Master of Arts in Higher Education Administration

The administrative development of American higher education from 1636 to the present, including internal trends and external forces.

Key concepts of organization and administration within higher education institutions, concentrating primarily on the non-academic components of the institutions, from the president to first-level supervisor.

The purpose of this course is to explore critical, contemporary challenges facing American higher education. The course explores issues of access, accountability, academic freedom, financial aid, state and federal government policy, changing legal structures, teaching and learning in a digital age, student issues, diversity, and the influence of business models and values on institutional strategy and practice.

Review of research and literature on college student development from beginning freshmen through graduate school. Emphasis on different student subgroups.

Basic concepts, strategies, methodologies, designs, and procedures of research in education. Major emphasis on integrating research designs, measurements, and statistics for initiating research projects, collecting and analyzing data, and interpreting and reporting findings.

PR: EDP 613 and SCFD 615. An awareness of the purposes, ethics, issues of design, methods, and models of program evaluation.

PR: Consent. A study of the organization, administrative functioning components, issues, and models of college student services using a historical and topical approach.

Covers knowledge of such areas as budgeting systems, budget preparation and administration, resource reduction and reallocation, and grants/contracts preparation and administration.

An analysis of the historical/philosophical development of community colleges in the US. A specific focus on developing a critical understanding of the administrative and leadership issues.

PR: Consent. Formulation and implementation of state master plans and the roles of state governing bodies in public and private institutions.

Analyze curriculum development and implementation issues. Critique different curriculum designs in general education and major academic programs also.

Interdisciplinary content if a 3 credit hour course. This course examines new and emerging technologies as they relate to classroom integration and pedagogy.

PR: Graduate standing. Deals with methods as one critical variable in teaching. Examines ways and means to describe, plan the use of, implement, and evaluate teaching methods. Analysis and implementation of teaching methods and component skills of teaching.

A study of contemporary topics selected from recent developments in the field.

Designed for beginning graduate students. Psychological principles of learning and development as they relate to processes of instruction.

Basic concepts of statistical models, distributions, probability, random variables, tests of hypotheses, confidence intervals, regressions, correlation, transformation, F and chi-square distributions, and analysis of variance and sample size.

Introduction to the major components of the instructional design process, from needs analysis through evaluation and implementation. Students will demonstrate the elements of the process with a design plan for an instructional project.

Leadership styles, models and theories in classical and contemporary settings are covered. Emphasis is given to leadership in groups and organizations.

This course focuses on communication ethics with a particular emphasis on communication ethics in the organizational context. Communication issues and situations are explored from various ethical perspectives.

This course explored the relationships between CMC and various aspects of human activity. This course investigates established and emerging CMC-based social, cultural, organizational, and instructional activities.