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Curriculum, Degree Requirements, & Course Descriptions
Degree Requirements (Total Credits 51)
A critical examination of higher education leadership and organizational theories and ethical issues that colleges and universities face in the twenty first century. Students will know and apply theory in order to objectively assess leadership current leadership practices, systems theory, culture, diversity and change processes as they relate to individuals and higher education institutions.
This course provides an introduction and overview quantitative and qualitative methods of program/policy evaluation and policy analysis concepts and methods in higher education. The primary goal of this course is to instruct doctoral candidates to become consumers of educational research to read, understand, and think critically about educational policy and program evaluation. In addition, it will serve to introduce students to qualitative research and quantitative statistical approaches in order to become producers of policy-oriented research. Taken with ED 801.
This advanced seminar builds upon the knowledge and skills acquired in ED 801 and EDU 802 in which students focus on integrating the concepts of systems theory, culture and diversity within the context of a comprehensive semester-long research project in which students will conduct a comprehensive education program evaluation and provided proposed solutions.
This is the second class of a four-course sequence designed to provide an overview of qualitative and quantitative research design and analysis in social and behavioral research. Emphasis is placed on understanding the process of social and educational research in field settings, developing data collection tools, producing high-quality quantitative and qualitative data, and descriptive statistical analysis. The class projects will build upon readings and themes addressed in EDU 802.
This advanced problem-based methods course in which students will conduct a comprehensive semester-long research project using the same subject of policy/program evaluation in ED 803 or a different one in which quantitative and qualitative methods acquired in ED 804 are learned and applied concurrently. The experiential learning approach focuses on the design, implementation and assessment of policy/program solutions, emphasizing and collaboration, team oriented, and independent learning which support the program outcomes.
This is third of a four-course sequence designed to provide additional quantitative skills from applied statistical analysis. Emphasis is placed on inferential methods acknowledging, understanding, and applying the role of uncertainty in the analysis of policy/program solutions and constructing evidence for testing hypotheses the researcher formulates. The class projects will build upon readings and themes in ED 803 and ED 805.
This third problem based methods course furthers the application of knowledge gained in ED 805. The course focuses on a current topic within the field of higher education leadership and engages candidates to conduct a literature review and identify possible solutions. Topics include, but are not limited to: faculty governance, role of the professoriate, alternative delivery models, and changes in relevant federal legislation.
This course is focused on the analysis of literature as the basis for research and the formulation of hypotheses that extend the literature to make seminal contributions in the context of applied policy/program oriented research projects.
This fourth problem based methods course continues the study of and application of knowledge gained in both ED 805 and ED 807. The course focuses on a current topic within the field of higher education leadership and engages candidates to design and implement, and assess a possible solution to a particular topic. Topics include, but are not limited to: faculty governance, role of the professoriate, alternative delivery models, and changes in relevant federal legislation.
This final problem based methods course represents the culminating experience in which the course surveys trends on higher educational leadership and challenges students to identify a problem/issue in higher education leadership that has not yet received attention in the literature. It takes a normative approach focusing on the philosophical, political, economic and sociological aspects of the changing landscape of higher education in the twenty first century.
This course presents curriculum and instruction from a leadership perspective within the contexts of higher education. Candidates examine contemporary issues in higher education curriculum, including policy initiatives and reform efforts affecting curricular decision-making. The course prepares candidates to analyze and design appropriate strategies for implementing and evaluating curricula and to investigate policy implications.
Candidates will explore legal issues and their impact on post-secondary institutions. Topics include, but are not limited to the following: tenure, academic freedom, faculty employment, faculty governance, student legal issues, and tort liability. In addition, legal regulations and issues surrounding employee relations, recruitment and selection, training, benefits, compensation, diversity, documentation, and information systems will be covered.
