Higher education Courses

University of Missouri-Columbia
Master of education in educational leadership and policy analysis
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Courses for this program are 100% online: no campus visits are required. Courses are a mix of synchronous and asynchronous. Synchronous courses are offered on Mondays or Tuesdays at 5:15 p.m. CST. 


Successful completion of the program requires 33 credit hours of course work: 21 credit hours of core course work, 9 credit hours of electives and 3 credit hours of a research methods requirement.

Course planner

The chart below shows the courses offered in the program. Courses are 3 credit hours each, unless stated otherwise. The University reserves the right to change or cancel courses as needed.


The purpose of the capstone is to provide an opportunity for a student to reflect on their academic and professional experiences, to articulate connections between research and practice, and to provide feedback for program improvement. Students will participate in the capstone during their final semester of enrollment.  

The capstone includes two components: a reflective paper and a meeting with faculty and students; both must be successfully completed in order to graduate.

Nondegree-seeking enrollment

Prior to acceptance into the program, you may enroll in up to 12 credit hours as a nondegree-seeking (in some cases, post-baccalaureate) student. Enrollment does not guarantee acceptance. Learn more about nondegree-seeking university student admissions.

State authorization

States require that the University of Missouri-Columbia be authorized to deliver university-level distance/online education to their residents. Each state handles this process differently.

Please see our state authorization page for more information.

  • Program authorized
  • Program authorized with stipulations

Authorized with stipulations

Students residing in these states may be eligible to enroll in this program, but certain stipulations exist.

  • Colorado

Learn more about this program

This program is administered by the Department of Educational Leadership and Policy Analysis