- Bachelor's Degree Completion
- Academic Affairs
- School of Arts & Sciences
- School of Business & Communication
- School of Health Sciences
- School of Nursing
- Academic Advising
- Academic Catalog
- Academic Calendar
- Academic Center for Excellence
- Internships & Career Placement
- Lifelong Learning At Regis
- IT Services
- Institutional Review Board
Degree Requirements and Course Descriptions
Degree Requirements (Total Credits 51)
ED 801 Leadership: Discovering Your Authentic Purpose ED 802 Research I ED 803 Organizational Theory: Strategy and Change ED 804 Research II ED 805 Higher Education: Past, Present and Future Contexts ED 806 Research III ED 807 ED Talks: Exploring Leadership ED 808 Dissertation in Practice II: Literature Review ED 809 Dissertation in Practice I: Proposal ED 811 Dissertation in Practice VI - Capstone ED 827 Higher Education Law and Policy ED 829 Co-Curricular Engagement ED 830 Psychology of Learning for Higher Education Leadership ED 835 Finance in Higher Education ED 901 Dissertation in Practice III - Methodology ED 902 Dissertation in Practice IV - Findings ED 903 Dissertation in Practice V - Conclusion and Recommendations
Note: These courses are not listed in the order of which they will be taken.
This course will examine higher education leadership and ethical issues that colleges and universities face in the twenty-first century. Students will 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 research course, students will acquire to become consumers of educational research through reading, understanding, and critically thinking about educational issues. This course provides students with an introduction to qualitative, quantitative, and mixed methods approaches to research; as well as the opportunity to identify and discuss a problem within higher education, around which they will design a research proposal.
In this course students will explore organizational theory, as well as strategies to lead change in higher education. Areas of focus will include organizational structure and management, group dynamics, strategic planning, current issues in leadership, executive board relations and understanding oneself as a leader. Through problem-based learning, students will engage in a semester long consulting project in which they will conduct a comprehensive educational program evaluation and propose innovative solutions.
This research course provides an overview of 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 analysis. The course content and assignments build upon readings and themes addressed in ED 802.
In this course students will examine the history, accreditation, current issues and trends, and the future of higher education. Through examining the consistently changing landscape of higher education, students will explore issues such as access, retention, inclusion, engagement and success.
This course will precede the writing of chapter three in ED 902. Focusing on quantitative skills from applied statistical analysis, emphasis is placed on inferential methods acknowledging, understanding, and applying the role of uncertainty in data analysis used for testing hypotheses the researcher formulates.
As a continuation of ED 801. Students will 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 will leave this thought provoking course thinking about what leadership in higher education should look like, feel like, and sound like.
This course is the development of Chapter 2 (Literature Review) of the DiP and will focus on the analysis of literature as the basis for research to make seminal contributions in the context of applied research.
This course is the development of Chapter 1 (Proposal & Introduction) of the DiP, which is a student-centered, independent research proposal that requires the comprehensive working-knowledge of all research courses in this culminating and integrative experience. In this first DiP course, students will identify and discuss a problem in higher education leadership, conduct a literature review, and plan a research design. Students will present their research proposal for their capstone project at the end of the course and, with committee approval, will submit materials to the Institutional Review Board (IRB).
Students will use the data gathered from their research to inform a final capstone project that addresses a problem of practice; the capstone is integrated into the Dissertation in Practice. A final version of the DiP 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 for completion of this degree.
In this course, students will explore legal issues and their impact on post-secondary institutions. Topics include, but are not limited to student legal issues, faculty governance, employment law, tort liability, and copyright law. Students will engage in a variety of problem-based learning activities, including case studies, and will conclude the course addressing law and policy in higher education.
This course focuses on the evolving learning-centered co-curricular experiences within higher education. Students will engage in problem-based learning that examines the theory and application of experiential learning; including service learning, internationalization, and career development. Students will explore student development theories inherent in co-curricular learning and develop a co-curricular project for possible application.
This course will prepare students to identify, develop and lead innovative strategies in teaching and learning in higher education. Areas of focus include the relationship among educational pedagogies, curriculum, instruction, and assessment as related to new research in the neurology of learning. Students will learn to analyze key issues, challenges impacting teaching and learning in higher education, and will develop strategies for effective professional and personal development.
This course focuses on the knowledge and skills required to effectively respond to the financial changes and trends for institutions of higher education, including fiscal planning and management, enrollment management, alumni management, grant writing, and institutional advancement/comprehensive campaigning. Students will analyze and evaluate issues from multiple perspectives, including administrative, consumer, and societal.
This course is the development of Chapter 3 (Methodology) of the DiP, focusing on the research design and data collection. Students will also gather the necessary data to answer the research question(s).
This course is the development of Chapter 4 (Findings) of the DiP. Students will analyze, interpret, report and discuss the results of data analysis.
This course is the development of Chapter 5 (Conclusion and Recommendations) of the DiP. Students will make recommendations for future research and educational practice based on the findings in their study.
For More Information
The Office of Graduate Admission