Ohio State’s education programs continue as No. 1 in Ohio
Students considering a university graduate degree in education, take note. The College of Education and Human Ecology offers some of the most highly ranked graduate programs in the nation.
According to U.S. News and World Report, the latest rankings of graduate specialty programs reflect the opportunity to study with renowned faculty, engage in high-impact research and serve communities both near and far.
“For 130 years, we have prepared teachers and education professionals to be leaders in their fields,” said Don Pope-Davis, dean of the college. “We appreciate the recognition of our peers in the specialty program rankings who testify to our excellence.”
“Rankings offer perspective,” he said, “but our true strength lies in the impact we make through innovative research, dedicated teaching and the success of our students and alumni. We remain committed to excellence in all that we do, continually advancing our mission to shape the future of education and service to society.”
Elementary and Secondary Education both rank No. 7
All three programs in the Department of Teaching and Learning ranked in the top 10. This continued and improved on last year’s trend.
This year’s graduate specialty rankings are:
- Curriculum and Instruction – No. 6
- Elementary Education – No. 7
- Secondary Education – No. 7
“Our faculty continue to provide our master’s degree-level students with cutting-edge strategies and skills for the classroom,” said Antoinette Miranda, chair of the Department of Teaching and Learning and a professor of school psychology.
“Today, more than ever, teachers are needed to engage in transformative practices that shape the future of education,” she said. “Our top-ranked master’s programs equip students with advanced knowledge in their disciplines and offer opportunities to specialize in emerging fields. This prepares them to take on leadership roles and make a lasting impact in schools and communities."
“Our doctoral students collaborate with world-class faculty on cutting-edge research, scholarly publications and professional initiatives that position them for impactful careers. With a deep commitment to mentorship and academic excellence, our highly engaged faculty provide rigorous training to prepare the next generation of teacher educators.
Alumnus and current student appreciate education programs’ value
Alexander DeTillio, ’23 MEd, English Education/Integrated Language Arts, is a high school English teacher for South-Western City Schools in central Ohio.
“The faculty of the program were consistently helpful, taking much time to talk and meet with me one on one. My two methods and reflection seminar professors were especially caring and incredibly intelligent in their fields. Every class with these professors was engaging.”
“Their classes especially helped me develop curriculum and teaching methods through research by prompting my classmates and me to read interesting, engaging and helpful material. Of note was Choice Words by Peter Johnston, which I still refer to often when preparing for class.”
“I also found in-class discussion and projects helpful to develop a few units, notably the integration of multimedia tools and strategies, and practical use of the state standards.”
“Most helpful was the reading and discussion of educational theory, because a strong basis in theory, which supports the ethical imperative of teaching for all students, has been an anchor for me and helped me through the dips in the year.”
Elizabeth “Libby” Blackshire will graduate this spring with an MEd in English Education/Integrated Language Arts. She previously earned a BA in English, Summa Cum Laude, from Ohio State’s College of Arts and Sciences.
Education Administration, Student Counseling ranked No. 4 and No. 6
All specialty programs in the Department of Educational Studies moved up in the rankings this year. They are now:
- Educational Administration – No. 4
- Higher Education Administration- No. 6
- Student Counseling- No. 6
- Educational Psychology- No. 7
- Educational Policy- No. 14
“I am very proud of the work that is being done in the Department of Educational Studies,” said Bryan Warnick, the Daniel Tanner Foundation Endowed Professor and interim department chair. “Our rankings are a testament to the skill and perseverance of our faculty, students and staff. Together, we keep pushing forward, overcoming the challenges that are put in front of us and reaching out to keep accomplishing more. I could not be around a smarter, and harder working, group of people. We continue to have some of the highest ranked programs on campus. I have a feeling that there is even more in store.”
Alumni testify to quality of Educational Administration, Educational Policy programs
Former students are proud of graduating from the School Counseling program and speak eloquently of the benefits they received.
Alexis O’Herrick, ’20 PhD, Educational Policy and concentration in Educational Administration, is a mixed-methods researcher for the nonprofit, Research for Action, in Philadelphia. She currently co-directs grant projects for the city and for the Philadelphia School District.
