EdD Faculty

Dr. John E. Wilson

John E. Wilson, Ph.D., Clinical Professor of K-12 Educational Leadership, is Program Director for the Doctor of Education (Ed.D.) in K-12 Educational Leadership. He is a professional educator with more than four decades of experience, having served seven different public school districts in a 34-year career, including more than two decades in the role of superintendent of schools.

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Bradley CarpenterDr. Bradley Carpenter

Bradley Carpenter, Ph.D., is Associate Professor of Educational Leadership. As a former public-school teacher, assistant principal, and principal, Dr. Carpenter has a passion for working with public school administrators. Specifically, he enjoys his role in helping aspiring principals and superintendents realize their identity as transformational leaders of school communities. Dr. Carpenter’s research is focused on three primary areas of scholarship: (a) Development of Social Justice- and Anti-Racist-oriented School Leaders; (b) Leadership Wellbeing; and, (c) How Discourses and Policymaking Shape Federal, State, and Local Policy.

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Dr. Robert Cloud

Robert C. Cloud, Ed.D., is a Professor of Higher Education in the Department of Educational Leadership in the School of Education. He holds four academic degrees and is a former college administrator, having served as President of Lee College in Texas for ten years and as Vice President, Dean, and Department Chair for an additional ten years in three other Texas colleges. Dr. Cloud joined the Baylor University graduate faculty in 1988 and has served as chair of two academic departments at Baylor, EDL and the Department of Health, Human Performance, and Recreation (HHPR).

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Jon EckertDr. Jon Eckert

Jon Eckert, Ed.D., is Professor of Educational Leadership and the Lynda and Robert Copple Endowed Chair in Christian School Leadership. Dr. Eckert came to Baylor in 2019 with more than two decades of experience in education. He taught and coached intermediate and middle school students outside of Chicago and Nashville for 12 years. After completing his doctorate at Vanderbilt University in 2008, he was selected as a Teaching Ambassador Fellow at the U.S. Department of Education, where he worked in both the Bush and Obama administrations on teaching quality issues. For the past 10 years, he has prepared teachers at Wheaton College. His research interests include collective leadership, teaching effectiveness, evaluation and strategic compensation to enhance that effectiveness, and science education.

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Tiffany Hogue

Tiffany Hogue is a professor and lawyer who recently completed her 16th year as a senior academic administrator at Baylor University. She has been Assistant Dean for Academics in the College of Arts and Sciences, Assistant Provost, and, most recently, she served for five years as Chief of Staff to the Executive Vice President and Provost. She teaches graduate courses in education leadership, governance, law, and policy and also directs and teaches in the Leadership Studies program, a minor available to undergraduates across all disciplines. Hogue earned a Bachelor of Arts in Political Science from Baylor University and a Juris Doctor from Georgetown University Law Center and practiced employment law before returning to Baylor.

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Angela UrickDr. Angela Urick

Angela Urick, Ed.D., is an Associate Professor in the Department of Educational Leadership in the School of Education at Baylor University. Prior to coming to Baylor, she was a tenured Associate Professor and Director of the Center for Educational Development and Research (CEDaR) at the University of Oklahoma. In her academic program, she trains aspiring K-12 leaders as well as education administrators in other government, non-profit or religious organizations. She specializes in leadership for school improvement for more equitable student opportunities. Through her work on academic climate and the relationship between principals and teachers, she uses innovative applications of theory and advanced quantitative techniques to understand the broader complexities of how leadership and policy decisions may influence school progress.

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