The Department of Educational Administration and Human Resource Development

The Department of Educational Administration and Human Resource Development (EAHR) develops educational leaders and improves practice through teaching, research and service in the areas of public school administration, human resource development, higher education administration, adult education and student affairs administration. Statewide and nationally, EAHR graduates, faculty and staff play major roles in the education of children and adults.

As one of four departments in the School of Education and Human Development, EAHR is currently home to about 380 undergraduate students, 392 graduate students, 22 faculty and 22 staff.

Student Highlight: Jeff McCanna

Creating Inclusive Environments in Schools - Dr. Jean Madsen

Program Highlight: Adult Education

Education Administration
PK-12 Educational Leadership
Higher Education Administration
Student Affairs Administration in Higher Education
Educational Human Resource Development
Workforce, Adult, & Lifelong Education (WALE)
Human Resource Development
Human Resource Development Honors
Denotes online option available


“What I enjoy most are the opportunities to work with such a diverse, intelligent, talented group of life-long learners,” said Druery. “People who are helpful, friendly and want to see you succeed encourage me on a daily basis.”

 – Donna Druery

Chaddrick James-Gallaway

Chaddrick James-Gallaway

Assistant Professor

Dr. Chaddrick James-Gallaway received his Ph.D. in Higher Education with a concentration in the Sociology of Education from the University of Illinois, Urbana-Champaign. A proud community college alumnus, he earned his AA from Delta College and his BA from the University of Michigan.

Dr. James-Gallaway’s research broadly examines race, racism, anti-Black racism and the racialized experiences of Students of Color across P-20 educational contexts. As a scholar and practitioner, his expertise in cross-racial intergroup dialogues focuses particularly on how People of Color respond to racial issues and how white students engage the experiences of People of Color within educational settings. He is a qualitative researcher and critical race theorist, who seeks to advance understanding of cross-racial interactions to better support Students of Color at historically white institutions.

As an affiliate of the Office of Community College Research and Leadership (OCCRL), he is also focused on improving the transition to and through college for historically marginalized groups. In this capacity, Dr. James-Gallaway has authored policy briefs on, designed, and implemented racially conscious professional development trainings on racial microaggressions, addressing racialized community college climates, and intergroup dialogue for faculty, staff, and administrators.

Select Publications
Abrica, E., Garcia-Louis, C., and James-Gallaway, C. (2019). Antiblackness in the Hispanic-serving community college (HSCC) context: Black male collegiate experiences through the lens of settler colonial logics. Race, Ethnicity, and Education. doi: 10.1080/13613324.2019.1631781.

Dixson, A. D., James-Gallaway, C., Cardenas, N., & Perkins, R. (2019). Critical perspectives on school choice: An examination of race, class, and gender in school choice policies. In Handbook of Research on School Choice, (2nd ed.). Routledge.

Select Briefs
James-Gallaway, C. & Turner, F. (2020, January). Identifying and responding to racial microaggressions.
James-Gallaway, C. (2019, September). Racial realities of community college institutional climates.

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