“During my time as a graduate student in Ohio State's program, I developed expertise as a mixed-methods researcher to tackle educational challenges,” she wrote in an email.
“Under the guidance of esteemed faculty, especially my advisor Dr. Karen Beard, I deepened my understanding of education policy and administration.”
“This enabled me to conduct meaningful dissertation research on Black girls and school discipline. My community engagement further enriched my work, providing real-world applications. These experiences were crucial in shaping my current role as a research associate at Research for Action, where I continue to apply my research skills.
Iksang Yoon, ’21 PhD, Educational Administration, is an assistant professor in the Department of Education at Pusan National University, South Korea.
“I received outstanding advising from Dr. Roger Goddard,” he wrote. “The PhD program in Educational Administration provided a strong foundation for my academic career.”
“The faculty members offered rigorous scholarly training as well as exemplary models of research excellence, effective teaching and professional mentorship. Their support — both intellectually and personally — greatly contributed to my development as a scholar, educator and colleague.”
“The program’s emphasis on the content expertise, methodological rigor and the integration of theory and practice continues to inform and enrich my work as a university professor.”
Student Counseling program ranks No. 6: Program chair, alumni weigh in
The college’s Student Counseling program has attracted students for many years, given the excellent preparation provided by highly respected faculty who contribute to the field in Ohio and nationally.
Brett Zyromski, associate professor, chairs the School Counseling program. “We take great pride in our CACREP-accredited counseling program, where student voices are at the heart of everything we do,” he said
“Our vibrant community includes three student organizations — Chi Sigma Iota, the counseling honor society; and Valuing Our Identities, Cultivating Empowerment (V.O.I.C.E.) — which shape our program culture and extends our outreach to serve surrounding communities.”
“Our graduates excel in securing clinical and school counseling positions (post-MA program), as well as faculty and leadership roles in PhD programs (post-PhD program).
“With nationally recognized faculty dedicated to advanced training, our program not only empowers future counselors but also enhances the mental well-being of individuals across Ohio and beyond.”
Sarah M. Henry, ’24 PhD, Student Counseling, an assistant professor of counselor education at Virginia Tech, said this about her experience in the doctoral program:
“I was drawn to Ohio State's program for the opportunity to learn from its world-renowned faculty and experience the vast internship opportunities associated with it.”
“I received excellent training and gained deep exposure to conducting qualitative research, providing school counseling supervision, creating thoughtful and engaging learning experiences for master’s-level students and engaging in unique service leadership roles.”
“I personalized my research methods and cognate courses to match my interests, thanks to the extraordinarily broad graduate course offerings. That and a mix of research team experiences resulted in several publications.”
“These experiences prepared me to be a tenure-track faculty member at a research-intensive university immediately on graduation. Faculty continue to support my professional growth as mentors and colleagues, as we work together on research and service-related projects."
Jordan Rosenfield, ’18 MA, Student Counseling, is chair of the Lakota West School Counseling Department and coordinator of the Advanced Placement Program.
“My experience in the master’s degree program was truly transformative,” he said. “The program’s comprehensive approach, blending both school counseling and clinical counseling coursework, provided me with a well-rounded skill set.”
“Emphasizing data-driven, evidence-based practices, I gained the tools needed to implement effective strategies that directly support students’ well-being and holistic development.”
“The faculty and advisors were incredibly supportive, offering guidance and encouragement at every step of my journey. I felt thoroughly prepared to make an immediate and positive impact at any school.”
Whitney Moses, ’22 MA, Student Counseling, is a counselor of grades 9-12 students at Eastmoor Academy High School, Columbus City Schools.
“As a grad student in the Counseling program, I was provided a safe space where I could be vulnerable and self-reflective, working through personal traumas and biases.”
“While studying to become a counselor, I was being counseled, which is a prime reason I am the successful counselor I am today.”
“The counseling program at OSU prepared me to approach students with empathy, recognizing that behavior is a symptom of what the student is experiencing. Relating to students at their individual needs creates a relationship where trust is built and healing can begin.”
