual and bicultural education; career and technical education; early childhood education; English education; mathematics education; middle level education; reading, language, and literature; science education; social studies education; and special education.
Education specialist certification (30 hours beyond the master's level) and doctoral degree programs are available in curriculum and instruction (requires a specific area of focus); special education; and reading, language, and literature.
Graduate Degrees in Kinesiology, Health, and Sports Studies
At the master's level the following degrees are available: kinesiology pedagogy (MA), health education (school or community health) (MEd), exercise and sport science (kinesiology, MEd), physical education pedagogy (kinesiology, MEd), and an online sports administration (MA) program.
Graduate kinesiology and special education majors may earn a state-approved Adapted Physical Education Endorsement (SP endorsement) to teach physical education to students with disabilities.
Students may earn a PhD in Kinesiology with concentrations in either exercise and sport science or physical education pedagogy.
Graduate Degrees in Theoretical and Behavioral Foundations
This division of Wayne State University COE offers graduate degree programs in counseling, education evaluation and research, education psychology, school and community psychology, counseling psychology, and rehabilitation counseling.
These programs prepare students for a wide range of careers in counseling and psychology in school, community, and business settings.
Graduate Degrees in Administrative and Organizational Studies
The goal of this division at the College of Education is to enhance and develop leadership, instructional design, performance improvement, and technology in educational systems, non-school settings, organizations, and institutions. The division offers two programs at the graduate level: education administration/educational leadership and policy studies (EDA/EPS) and instructional technology.
The EDA/EPS program offers master's degrees and educational specialist certificates (Ed.S.) as well as a Doctor of Education program and a Doctor of Philosophy program. At the master's or specialist level, students may earn the State of Michigan Administrator Certificate to be a building administrator (principal) or a central office administrator. In addition, students at the Specialist level may earn State of Michigan approval as a Supervisor or Director of Special Education.
The College of Education's Instructional Technology program is among the oldest and most respected IT programs in the country. COE IT grads are highly sought after by business, industry, and education. The program offers masters, educational specialist, and doctoral level programs. Master's and educational specialist programs emphasize: Design and Performance Systems and K-12 Technology Integration.
Current Faculty Research
The following are recent samples of publications by faculty highlighting their research:
Students' Mathematical Conjectures When Interacting With a Mobile Device
By S. Asli Özgun-Koca, Associate Professor and Thomas G. Edwards, Associate Dean and Professor, College of Education, Wayne State University
The effective use of multiple external mathematical representations that are dynamically linked has been posited as a primary feature of mathematical mobile technologies that enables a procedural-to-conceptual shift in student thinking. This book chapter reports a two-year study of seventh and eighth grade pre-algebra or algebra students in a suburban public school near a large midwestern city. The study used clinical interviews to better understand students' learning processes when a state-of-the-art graphing calculator is used to conduct an activity concerning quadratic functions. The researchers sought to learn what things help or hinder students' ability to bring mathematical concepts to their consciousness when using dynamically linked multiple representations. Analysis of the interview data allowed the researchers to characterize student conjectures as viable (focused on mathematical aspects and recognized the relationship between the algebraic and graphical representations), semi-viable (focused on relationships between representations but not attending to the mathematical nature of the representations), or naïve (based on superficial visual features, limited by misleading feedback from the technology, or obstructed by the presence of multiple dynamically linked representations). Analysis of the study results suggests that aspects of the task and the technology both help and hinder students' ability to bring mathematical concepts to their consciousness. This analysis also found that providing students with appropriate scaffolding was an enabling factor, while students' lack of a command of relevant mathematical vocabulary was a hindering factor.
In Mobile Learning and Mathematics, Traxler & Crompton (2015). Oxford, U.K.: Routledge.
The Impact of Administrative Context on Novice-Mentor Interactions
By Ben Pogodzinski, Assistant Professor, College of Education, Wayne State University
Mentoring can improve novice teacher effectiveness and reduce teacher attrition, yet the depth and breadth of mentoring can vary greatly within and between schools. The purpose of this paper is to identify the extent to which a school's administrative context is associated with the focus and frequency of novice teacher-mentor interactions. This study builds upon previous research by drawing attention to the association between broad measures of school-level administrative context related to the quality of working conditions and teacher mentoring. By estimating logistic regression models, the author identified the association between novices' perceptions of their working conditions and the content and frequency of interactions with their formally assigned mentors. When novice teachers perceived positive administrator-teacher relations in their schools and reported that administrative duties did not interfere with their core work as teachers, they were more likely to frequently interact with their mentors around issues of curriculum. Studies of new teacher induction need to more fully account for elements of school-level organizational context which influence novice teacher-mentor interactions, specifically related to administrative decision making and climate. Future research should seek to identify the extent to which formal policy related to new teacher induction is supported by broader elements of the organizational context. In addition to implementing sound formal policies related to teacher mentoring, school administrators should seek to foster a school climate that promotes administrator-teacher and teacher-teacher collaboration to promote improved teacher mentoring.
