This course allows students to explore and prepare for graduate education. Through course readings, one-on-one mentorship, and academic and professional preparation, students learn how to translate their experiences into a graduate or professional school application portfolio.

This course examines the theories and research on student success and explores effective policies, programs, and practices that can be adopted to promote student success in higher education.

This course discusses young adult development tasks, college student and adult development theory, and application of theories by student affairs and higher education professionals.

This course is designed to increase students? knowledge about and capacity to operate within the diverse society in which they live through critical reflection, dialogue, and self-exploration in relation to the world around them. Students will learn about multicultural issues and acquire the skills necessary to work effectively with people from diverse backgrounds.

This course examines the history, philosophy, policies, practices, and problems of America's community colleges, senior colleges, and universities.

This course is designed to introduce students to the philosophy and historical evolution of the American Community College. The focus is on the social, economic, political, and educational forces that influence the community college, as well as the programs, services, and current issues.

This course provides an introduction to institutional research as a discipline in higher education. Course content is addressed within the context of organizational, administrative, political and ethical issues in institutional research. Practical experience with research databases and insights from current practitioners in the field are integrated into the course content.

This course prepares students to assess and evaluate postsecondary education outcomes. Students learn to define and identify specific outcomes of higher education, both inside and outside of the classroom. Outcomes related to students, faculty, student services, institutions, and state and federal policy issues are discussed and evaluated in the course.

This course trains higher education professionals primarily undertaking research in the form of assessment. The course places attention on applications of educational research and assessment within the context of the practice of higher education administration.

This course examines classroom and individualized instruction including objectives-oriented instruction, evaluation, student motivation, and media utilization in the college curriculum.

The course guides higher education professionals through theoretical perspectives and practical complexities related to the increasing use of technology in higher education, using the lenses of professional identity and student learning and success. Technology in Higher Education focuses on addressing technology and higher education leadership in the 21st century, specifically in the face of emerging technology, social media communication platforms and fast pace global change.

Leadership education is an integral part of student development. Higher Education administrators, are often asked to develop co-curricular and curricular programs to develop future leaders. Theory-to-practice guides this course where students are introduced to leadership theory and pedagogical practices for leadership education and leadership learning.

This course is a comprehensive analysis of legal concepts, procedures, and considerations relevant to higher education.

This course facilitates development of the knowledge and skills needed to become a constructive participant in a college or university budgeting process. Students are exposed to representative institutional budgets and budgetary processes, the budget's role in policy making, the broader economics and political context of budgeting, the role of institutional culture in the budgeting process, and budgetary planning for reallocation and retrenchment.

This course analyzes the development and operation of programs and projects at the unit level in American higher education. Particular attention is given to the financial and planning aspects of program management.

This course provides theoretical grounding in management and link theory to practice and introduces students to performance competencies related to essential management skills in organizing, planning, and understanding their work environment. Students have an opportunity to utilize management tools and techniques for decision making, structuring and coordinating work groups, and for implementing change in higher-education organizations.

This course provides an introduction to the theoretical and practical application of data-driven decision making for institutional researchers. This course focuses on how to collect, analyze, review, and present data and information to decision makers.

Course topics vary. May be repeated to a maximum of nine (9) credit hours; repeatable within the same term.

In this course, content varies to provide opportunity to study current issues in higher education and topics not offered in other courses. May be repeated as topics vary to a maximum of twelve (12) credits; repeatable within the same term.

May be repeated to a maximum of twenty-four semester hours.

This course is designed to cover major areas related to the research on college students and discuss the challenges in conducting such types of research. The first part of the course reviews the major theories and conceptual frameworks related to college students, from transition to, experience in, and outcomes of college. The second part discusses methodological issues and other challenges in conducting research on college students.

This proseminar is designed to address key aspects of the doctoral curriculum and advising issues including the selection of an advisor, the doctoral committee, programs of study, the need for Scholarly Engagement for doctoral students, and the transition points in the doctoral process, e.g. courses to take, research requirements, the proposal defense, dissertation defense, and graduation.

In this course, students are introduced to current problems and future opportunities for higher education and develop competencies as higher education leaders, researchers, and practitioners in order to lead higher education in the future. Particular emphasis is placed on the application of change strategies and organizational transformation. Students are introduced to collaborative approaches through the application of synergy, learning teams, and learning communities.

This course explores issues surrounding various social identities, examines epistemologies that attempt to explain the role these identities play in higher education settings, and critically analyzes previous and existing higher education policy and practice to greater understand the influence of social justice, diversity, and multiculturalism on higher education.

This course gives graduate students a greater understanding of the process of public policy-making and the impact of public policy on higher education. Topics include the interaction between the states and the federal government and the interconnections between K-12 and higher education.

This course, through case studies, contemporary research, and concepts drawn from the literature of organizational theory, introduces students to management and leadership in higher education and theoretical models applicable to these institutions. Students examine the organizational structure and culture of higher education and the functional attributes of administrative roles, processes of decision making and models of governance and policy-making internal and external to colleges and universities.

This course is the capstone for the doctoral research sequence. The focus of the course is on issues related to the development and refinement of the doctoral dissertation prospectus, including problem statement, literature review, and research design and method. May be repeated to a maximum of six semester hours.

This course gives doctoral students an opportunity to examine leading theories of college student development and the research literature supporting these theories. Students develop the ability to critique and evaluate student development theories and apply theory in higher education settings.

Course Description not on file

Course Description not on file

Course Description not on file

Course Description not on file