- Course Descriptions
HIED 511 Foundations of Higher Education (3)
This course provides an integrated overview of the philosophical, theological, cultural, and historical contexts that influence higher education institutions in the 21st century. Students consider the relationship between higher education and society, emphasizing the development of higher education in the United States within a dynamic, global context. This course considers the purposes of higher education and related developments in diversity of institutional type, access, and curricula. An emphasis is placed on considering significant issues facing colleges and universities and preparing students to respond with imaginative and innovative solutions.
HIED 512 Organizational Culture and Governance in Higher Education (3)
This course explores leadership and governance structures in colleges and universities, emphasizing the attainment of generative capacities and innovative strategies for addressing critical issues and contributing to higher education renewal. Students examine the relationship between the university/college and the constituencies it serves, the role of outreach in the contemporary college or university, and the roles of faculty, administration, staff, and board in institutional governance and decision-making. Students will analyze actual challenges facing higher education institutions as well as generate and present potential responses.
HIED 513 Institutional Assessment and Effectiveness (3)
This course explores the role and importance of assessment in higher education, with an emphasis on designing effective student learning outcomes and departmental goals as well as institutional effectiveness strategies and review. Students will also be introduced to accreditation processes and how to use national institutional survey data to inform assessment.
HIED 514 Equity Issues in Higher Education (3)
This course examines the intersection of excellence, equity and belonging in institutions of higher education. Students examine the educational needs of diverse learners as well as explore various theories and practices utilized to achieve and sustain higher education institutions that effectively serve the diverse society of which the academy is a part. (Prerequisite HIED 511).
HIED 515 Strategic Leadership in Higher Education (3)
This course provides a working knowledge of strategic planning and resource management in higher education, with attention to the pragmatic skills and tools relevant to educational and administrative leaders. Students develop model strategic plans that demonstrate the interplay between planning and resource management (human, financial, and intellectual) in higher education. The course stresses the importance of fostering a culture of innovative, data-driven decision-making.
HIED 516 Legal and Ethical Issues in Higher Education (3)
This course examines the legal principles that guide the administration of higher education. It presumes no prior knowledge of law but seeks to give students a detailed framework for understanding both legal and ethical issues in higher education. The course will prepare practitioners to understand the legal environment in which colleges and universities function and will offer an overview of the specific areas of law that directly affect key groups (administrators, faculty, staff, and students) in postsecondary institutions. Students will study historical, contemporary, and emerging legal and ethical issues in higher education; special attention will be given to student protections (including due process), torts, institutional liabilities, and access (including Title IX).
HIED 520: Academic Engagement and Learning in Higher Education (3)
The course will consider theoretical foundations and programmatic strategies associated with college student engagement. This course emphasizes research-based theories and strategies associated with academic engagement. Students examine particular learning theories and their applicability to the educational needs of a diverse body of learners.
HIED 525: Curriculum Development in Higher Education (3)
This course examines the historical and contemporary factors that influence curriculum development in higher education. Models for designing, implementing, delivering, and assessing undergraduate curricula will be examined Students will gain insight into the trends, tensions, challenges, and variations in curricular emphases of colleges and universities.
HIED 530: Collegiate Sport Administration (3)
This course involves a study of the basic understanding of administration theory and practice as it applies to intercollegiate athletics. Personnel management, including staffing, training, creating a favorable work environment, position descriptions, and employee evaluations will be discussed. Also, the course is designed to provide basic financial considerations an intercollegiate athletic director must understand to function effectively. It includes the financial challenges facing the profession, sources of funding, budgeting and financial statements, the concept of economic impact analysis, and the benefits and challenges of using public and private-sector funds.
HIED 531: Events and Facilities Management in College Athletics (3)
Athletic departments must plan and manage a variety of events including team practices, competitions, development and alumni activities, hosting tournaments, and outreach activities. This course will engage students in understanding the planning process and operations around event production, facilities management, staffing, scheduling, development events, and alumni relations. Capital planning will also be examined.
HIED 532: Marketing and Sponsorship in Intercollegiate Athletics (3)
This course presents an overview of the various techniques and strategies used in meeting the wants and needs of consumers in the sport industry, specifically intercollegiate athletics. Areas to be addressed are the uniqueness of sport marketing in comparison to traditional marketing, an overview of the segments of the sport industry, the importance of market research and segmentation in identifying the right sport consumer, the use of data-based marketing in reaching the sport consumer, the overview of the marketing mix as individual units and the relationship between those units, and the development of sponsorship and endorsement packages.
HIED 537: Compliance and Regulation in Intercollegiate Athletics (3)
This course focuses on the National Collegiate Athletic Association (NCAA) legislative process and bylaws governing the operation of an athletics program. Students will develop a comprehensive understanding and appreciation of the NCAA, including its purpose and function. Topics covered include amateurism, specific bylaws (e.g. eligibility, recruitment and financial aid, playing/practice) and organizational processes for maintaining institutional compliance.
