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Higher Education (Hg Ed)400 |Graduate Courses |
Frankie Santos Laanan and Nancy J. Evans, Program Co-Coordinators
Degrees Higher Education offers work for the master of science degree with thesis and master of education degree (non-thesis) and a specialization in higher education, as well as postgraduate professional development. A community college leadership certificate program and a community college teaching and learning certificate program are also offered.
Emphasis The Higher Education program provides graduate instruction and leadership development in community college education, student affairs practice, institutional research, post-secondary curriculum, and higher education administration.
Prerequisites Prerequisite to major graduate work in educational leadership is completion of an undergraduate degree with coursework appropriate to the planned specialization, and evidence that the student ranks above average in scholastic achievement and promise of professional competence.
Learning Opportunities Master's students in Higher Education will complete courses, practical experiences, and independent research or a culminating experience that will enable them to serve as leaders in various educational settings.
Careers Master's students in Higher Education are prepared for entry level positions in student affairs administration, general institutional administration, teaching positions in community colleges, and support positions in post-secondary settings.
Outcomes Graduates of the Master's Program in Higher Education with a specialization in student affairs will demonstrate leadership in student affairs settings. By the time of graduation, students will possess the necessary skills and knowledge to:
*Demonstrate effective oral communication.
*Effectively communicate in writing.
*Work effectively with a diverse student population.
*Employ interventions designed to facilitate the development and learning of college students.
*Create, design, and implement programs and interventions.
*Effectively advise students individually and in groups.
*Organize and administrate student services in post-secondary settings.
*Conduct basic assessment, evaluation, and research.
Graduates of the Master's Program in Higher Education with a specialization in community college teaching and learning will possess teaching and learning leadership skills. By the time of graduation students will possess the necessary skills and knowledge to:
*Facilitate college student learning.
*Employ pedagogical techniques.
*Demonstrate a clear understanding of the foundations of education, grounding their work in theory and philosophy.
*Use technology effectively in learning and organizational processes.
*Articulate the concepts, theories and practices related to the content of higher education as emphasized in their course work.
*Assess student learning.
*Understand the philosophy, organization, functions, and current issues of community colleges.
Graduates of the Master's Program in Higher Education with a specialization in community college administration will demonstrate leadership in community college settings. By the time of graduation, students will possess the necessary skills and knowledge to:
*Create positive environments for community college students.
*Perform administrative functions in community college settings.
*Assist community college students with the academic and personal issues they face.
*Develop effective teaching and learning strategies.
*Work effectively with diverse student populations.
*Shape community college curricula.
Emphasis The Ph.D. in education with a specialization in educational leadership includes an emphasis on higher education. This program is designed to prepare leaders for post-secondary settings and is concerned with advanced study and independent research on various topics related to post-secondary settings. See departmental overview of the Ph.D. degree in educational leadership.
Prerequisites Prerequisite to doctoral work in educational leadership is completion of an undergraduate degree with coursework appropriate to the planned specialization, and evidence that the student ranks above average in scholastic achievement and promise of professional competence. In addition, students are expected to have completed a master's degree and 3-5 years of professional work experience in higher education.
Learning Opportunities Doctoral students will complete courses, laboratory experiences, field experiences, independent research, a capstone experience, and a dissertation so that they can serve as leaders in various post-secondary educational settings such as colleges and universities, private and state educational agencies, and other organizations concerned with post-secondary education.
Careers Typical careers available to graduates include leadership positions in post-secondary institutions, agencies, and other organizations concerned with post-secondary education. Special experiences are available to those who are interested in a career as a faculty member in post-secondary settings.
Outcomes Graduates of the doctoral program with an emphasis in higher education will possess knowledge and skills related to five core domains: leadership, educational research, communication, educational evaluation, and educational foundations. By the time of graduation, students will demonstrate the necessary skills and knowledge for these outcomes as listed under ELPS Ph.D. program outcomes.
Courses open to community college faculty members only
Hg Ed 420. Introduction to Vocational Technical Teaching at Community Colleges. (3-0) Cr. 3. F. Examines the competencies for successful teaching in vocational technical programs; a focus on lesson planning, motivating students, teaching methods, time management, and evaluation.
Hg Ed 421. Vocational Technical Teaching Methods at Community Colleges. (3-0) Cr. 3. S. Prereq: 420. Develops competencies necessary to identify, develop, implement, and evaluate collaborative learning, learning to learn, and other classroom and lab/clinic teaching techniques.
