For the Certificate
This course explores and examines the differing and shared belief systems and practices between public and private higher education. Special attention will be given to moral reasoning and ethical frameworks, how power dynamics affect ethics in practice, authenticity and integrity, ethical dilemmas and issues and how these concepts are played out in the practice of implementing values based educational experiences in the co-curriculum as practiced within the pluralistic nature of our society.
This course introduces the field of student affairs, its history, current context and future challenges and issues. Ethical, legal and developmental issues are examined in the practice of student affairs leadership. Students develop the capacity to imagine different structures and practices that would respond to current and future challenges within student affairs and its role within higher education.
This course focuses on the background assumptions that shape both student learning and development. A variety of learning and human development theories will be explored. The course examines how students learn and construct meaning and create knowledge. Further, it explores theories and models on how to facilitate the development of a student-centered integrated learning environment.
This is the capstone course for the leadership in student affairs concentration in the master's program in educational leadership. It integrates the coursework and experiences in to a systemic view of student affairs and higher education and the practitioner's role in optimizing the student learning experience. It focuses on strategies for influencing organizational culture in order to provide an enriched integrated learning experience for the college student.
For the Master of Arts (M.A.)
This course begins the required three-course M.A. or Ed. research sequence. After an introductory overview of social research, it emphasizes historical and ethnographic approaches to thinking about collecting and analyzing information. Course activities provide an opportunity to experience doing research using historical and qualitative methods.
Student affairs personnel are employed in a wide range of institutional types and functional areas. To function effectively in these settings, student affairs professionals must understand the purposes of higher education and the role of student affairs personnel in facilitating learning and personal development among students. Knowledge and appreciation of the history, philosophy, and theoretical underpinnings of the field, as well as current and emerging issues facing higher education are key to working as an educator in student affairs. This course is designed to introduce you to the student affairs profession and the higher education environment in which it functions.
This course explores and examines the differing and shared belief systems and practices between public and private higher education. Special attention will be given to moral reasoning, ethical frameworks, and how power dynamics affect ethics in practice.
This course explores the connections of theory and practice in administrative leadership and management of student affairs. Beginning with higher education finance and budget management the course broadens to include the principles of supervision and management and their connections to professional standards and best practices. You will be provided the opportunity to practice leadership and management in your own department while also creating the partnerships needed within student affairs and with other faculty and staff colleagues.
This course introduces the field of student affairs, its history, current context and future challenges and issues. Ethical, legal and developmental issues are examined in the practice of student affairs leadership. Students develop the capacity to imagine different structures and practices that would respond to current and future challenges within student affairs and its role within higher education.
The student is involved in a 250-hour internship experience with an on-site mentor at a college or university. Interns keep a reflective journal and bring the fruits of their reflections to the readings and discussions of EDLD 760 Future Trends in Student Affairs.
The student is involved in a 250-hour internship experience with an on-site mentor at a college or university. Interns participate in a seminar that emphasizes the importance of reflective practice. Prerequisite:
EDLD 785.
This course examines how educational organizations develop and change and how leaders and followers interact within organizations from several theoretical and conceptual perspectives. Students observe the workings of educational institutions and programs, interview educational leaders, and analyze their own understanding and practice of leadership.
This course focuses on the background assumptions that shape both student learning and development. A variety of learning and human development theories will be explored. The course examines how students learn and construct meaning and create knowledge. Further, it explores theories and models on how to facilitate the development of a student-centered integrated learning environment.
This course examines strategies for analyzing and dealing with conflict between individuals and groups, effective communication processes and decision-making strategies. The theoretical foundations of particular strategies are emphasized. Students use case studies, simulations and exercises to practice problem analysis and resolution, negotiation, collaborative relationship and team building.
Issues of difference are directly connected to our work, lives, communities in which we live, and the emerging global society. Answers may not always be found; however, by being flexible and open to change, growth and learning can occur. Learning about difference is an on-going developmental process that is explored throughout this course.
This is the capstone course for the leadership in student affairs concentration in the master's program in educational leadership. It integrates the coursework and experiences in to a systemic view of student affairs and higher education and the practitioner's role in optimizing the student learning experience. It focuses on strategies for influencing organizational culture in order to provide an enriched integrated learning experience for the college student.
This seminar is designed to give the student an overview of higher education. It addresses the historical development and current trends in higher education. Extrapolating from this history and these trends transformation is considered as to how higher education may be structured and practiced in the future. Specifically, the course is organized around five main themes: historical development, students, professors, governance and transformation. Emphasis is given to the student's personal and professional objectives through individual research and class discussion.
3 credits required - any graduate level course approved by instructor.