HIED 550: Student Affairs in Higher Education (3)
This course provides a foundational overview of theory and practice associated with Student Affairs administrative leadership. Theoretical frameworks (e.g. psychosocial, cognitive-structural, social identity) will be discussed in terms of their foundational constructs for influencing college student learning and growth as well as for understanding their applicability in various functional areas of higher education. An emphasis will be placed on using theory to guide and improve educational practice.
HIED 551: College and University Environments
This course will introduce students to the complexity of college and university campuses and cultures. Theoretical concepts and empirical findings will be examined that help to describe college environments and explain their impact. The aim of the course is to familiarize students with today’s diverse and emerging higher education settings and to explore strategies for enhancing educational environments. Students will explore higher education environments and their impact on various student populations, including underrepresented students. Students will develop a comprehensive understanding of higher education settings as well as the strategies for enhancing these environments to maximize student engagement for learning and development.
HIED 553: Enrollment Management in Higher Education (3)
Students are introduced to the enrollment management and its place within a college or university. Topics include recruitment and choice processes from a marketing perspective, the impact of financial assistance and scholarships on enrollment patterns, and integrating leadership and management theories with student recruitment and retention practices.
HIED 555 Spiritual Formation in Higher Education (3)
This course provides students with a comprehensive introduction to spiritual formation in higher education. This course includes the principles of spiritual formation as well as a broad range of historical and philosophical approaches to faith and spirituality. The course considers the importance of creating mentoring environments that nurture spiritual and faith development as well as vocational commitments among college students.
HIED 560 Research Methods in Higher Education (3)
This course centers on the empirical study of issues in higher education. A broad overview of research methods will: provide students with an understanding of contemporary research issues in the field of higher education studies; teach students to formulate empirical research questions and to identify research methods appropriate to particular types of questions. [Effective Fall 2014, this course will be replaced with HIED/EDME 580, Educational Research Methods]
HIED 562 Internship in Higher Education (3)
The internship is a supervised field experience of 120 hours in a setting consistent with the students’ professional and educational goals. The internship experience is designed to enhance students’ professional capacities in higher education. Students will assume administrative responsibilities at a college, a university, or another higher education organization, under the supervision of an accomplished professional in the field. These responsibilities must be graduate-level in scope and represent new learning for the student. Students will engage in academic and professional reflection. Prerequisites: completion of 18 HIED credit hours including HIED 511 and 3 credits in the HIED area of concentration.
HIED 563 Internship ll in Higher Education (3)
The internship ll is a supervised field experience of 120 hours designed to provide further experience in a setting consistent with the students' professional and educational goals. Students will assume administrative responsibilities at a college, a university, or another higher education organization, under the supervision of an accomplished professional in the field. These responsibilities must be graduate-level in scope and represent new learning for the student. Prerequisites: HIED 562
HIED 565 Thesis (3)
Supervised independent research on a focused topic related to higher education. Thesis proposal must be approved by instructor and Program Director prior to registration. Prerequisite HIED 560.
HIED/EDME 580 Educational Research Methods (3) [Effective Fall 2014]
The focus of the course is on the fundamental principles and methodologies of educational research. This course provides a broad overview of research methods, including the formulation of research questions / hypotheses, sampling methods, as well as quantitative, qualitative, and mixed research designs. A basic introduction to statistical analysis as well as consideration of ethical implications of research will also be addressed. The course provides students with the skills needed to critically evaluate published research and to develop a framework for designing a research proposal in an area of interest.
HIED 591 Independent Study (3)
This course allows students to intensively examine a particular topic in the field of higher education. The focus of the independent study must reflect high academic quality, including but not limited to quality readings and intentional projects that align with clear learning objectives. Specific content and methods of evaluation will be determined in conjunction with the instructor. A proposal approved by the Director of the Higher Education Program is a necessary prerequisite to registration.
COUN 510 Lifespan Development (3) This course provides students with an understanding of the nature and needs of individuals at all developmental stages and from a variety of racial and ethnic backgrounds. Topics will include theories of individual and family development across the life span, the family life cycle, theories of learning and personality development, human behavior, community resilience, theories of addictions, and strategies for facilitating optimum development over the lifespan.
COUN 511 Multicultural Issues for Counseling Professionals (3) This course provides students with an understanding of the cultural context of relationships, issues and trends in multicultural and diverse societies. In addition, students will learn about multicultural and pluralistic trends and treatment strategies related to such factors as culture, race, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, disability, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families groups and communities.
COUN 528: Career Counseling Across the Lifespan (3)
This course provides students with an understanding of career development theories and decision making models, career information resources, career planning, and career counseling processes. The course also addresses the special issues concerning legal and ethical standards in career counseling, multicultural issues and gender bias, the mutual impact of career and cultures, as well as an appreciation for career trends across the lifespan.
COUN 532 Group Counseling (3)
This course provides students with theoretical and experiential understandings of group development and dynamics. A focus will be on principles of group dynamics, developmental stage theories, group member roles and behaviors, leadership styles, theories of group counseling, types of groups and professional preparation standards for group leaders. In order to facilitate self-understanding, a critical component to becoming a professional counselor, students will spend 10 hours as a member of a group during the course and will reflect upon that experience.