Hg Ed 422. Vocational Technical Curriculum at Community Colleges. (Dual-listed with 522). (3-0) Cr. 3. F. Prereq: 421. With a focus on alignment and accountability develops competencies necessary to identify, develop, implement, and evaluate outcome-based vocational technical courses and programs in community colleges.
Hg Ed 423. Vocational Technical Assessment at Community Colleges. (Dual-listed with 523). (3-0) Cr. 3. S. Prereq: 422. With a focus on classroom assessment develops competencies necessary to identify, develop, empower, and evaluate teaching and learning success.
Courses primarily for graduate students, open to qualified undergraduate students
Hg Ed 504. Higher Education in the United States. (3-0) Cr. 3. S. Prereq: Graduate classification. Historical development of higher education; diversity, functions, and philosophies of colleges and universities; federal and state roles; review of general, liberal, technical, graduate, and professional education.
Hg Ed 522. Vocational Technical Curriculum at Community Colleges. (Dual-listed with 422). (3-0) Cr. 3. F. Prereq: Hg Ed 550. With a focus on alignment and accountability develops competencies necessary to identify, develop, implement, and evaluate outcome-based vocational technical courses and programs in community colleges.
Hg Ed 523. Vocational Technical Assessment at Community College. (Dual-listed with 423). (3-0) Cr. 3. S. Prereq: 522. With a focus on classroom assessment develops competencies necessary to identify, develop, empower, and evaluate teaching and learning success.
Hg Ed 544. Foundations of Leadership & Learning. (3-0) Cr. 3. F. Prereq: graduate student classification. First of two-course series to help leaders develop the knowledge and skills to engage the collective capacity of a group to think, learn, and achieve important purpose. The foundation for developing deep understanding about leadership, learning, and the relationships therein. Focus on application of recent knowledge about human learning in the professional practice of leadership. Relationship leadership model and relationship to other leadership models, theories, and concepts; current theories of human learning (including expert/novice and transfer of learning), and interrelationships with leadership practice; critical understanding of self; facilitating learning for others; metacognition as a habit of mind; fundamentals of group interaction theories; social interdependence, communication, trusting, trustworthy goals, decision-making, cohesion, controversy, team development; power, resources, and development of community.
Hg Ed 545. Connecting Leadership & Learning in Practice. (3-0) Cr. 3. F. Prereq: Graduate student classification and completion of Hg Ed 544. Second of a two-course series designed to help leaders develop the knowledge and skills to best engage the collective capacity of a group to think, learn and achieve important purpose. Builds on foundation course to support students in creating applications of the relationships between leadership and learning. Focus on developing the habits of mind and habits of practice to best use knowledge about human learning in the professional practice of leadership. Applications of relational leadership model; applications of group interaction theories; development and immplementation of action plans to achieve measurable goals; application of current theories of human learning as they relate to leadership; exploration of the fundamentals of emotional intelligence and the impacts on leadership; developing critical habits of mind to practice leadership focused on learning.
Hg Ed 550. Teaching, Learning and Leadership. (3-0) Cr. 3. F. Prereq: Teacher licensure. Current issues and practices in community college teaching and learning, and the roles and responsibilities of teachers as leaders.
Hg Ed 561. College Teaching. (3-0) Cr. 3. Prereq: 6 graduate credits. Educational theories, methods and strategies for the improvement of college instruction. Assist potential college instructors in developing knowledge of protocol, assessment, and the scholarship and art of teaching. Emphasis on the unique challenge of college teaching in a changing student population environment.
Hg Ed 562. Curriculum Development in Colleges. (3-0) Cr. 3. Prereq: Graduate classification. Modes of curriculum design, development, and change in colleges. Development of curricular leadership and evaluation strategies.
Hg Ed 568. Global Education Policy Analysis. (3-0) Cr. 3. Prereq: 504. Assessment of global education policy issues in education. Analysis of policies, implementation strategies, and policy outcomes.
Hg Ed 570. Current Topics in Student Affairs. Cr. 1-3. Prereq: Graduate classification. Current issues and new directions in student affairs practice. Topics developed to the specific needs of student affairs professionals. Primarily for off-campus.
