Dr. Chad Crews devoted a 15-year career to law enforcement, but it was his work as a school resource officer that inspired him to pursue school safety as his next career. His deep-rooted commitment to protecting others and ensuring that schools remain safe, supportive spaces for students and staff was a direct response to his firsthand experience with the evolving challenges that schools face. His strong belief is that school safety isn’t only about responding to threats, it is also about preventing threats through relationships, trust, and proactive safety strategies.  

When Chad transitioned into school administration and later into his role with the Indiana Department of Education, he saw an even greater opportunity to influence policy, training, and school culture on a broader scale. “My doctoral research allowed me to dive deeply into how safety is enacted at the ground level and how collaboration, training, and mental health support are critical for long-term impact,” Chad explains. “Ultimately, it’s the belief that every student deserves to feel safe walking into school each day that continues to drive my work.” 

Chad shares that his experience working toward his Doctorate of Education (EdD) in Educational Administration and Supervision at Ball State University “provided the academic foundation and applied leadership training necessary to perform his work effectively.” 

 Becoming Career-Ready with Ball State University

During his time as a student at Ball State, Chad found that his studies directly influenced the trajectory of his professional career. He noted that “the dissertation process provided a structured opportunity to critically examine the complexities of school safety through a scholarly lens.” Drawing upon his background in law enforcement and educational leadership, Chad was particularly prepared to investigate how comprehensive, systems-based approaches were able to contribute to safer school environments. Because the Educational Leadership program focuses on applied research and policy analysis, Chad was able to explore the intersection of theory and practice with assignments that required rigorous, real-world evaluation. Homework for class was able to be directly applied to workplace development, as well as help expand Chad’s perspective and development of realistic, sustainable solutions at the local and state levels.  

Clinical placements are often a pivotal part of a student’s doctoral experience and Chad was no exception. His superintendentinternship provided authentic, real-world exposure to the operational and strategic responsibilities of a district leadership team, allowing him to engage deeply with many aspects of school system management. This, he felt, was an indispensable aspect of career preparation. He had the opportunity to be involved in key areas, from financial and budgeting which sharpened his understanding of responsible resource allocation, to academic planning which provided valuable insight into the process of curriculum evaluation and implementation.   

“The clinical experience not only prepared me for potential future service as a school superintendent, but also significantly enhanced my ability to lead at the intersection of education and safety,” Chad explains. He goes on to share that “the internship helped solidify my belief that effective school safety is inseparable from sound leadership, fiscal responsibility, academic excellence, and well-supported staff. These lessons will continue to inform my work in school safety at the state level and beyond.” 

 Takeaways From Ball State’s Educational Leadership Program  

When Chad was researching doctoral programs, he conducted a thorough evaluation of several highly acclaimed programs, considering their individual, distinct approaches to educational leadership. “Ball State University emerged as the most compelling choice based on a combination of academic rigor, practitioner relevance, and overall program value.” Chad says of his final choice.  

“Ball State University emerged as the most compelling choice based on a combination of academic rigor, practitioner relevance, and overall program value.” 

Other factors that Chad considered were the cost-to-benefit ratio which he considered to be particularly strong at Ball State. When compared to peer institutions, “the financial investment [into Ball State’s Educational Leadership program] was both reasonable and sustainable, especially given the program’s quality, faculty expertise, and practical design.” 

“The financial investment [into Ball State’s Educational Leadership program] was both reasonable and sustainable, especially given the program’s quality, faculty expertise, and practical design.” 

Chad goes on to say that “the program provided not only a solid academic foundation, but also applied experiences that aligned directly with my career objectives.”  

“The program provided not only a solid academic foundation, but also applied experiences that aligned directly with my career objectives.” 

Praising the Educational Leadership Faculty 

Beyond the curriculum and the workplace preparation offered by the program, Chad was particularly impressed with the quality of the faculty leaders. “Faculty mentorship was exceptional, offering personalized guidance that respected my professional background while pushing me to think critically and systemically,” he shares. The clinical components that allowed him to work at a district level and work closely with leaders in his field significantly enriched his leadership capacity. 

He concludes by saying that the “comprehensive approach to leadership preparation, coupled with the institution’s strong reputation in the field of education, affirmed that Ball State’s doctoral program was the optimal choice to advance both my scholarly development and my professional impact.” 

“Ball State’s doctoral program was the optimal choice to advance both my scholarly development and my professional impact.” 

Chad worked with several faculty members who significantly shaped his development as a doctoral student. He makes special mention of Dr. Kendra Lowery, his dissertation chair, who provided consistent guidance and pushed him critically to engage with issues of equity, leadership, and safety in ways that elevated his research. “[Dr. Lowery’s] mentorship helped me translate my professional experience into meaningful scholarly inquiry.” He also mentioned additional faculty as instrumental in helping him understand the practical application of educational leadership theory and providing strong support in other areas of learning. “Their collective support…created a rigorous yet encouraging environment that helped me grow intellectually while staying rooted in the realities of school safety practice.” 

“[The Educational Leadership faculty’s] collective support created a rigorous yet encouraging environment that helped me grow intellectually.” 

A Personally Transformative Experience 

Chad credits the Educational Leadership program at Ball State for his own personal growth, calling his time at Ball State a transformative experience. “While I entered the program with extensive experience in law enforcement and educational leadership, the doctoral journey challenged me to think more deeply, reflect more intentionally, and lead more strategically.” 

“As someone who is deeply invested in the future of school safety and educational leadership,” Chad says, “I view this degree not as the conclusion of a journey but as a foundation for continued impact. Whether through policy development, professional training, or mentorship, I remain committed to using the knowledge and experiences gained at Ball State to serve schools, protect students, and support those who lead our educational communities.”