Journal of Educational Administration (2015), 53, 40-65.
COE Faculty Members are Scholars and Researchers
Wayne State University College of Education retains more than 200 full- and part-time faculty members with extensive experience in their respective fields. Many faculty members have earned the highest degree in their respective fields and the majority of faculty members are engaged in ongoing research programs at the master's and doctoral levels.
Special Programs and Outreach Projects at Wayne State COE
A defining characteristic of Wayne State COE is its commitment to merge research with practice in the form of outreach projects. Graduate students may choose from an array of projects and programs, many of which focus on issues of adolescence, mathematics, and science education, and analysis of contemporary education problems.
For example, the COE's award winning program "GO-GIRL" -- Gaining Options-Girls Investigate Real Life -- is focused on building knowledge and confidence in middle school girls in the areas of mathematics, technology, scientific thinking, and communication. Graduate students engage middle school girls in experiences that promote awareness and interest in STEM (science, technology, engineering, and mathematics) careers.
Another example is the Center for School Health, which improves youth health through school-based programs that drive changes in knowledge, awareness, and behaviors related to physical education and activity, nutrition education and health eating for students, families and communities.
Urban Living in Downtown Detroit -- Culture, Sports, and Entertainment
The Wayne State University main campus, including the College of Education, is located in the heart of Detroit, on more than 200 acres comprising more than 100 education and research buildings. A wide variety of university-owned and private housing options are available to graduate students.
The campus is in the city's Midtown Cultural Center with proximity to attractions such as the Detroit Institute of Arts, the Charles H. Wright Museum of African American History, the Detroit Symphony, and the Detroit Opera House. The city has franchises in all 4 major professional sports leagues in the nation and as the home of Motown and Techno, has a music and nightlife scene second to none.
Location & Contact
Departments & Programs
Degrees & Award
- Degrees Offered
- Major Degree Levels Offered
Doctor of Education (Ed D)
Doctor of Philosophy (PhD)
Master of Arts (MA)
Master of Arts in Teaching (MAT)
Master of Education (M Ed)
Master of Education/Master of Arts (M Ed/MA)
Specialist in Education (Ed S)
- Degrees Awarded
- Master's Degrees 394
- Doctoral Degrees 34
- First Professional Degrees Not reported
- Other Advanced Degrees 70
- * Shows the number of degrees awarded for the last academic year that data was reported.
- Earning Your Degree
- Part-time study available? Yes
- Evening/weekend programs available? Yes
- Distance learning programs available? Yes
- Terminal master's degree available? Yes
- Degree Requirements
- Master's Degrees
- Doctoral Degrees
- First Professional Degrees Not reported
- Other Advanced Degrees Not reported
- Acceptance Rate
- Applied 791
- Accepted 347
- Acceptance Rate 43
- Enrolled 236
- Application Fee - Domestic $
- Application Fee - International $
- Electronic applications accepted? Yes
- Applications processed on a rolling basis? Yes
- Application Deadlines
- Type Domestic International Priority Date
- Fall deadline June 1st May 1st Yes
- Winter deadline October 1st September 1st Yes
- Spring deadline February 1st January 1st Yes
- Entrance Requirements
- Master's Degreeseligibility for state provisional teaching certificate (for most M Ed programs); satisfactory background in area of specialization; baccalaureate degree with minimum upper-division GPA of 2.75
- Doctoral's Degreesminimum undergraduate GPA of 3.0, graduate 3.5; 3 years of teaching experience (for some programs)
- First-Professional's DegreesNot Reported
- Other Advanced Degreesmaster's degree from accredited institution; minimum undergraduate upper-division GPA of 2.6, 3.4 master's; three years' teaching experience (excluding instructional technology)
- International DegreesTOEFL required, 550 paper based, TOEFL iBT, IELTS recommended, IELTS paper based, TWE required, 6 TWE paper based, Michigan English Language Assessment Battery (minimum score 85)
Tuition & Fees
- Tuition & Fees *
- Tuition & FeesNot Reported
- *Average dollar amount (tuition & fees) required to complete the degree
- Financial Support
- Financial award applicants must submitFAFSA
- Application deadlines for financial awardsMarch 31
- Types of financial support availableFellowships, Research Assitantships, Federal Work-Study, Financial Support for Part-time Students, Health Care Benefits, Scholarship and/or loans, Graduate Assistantships
- Total Graduate Students1539
- Female Percentage77%
- Male Percentage23%
- Total Graduate Students1539
- Part-time Percentage61%
- Full-time Percentage39%
- Hispanic / Latino3%
- Black / African American32%
- White / Caucasian56%
- American Indian / Alaskan Native0%
- Native Hawaiian / Other Pacific Islander0%
- Two or more races2%
- Existing Research
- Focus of faculty researchAlternative routes to teacher certification; innovations in science, mathematics and technology education; literacy; K-12 school reform, including special education and self-determination for special populations; adult workplace learning
- Externally sponsored research expenditures last yearNot Reported