Hg Ed 574. Student Affairs Practice in Higher Education. (3-0) Cr. 3. F. Prereq: Graduate classification, admission to Higher Education Program. An introduction to the field of student affairs practice with a consideration of student activities, counseling services, financial aid, admissions, student conduct, academic advising, and residential programs; includes community college programs.
Hg Ed 575. Organization and Administration of Student Affairs. (3-0) Cr. 3. S. Prereq: Admission to Higher Education Program, 574. Organization structures, role and function of student affairs staff; policies and decision-making for student affairs practice.
Hg Ed 576. Student Development in Higher Education. (3-0) Cr. 3. F. Prereq: Admission to Higher Education Program. Theories of student development and their applications in student affairs programs, services, and activities are reviewed. Emphasis is placed on psychosocial, cognitive developmental, and learning theories.
Hg Ed 577. Campus Environments and Cultures. (3-0) Cr. 3. F. Prereq: Admission to Higher Education Program. Study of the impact of the college environment on students and use of environmental theory to create positive learning situations for students.
Hg Ed 578. Students in American Higher Education. (3-0) Cr. 3. F. Prereq: Admission to Higher Education Program. The relationship between college students and characteristics from 1950 to the present. Traditional assumptions about the impact of higher education on students will be reviewed and challenged. Campus issues and concerns relative to commuters and residential life. Participants will analyze institutional responses to students through college missions, organizational development, structure, core curriculum and retention.
Hg Ed 579. Counseling and Group Dynamics in Post-secondary Settings. (3-0) Cr. 3. F. Prereq: 574, 576. Development of effective, basic counseling skills. Understanding of group dynamics. Ability to work effectively in groups.
Hg Ed 580. Current Topics in Community Colleges. (1-3) Cr. 1-3. Prereq: Graduate classification. Current issues and new directions in community college education. Topics developed to the specific needs of colleges. For off-campus.
Hg Ed 582. The Comprehensive Community College. (3-0) Cr. 3. Prereq: Graduate classification. The community college as a unique social and educational institution: its history, philosophy, functions, programs, faculty and student characteristics, organization and finance, trends, and issues. Reviews current research and exemplary community college practices internationally, nationally, and in Iowa.
Hg Ed 590. Special Topics. Cr. 1-4. Prereq: 9 credits in education. Independent study on specific topics arranged with an instructor.
Hg Ed 591. Supervised Field Experience. Cr. 1-4. Repeatable. Prereq: 9 credits graduate work. Supervised on-the-job field experience.
Hg Ed 593. Workshops. Cr. 1-5. Repeatable. Prereq: 15 credits in education.
Hg Ed 597. Program Assessment and Evaluation. (Cross-listed with ResEv). (3-0) Cr. 3. S. Prereq: ResEv 550. Evaluation models and professional standards. Techniques of evaluating educational programs. Emphasis on both theory and practical applications.
Hg Ed 598. Capstone Seminar. (3-0) Cr. 3. S. Prereq: Completion of 30 credits in EL PS. This course is designed to integrate the learning experiences of students completing the Master's Degree Program in higher education. Such issues as ethics, continuing professional development, career planning and leadership will be explored.
Hg Ed 599. Creative Component. Cr. arr. Prereq: 9 credits in education.
Courses for graduate students
Hg Ed 615. Seminars in Higher Education. Cr. 1-4.
Hg Ed 664. College Organization and Administration. (3-0) Cr. 3. F. Prereq: 504. Administrative organization and behavior: communications, leadership, finance, strategic planning, and institutional governance.
Hg Ed 665. Financing Higher Education. (3-0) Cr. 3. S. Prereq: 504. Lectures, discussions, and individual investigation relating to financial administration in colleges and universities. Budgeting, auxiliary enterprises, administration of financial planning, fund raising, examination of theories on expenditures. Designed for persons aspiring to serve as college administrators.
Hg Ed 666. Academic Issues and Cultures. (3-0) Cr. 3. S. Prereq: 504. Examination of institutional culture and issues in higher education focusing on the roles and responsibilities of faculty and academic administrators.
Hg Ed 676. Student Development Theory II. (3-0) Cr. 3. S. Prereq: 576. Life span approaches to student development, social identity development, and spiritual development with emphasis on application of these theories in student affairs practice.
Hg Ed 690. Advanced Special Topics. Cr. 1-4. Repeatable. Prereq: 9 credits in education.
Hg Ed 699. Research. Cr. arr. Repeatable. Prereq: 9 credits in education.