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Leanne Howell
Leanne L. Howell
, Ph.D., teaches in the EdD graduate program- Learning and Organizational Change, after spending four years in the department as a Clinical Assistant Professor. In 2022, the EdD graduate program where she teaches was awarded by the Carnegie Project on the Education Doctorate (CPED) as the Program of the Year. This award is given annually to one or more institutions whose program demonstrates distinctive innovation designed to be an exemplar for others. In her previous position as a Clinical Assistant Professor, she was instrumental in launching the first elementary Professional Development School (PDS) partnership in Midway ISD in 2014. In collaboration with university and district colleagues, in 2017 that partnership earned the Exemplary Professional Development School Achievement Award from NAPDS, an honor that was bestowed to only three other PDS partnerships across the nation that year. Dr. Howell holds a bachelor’s degree in elementary education and a master’s degree in educational psychology — both from Baylor University. She earned her Ph.D. in Urban Education from Texas A&M University. She is a member of the graduate faculty in the Department of Curriculum & Instruction and serves on the Baylor University Honor Council. Known for her high expectations of students, Dr. Howell has a passion for teaching and enjoys supporting students in leadership roles in all facets of life. As a lecturer in the Online Ed.D. program, Dr. Howell serves as the lead section faculty for Social Foundations of Education (EDC 5391), a course she created that challenges students to not only learn new content, but also utilize the “4Cs” — Collaboration, Creation, Communication and Critical Thinking. She is also serves as a Faculty Advisor in the Problem of Practice Dissertation course sequence, where she currently supports students in Cohort 6 and Cohort 8. Dr. Howell’s research interests include preparing pre-service teacher candidates to teach in urban settings, investigating instructional technology as a tool for differentiation, advancing social equity issues within school contexts, and engaging learners in online platforms. She annually presents her work at conferences and actively publishes in scholarly contexts.
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