This course will focus on the role of the professoriate through the lense of faculty development related to scholarship, teaching, and service. The relationship between faculty development and curriculum, instruction, and assessment will also be examined. Topics related to curriculum management will include syllabus development and program design, instructional delivery models, and assessment at the program and institutional levels, as well as the relationship of assessment to accreditation.
This course focuses on the evolving learning-centered co-curricular environments of higher education. Candidates will use a problem-based learning approach to examine both the theory and application of experiential learning and community service learning curricula. Candidates will analyze research in the area of service learning, model strategies and pedagogical methods inherent in service learning, and develop a co-curricular service project or model for possible application.
This course prepares candidates to lead reform initiatives in teaching and learning in higher education settings. It focuses on the relationship among curriculum, instruction and assessment. Candidates learn to analyze key issues and problems impacting teaching and learning in higher education.
This course provides an introduction to issues in educational measurement and assessment with an emphasis on applications in higher education settings. Topics include: types of assessments including standardized tests, portfolios, performance tasks, computer adaptive tests; test development; item writing and analysis; test administration; evaluating tests and items including reliability and validity; and interpreting test results.
This course will focus on various curriculum models and instructional beliefs that influence the creation, organization, presentation, and assessment of curriculum in higher education. Candidates will reflect on their own views as well as competing ideologies in light of the “commonplaces “ of education –the learner, teacher, subject matter, and the social and instructional milieu.
This course assists candidates in systematically exploring the many and diverse interactions among educational goals, curriculum design, pedagogical strategies, assessment and psychological theories. With a focus on teaching and learning models, and their relationship and connection to technological outcomes, candidates will analyze various approaches in assisting diverse learners to reach educational goals.
Candidates will learn and apply institutional research and analysis techniques utilized in contemporary higher education. The course utilized a problem-based inquiry approach to conducting institutional research.
Focuses on the knowledge and skills required to effectively deal with financial changes and trends for institutions of higher education. Candidates will develop their skills in analysis and evaluation of issues from multiple perspectives, including administrative, consumer and societal (government and organizations in the private sector that influence the source and use of funds). The course will first focus on the financial management of higher education (administrative perspective) regarding effectiveness and efficiency issues associated with the use of funds. In addition, it will then address the consumer perspective (access and choice issues in financing students) focusing on the source of institutional funds, state and federal policies and programs, and budgeting to inform the learner from that perspective.
This course enables doctoral candidates to refine the knowledge, skills and dispositions needed to plan and execute sound and innovative approaches to advance the institution’s mission by increasing private and public financial support, promoting awareness of the institution to key publics, and involving constituents in the life of the institution. Candidates will be involved in problem solving and decision-making related to institutional advancement. This course will also include the laws and regulations that govern the selection and utilization of media, sources for funding, and collaboration on development of a grant proposal.
This course focuses on the comprehensive nature of student affairs in higher education. Candidates investigate and design potential solutions to problems facing leaders in student affairs, such as those concerning student enrollment management (e.g., retention, attrition), student diversity, student inducation, advising and mentoring, placement testing, career development, residential life, food services, health services, student activities, fraternities, sororities, athletics, security, community service, as well as service and experiential learning.
The capstone is student-centered, independent research project that requires the comprehensive working-knowledge and command of all Methods of Analysis and Evaluation and Problem Based Methods courses in this culminating and integrative experience. In this first capstone course, candidates will identify a policy/problem in higher education leadership, conduct a literature review, design qualitative and quantitative approaches, testable hypothesis and all other research design elements. Students will present their research proposal for their capstone project at the end of the course.
The second capstone course focuses on the implementation of the research design in ED 901 and the gathering of necessary data to test hypotheses in an effort to empirically support or not support the research questions.
The third capstone course requires students to analyze, interpret and report the results of the data analysis in ED 902. A final written report in a professional format suitable for publication accompanied by an oral presentation provides the opportunity for students to defend their research and demonstrate their integrated knowledge and cumulative growth throughout the program. A final portfolio is also required prior to completion of this final degree requirement.
For More Information
The Office of Graduate Admission