Graduate Course Descriptions

This course covers how to formulate qualitative and mixed methods research questions and how to design such research studies. As part of the process, the researcher/participant positionality, power dynamics, ethics and techniques of research are examined. In addition, the course provides practice in different qualitative data collection methods, including in-depthinterviews, focus groups, and observation.

This course examines the historical, political, philosophical, and cultural shifts including technology that have given rise to and shaped modern day higher educational practice. Special focus will be placed on the objectives and functions of various types of higher education institutions and the adult learning population in contemporary colleges and universities.

This course examines theories related to the physical, cognitive, emotional, social, and spiritual development of students. Theories will be explored as foundational to understanding behavior and applying research to practice. Theory will be applied to situations in higher education through personal reflections, case studies, and class discussions.

This course is a one-semester small group project-oriented course, which meets the approval of the program chair and is conducted under faculty supervision. Students may merit one, two, or three credits according to the complexity of the project. The study would be outside the scope of the currentcourses. Examples of study include executive leadership, global models of accreditation, advanced quantitative or qualitative research methods, community and governmental relations, student persistence and completion, etc.

This course will provide an overview of the basic organizational structure of higher education and how leadership at every level may use that structure to facilitate change and innovation. In that light, the role of each leadership unit (academic affairs, student affairs, enrollment management, finance, institutional advancement) is examined.

Examination of Change Theory, innovations in higher education, and redesign of existing strategies; consideration of the future of higher education and its impact; analysis of issues.

This course emphasizes development of the awareness, knowledge, and skills necessary to be a multiculturally-competent higher education faculty and/or administrator through the lens of structural inequality and diversity. It emphasizes the practitioner’s responsibilities, challenges, and opportunities for creating and sustaining affirming, pluralistic, and inclusive campus communities for all students.

This course reviews budgeting and planning models appropriate to a broad spectrum of higher education institutions. The emphasis is on developing strategic thinking. Topics will include strategic planning strategies, constituent involvement, decision making, assessment, budgeting models, revenue sources, resource allocation, fiscal management, and the impact of government fiscal policies.

This course is designed for current and aspiring college level teachers and focuses on the practical application of best practices in teaching in today’s diverse college classroom. After a theoretical research-based foundation, best practices are identified, modeled, and evaluated.

Learning outcomes assessment is critical to providing high-quality learning environments and promoting student achievement. This course focuses on the assessment cycle of creating learning outcomes both in and outside of the classroom, designing appropriate assessments, developing the instructional strategies and closing the feedback loop to improve learning.