ED 620G - College Student Retention and Success
As the higher education landscape changes in response to shifting college student demographics, rising tuition costs, reduced levels of public funding and increased student debt, institutions must adapt and change to meet new challenges. In response, colleges and universities have moved from a focus on providing access to an emphasis on students’ success in reaching educational goals and attaining a degree. Students who successfully complete this course will be able to analyze the historical and scholarly context of college student retention and success, describe how public and institutional policy influence college student retention and success, explain the external pressures on colleges to retain and graduate students, the importance of change leadership and the strategies institutions can take to improve student retention and success.
ED 630G - Higher Education in American Society
This required course examines key contemporary issues in higher education, focusing primarily on the American higher educational system. The course provides a historical context and emerging trends, with topics ranging from mission and vision, structure and governance, the funding of public and private institutions, demographic trends, characteristics of faculty, students and curricula, public perceptions of higher education, and the increasing regulatory role of government and accrediting agencies.
ED 640G - Diversity and Social Justice
This required course will focus on social justice education (SJE) in the PreK-16 educational system. Its purpose is to develop a theoretical, conceptual, pedagogical, scientific and curricular foundation for SJE across all educational-type settings. Students examine systemic and curricular approaches to SJE in educational settings and develop a framework for implementing social justice programs across schools and communities.
ED 667G - University-Community Relations
This course is an exploration of patterns of communication, interaction, and relationships between institutions of higher education and their local and regional communities. The course examines how historical, social, cultural, and political forces impact such relationships and interactions, and how various iterations of power and influence play out between colleges and communities. We will think about such relations within the context of the media and the press, the goals of community development and change, and the role of the university in its engagement with the public sphere.
ED 676G - College Teaching and Learning
This course provides an introduction to the teaching strategies and learning paradigms typically used in post-secondary education. Issues addressed in this course include curriculum design and development, assessment, syllabus construction, and the implications of multiple factors - such as technology, student diversity, online environments, and the changing nature of faculty work as it relates to teaching in the college classroom. Practice in instruction and instructional design will be a centerpiece of this course.
ED 683G - Gender in Education
How does gender affect our experiences with education? What educational environments support the growth and development of students of all genders? What differences does gender make with respect to teaching and learning, and both inside and outside of the classroom engagement? These questions are central to understanding the role that gender plays in education. This course will examine educational theory, practice, and policy through the lens of gender identity and equity across the K-16 spectrum, and will focus on creating educational interventions for sexual assault awareness week. This class is cross-listed in Women’s and Gender Studies (EDU 4683) for both graduates and advanced undergraduate students
GRAD 590 - Capstone
The required capstone project serves as the culminating academic project within the masters of education pathway. It offers an opportunity to explore a key educational issue (PK-16) through an in-depth research paper wherein prior coursework or classroom based experiences allow the author to synthesize and deepen his or her understanding on that topic. The Capstone Project may be theoretical, practical or action research-based. More details about this course will be covered in the fall.
HED 505G - College Student Development Theory
The college years are a time of significant personal, psychosocial, and cognitive growth for students, as they encounter and navigate various challenges typical to emerging adulthood. This course will familiarize students with the major theories of college students’ development, and explore the creation of environments and contextual factors that facilitate this growth. Multicultural identity development will also be a focus of this course.
HED 546G - Leadership Theory and Practice in Higher Education
Leadership in higher education is dynamic, often defying simple theoretical explanation or consistently applied platitudes. The diversity of leadership roles in higher education demand a wide variety of styles and strategies. Students will be acquainted with leadership theory in higher education as it is practiced by governing boards, administration, faculty, and other stakeholders, and will develop a leadership philosophy reflecting the core components of visionary leadership in the face of change.
HED 555G - College Counseling and Advising
Student affairs educators are frequently called upon to support students as individuals during times of personal and academic challenge. In order to facilitate learning, agency, and growth, basic counseling skills (e.g. Active listening, motivational interviewing, and values clarification) are essential to good practice. This course will introduce students to introductory counseling theory and methods and will include practical exposure to identifying college students’ presenting concerns, responding appropriately and developmentally, and making referrals.
HED 583G – Civic Engagement and Higher Education
In 2015, the American Association for State Colleges and Universities (AASCU), the Democracy Commitment (TDC), and the Student Affairs Administrators in Higher Education (NASPA) announced a partnership to systematically advance the civic learning and democratic engagement of college students. This strategic partnership is just one result of a long history of civic engagement in U.S. higher education. The collaboration aims to build higher education cultures and contexts that foster an institutional civic ethos, student civic literacy and skill building, as well as civic inquiry, action and agency for students, faculty and institutions. This course will examine the history and underlying philosophical and theoretical dimensions of civic engagement in higher education including topics on service-learning, alternative breaks and citizenship abroad, community partnerships, social justice, the Carnegie Classification for Community Engagement, Campus Compact, and civic engagement internationally. We will explore the organizational, infrastructural and programmatic implications for higher education institutions needed to advance civic and democratic engagement. Through this course, students will gain a more nuanced understanding of the civic responsibility of higher education in contemporary university-community partnerships. Upon completion of this course, students, as the next generation of student affairs and higher education professionals, will have a more holistic sense of their identities as civic professionals advancing justice and equity within higher education.