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Degree Requirements and Course Descriptions
Degree Requirements (Total Credits 51)
Note: These courses are not listed in the order of which they will be taken.
This course examines higher education leadership and ethical issues that colleges and universities face in the twenty-first century. Students explore theory in order to objectively assess current leadership practices, systems theory, culture, diversity and change processes as they relate to individuals and higher education institutions.
In this introductory course, students become consumers of educational research through reading, understanding and critically-thinking about educational issues. This course provides an introduction to qualitative, quantitative and mixed-method research approaches. Students have the opportunity to identify and discuss a problem in higher education and then design a research proposal to address the issue.
In this course, students explore organizational theory as well as strategies leading to changes in higher education. Areas of focus include: organizational structure and management, group dynamics, strategic planning, current issues in leadership, executive board relations and understanding oneself as leader. Through problem-based learning, students engage in a semester-long consulting project where they conduct a comprehensive educational program evaluation, and propose innovative solutions.
This course provides an overview of research design and analysis in social and behavioral research. Emphasis is placed on understanding of social and educational research process in field settings, developing data-collection tools, producing high-quality quantitative and qualitative data and descriptive analysis. Course content and assignments build upon readings and themes addressed in ED 802.
In this course, students examine the history, accreditation, current issues, trends and future of higher education. By examining the consistently changing landscape of higher education, students explore issues such as access, retention, inclusion, engagement and success.
This course precedes the writing of Chapter 3 in ED 902 and focuses on quantitative skills from applied statistical analysis. Emphasis is placed on inferential methods to acknowledge, understand, and apply the role of uncertainty in data analysis used for testing hypotheses formulated by the researcher.
This course is a continuation of ED 801. Students know and apply theory in order to objectively assess current leadership practices, systems theory, culture, diversity and change-processes as they relate to individuals and higher education institutions. Students leave this thought-provoking course knowing what leadership in higher education looks, feels and sounds like.
This course is the development of Chapter 2 (Literature Review) of the DiP and focuses on the analysis of literature as the basis for research and how to make seminal contributions in the context of applied research.
This course is the development of Chapter 1 (Proposal & Introduction) of the DiP. It is a student-centered, independent research proposal that requires comprehensive working-knowledge of all research courses to culminate in an integrative experience. In this first DiP course, students identify and discuss a problem in higher education leadership, conduct a literature review, and plan a research design. Students present their research proposal for their Capstone Project at the end of the course and, with committee approval, submit materials to the Institutional Review Board (IRB).
In this course, students design a research-based Capstone Project in response to a problem in higher education. Students work with committee members to determine how this project will be integrated into their final DiP.
In this course, students explore legal issues impacting post-secondary institutions. Topics include, but are not limited to: student legal issues, faculty governance, employment law, tort liability and copyright law. Students engage in a variety of problem-based learning activities, including case studies, and conclude addressing law and policy in higher education.
This course focuses on the evolving learning-centered co-curricular experiences within higher education. Students research student development theories to utilize a problem-based learning approach that examines the theory and application of experiential learning to include: service learning, internationalization, and career development. Students explore student development theories inherent in co-curricular learning and develop a co-curricular project for possible application.
This course prepares candidates to identify, develop and lead innovative strategies for teaching and learning in higher education. Areas of focus include the relationship among curriculum, instruction and assessment. Students learn to analyze key issues and problems that impact teaching and learning in higher education.
This course focuses on the knowledge and skills required to effectively respond to the financial changes and trends in higher education institutions. Topics include: fiscal planning and management, enrollment management, alumni management, grant writing, and institutional advancement/comprehensive campaigning. Students analyze and evaluate issues from administrative, consumer and societal perspectives.
This course is the development of Chapter 3 (Methodology) of the DiP and focuses on the methodology and implementation of the research design. Students also gather necessary data to answer the research question(s).
This course is the development of Chapter 4 (Findings) of the DiP. Students analyze, interpret, report and discuss the results of data analysis.
This course is the development of Chapter 5 (Recommendations & Conclusion) of the DiP. Students make recommendations for future research and educational practice based on their study findings and Capstone Project. A final version suitable for publication (following all APA formatting), accompanied by an oral presentation provides students the opportunity to defend their research and demonstrate integrated knowledge and cumulative growth throughout the program. A final portfolio is also required prior for completion of this degree.
For More Information
The Office of Graduate Admission