COUN 539 Human Sexuality (3)
This course is designed for counseling professionals whose work will bring them into contact with clients experiencing problems and concerns with their sexuality. The course is designed to develop: a) students’ knowledge base related to human sexuality, b) an understanding of the varied sexuality issues which may be encountered in professional counseling practice, c) the assessment and intervention skills required to deal with sexuality issues, and d) increased awareness of one’s personal perceptions, attitudes and ethical considerations related to sexuality issues. Students will consider how counseling about sexuality issues is related to the counselor’s and the client’s spiritual framework and belief system.
COUN 550 Crisis, Trauma, and Grief Counseling (3)
This course examines the dynamics and treatment of developmental and situational crises, trauma, and grief in a variety of settings. Students will apply crisis intervention theory and models of intervention to various problem areas, such as suicide, sexual assault, domestic violence, substance abuse, divorce, grief and loss, and disaster relief.
EDME 502 Advanced Socio-Cultural Perspectives on Education (3)
This course provides an overview of the theoretical bases and practical implications of socio-cultural variables on education. It employs multiple social theories as analytical frameworks to provide new insights for students to be critical of the educational policies and practice and to promote pluralism of students, their communities, and teachers. It focuses on knowledge, reflection, and action (praxis) as the basis for social change. Includes the study of socio-cultural variability and diversity including English language learners in educational settings.
EDME 518: Second Language Acquisition: Theories and Context (3)
This course examines the major theoretical schools of thought on second language acquisition (SLA) and the bodies of research and practice that have developed around them. Many diverse factors relevant to SLA will be addressed, such as: learner age and purpose, educational settings, ESL and EFL contexts, and shifting views in teacher and learner roles in SLA. This course will look at both vast diversity and commonalities in perceptions and perspectives on second/foreign language learning and teaching around the globe, with an emphasis on developing a broad rather than narrow understanding of TESOL. The overall objective of the course is to give students a firm theoretical grounding in both SLA and TESOL, upon which future course work regarding language and methodology can be built.
EDME 520: Applied Linguistics: Grammar and Phonology in TESOL (3)
This course introduces students to the study of linguistics and investigates why it is relevant to the teaching of English as a second language. Students will be introduced to the fundamentals of the sound system in English (phonetics and phonology), the way that meaningful units in the language combine to form words (morphology), the sentence system (syntax), the elements of grammar that are relevant in the ESL classroom (pedagogical grammar), the role of language in society (sociolinguistics), and the use of language in communicative situations (discourse analysis).Throughout the course, an emphasis will be placed on authentic issues and concerns in teaching English learners in diverse contexts.
Students will develop grammar teaching skills and strategies integrated into communicative language teaching methodologies, and will gain practice planning and teaching lessons which focus on elements of structure and phonology.
EDME 521 TESOL Methods and Assessment with field experience (3)
This course is an introduction to the modern theories and current practices of TESOL methodology. Topics include instructional approaches, lesson planning, evaluation of resources, and classroom management. The course also includes a discussion of classroom diagnostic and achievement assessment and program-level assessment. The main topics include approaches to evaluating language subskills (vocabulary, grammar, pronunciation) and communication skills (speaking, listening, reading, and writing); models of language assessment; examination of standardized tests and their appropriate application; and research-based framework linking assessment to instruction. Supervised field experience required. Prerequisite: EDME 518 Second Language Acquisition: Theories and Context
EDME/COUN 551 Effective Practices for Every Learner (3)
This course will enable students to investigate the legislation and landmark litigation that govern special education eligibility and service delivery. Students will also learn about the major areas of exceptionality including the characteristics, incidence, etiology and diagnostic criteria connected with those areas of exceptionality. Educational and therapeutic services available to school-age children and youth with exceptionalities will also be explored. With this foundation, students will be able to analyze and apply best practices and sound professional strategies to assist school-age students with disabilities.
LEAD 501: The Character of a Leader (3)
Character is a cornerstone of effective leadership and this course is devoted in its entirety to this elusive endeavor. Students will examine character attributes that comport with God-honoring leadership and models for cultivating those attributes, as well as the various obstacles to that pursuit.
LEAD 505: Influence Strategies (3)
At its very core, leadership is influence. Drawing from an interdisciplinary body of knowledge, this course explores the art and science of influence, the relational aspects between leaders and followers, and the impact of the context on leadership and develops practical skills through experiential exercises.
LEAD 510: Effective Leadership Communication Strategies (3)
This course enables students to develop effective leadership communication skills at the interpersonal, small group, and public speaking levels. Through instructor coaching and peer feedback, students will gain confidence and enhance skills by exploring and strategically practicing verbal, non-verbal, listening-oriented, and adaptive workplace communication.
LEAD 515: Best Practices in Leadership (3)
This course will expose students to the current research and best practices in leadership. In addition, students will evaluate their personal leadership practices, develop a philosophy of leadership, and build a personal leadership development plan.