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Higher Education Courses
highed 601 Educational Leadership Skills +
Description:
This core course focuses on a set of the individual, interpersonal and group skills that leaders of educational institutions must acquire if they are to effectively promote organizational change. At the individual level, the course focuses on five major areas of self-awareness: trust and trustworthiness, personal values and moral development, orientation toward change, interpersonal orientation and personal temperament (including cognitive style). At the interpersonal level, the course assists students in forming accurate interpersonal perceptions and building communication skills. At the level of the group, students learn to diagnose group problems using theory and research about (1) group size, composition and characteristics of group members; (2) stages of group development and team culture; (3) cognitive and relational roles in teams; and (4) patterns of intra-group communication. Particular attention is given to developing skills that enable students to function effectively in committees, interdepartmental working groups and leadership teams. In all coursework, students are encouraged to consider the impact of gender and culture on skill development and practice. More Info
Offered in:highed 610 Administration and Governance in Higher Education +
Description:
This core seminar introduces students to the organizational structure and systems of colleges and universities, including governance, strategic planning, assessment, and accreditation. A major goal of the course is to ensure that students learn about and are able to describe the functions of an institution of higher education. Key debates in governance and administration are framed in the context of understanding how institutional cultures and external accountability pressures shape organizational behavior. Special emphasis is placed on strengthening analytic skills. More Info
Offered in:- TBA
highed 611 Access and Equity in Higher Education +
Description:
This core seminar is designed to allow students to explore issues in higher education access and equity for students. Issues are place into the context of fiscal affairs and policy, including financial aid and admissions. The seminar also addresses the broader frameworks and language within which specific problems of access and equity are considered. Particular emphasis is given to the effect of current institutional practices in urban higher education. More Info
Offered in:highed 612 Research on Students +
Description:
This doctoral-level course is aimed at providing students with an opportunity to develop and understanding of the theory and research focused on college students. There are three intended outcomes. Students in this course will (1) develop an understanding of the theory and literature focused on college students; (2) increase their current levels of knowledge about areas of critical research on students in higher education, and; (3) apply their increased understanding of the theory and literature on college students to efforts aimed at the improvement of higher education policy and practice. More Info
Offered in:highed 615 Critical Race Theory in Higher Education +
Description:
This course is designed to provide students with an opportunity to understand Critical Race Theory (CRT) and its application to the field of higher education. In doing so, students will explore how race intersects with ethnicity, class, gender, sexual, orientation, and citizenship to shape the experiences of individuals in higher education. Specifically, students in the course will (1) understand and critically analyze the primary tenets of Critical Race Theory and (2) apply the tenets of Critical Race Theory as a conceptual lens to think critically bout higher education research, policy, and practice. More Info
Offered in:- TBA
highed 620 Teaching, Learning, and Curriculum in Urban Contexts +
Description:
This core course investigates common concerns in addressing the needs of urban learners, both in K-12 and in community and four-year colleges. It considers questions of human development in several domains, current problems and controversies about learning and responsive curricula and pedagogies. Readings frame issues across age groups and educational contexts, with additional material for each topic focusing on particular age groups and levels of schooling. More Info
Offered in:highed 628 Gender in Higher Education: Research, Theory, Policy, and Practice +
Description:
This course offers the opportunity for students to develop an understanding of issues surrounding gender in higher education, with a focus on the experiences of women, men, and transgender students, faculty, administrators, and staff as well as the institutional contexts and practices that shape those experiences. An especially important goal of the course is to provide students with the opportunity to engage in these topics through developing critical understandings of theories used to understand gender in higher education, along with implications for research, policy, and practice. More Info
Offered in:highed 630 The History of Higher Education in the United States +
Description:
This core course surveys the history of higher education in the United States with a dual focus on mainstream collegiate institutions and non-traditional alternatives. Early class sessions explicate the development of traditional higher education from its liberal arts origins through the growth of the research university. Subsequent sessions explore how, over two centuries, various groups such as women, blacks, working-class, immigrant and older students contended for places within higher education. Participants explore how institutions and their leaders responded to these challenges, sometimes creating accommodations or changes in traditional settings, and other times prompting new structures that often marginalized the newcomers. Several questions guide inquiry through the various eras and subjects: Whom do we educate? Why do we educate (our purposes and expectations)? How do we educate (in what sorts of institutions)? Where does responsibility lie for education? With what effects (or results) do we educate? More Info
Offered in:- TBA
highed 632 Organization and Leadership in Educational Institutions +
Description:
This core course focuses on educational institutions as complex organizations. It pays attention to the operation of institutions with few resources, as well as those with more plentiful resources. Drawing on readings and examples from many sources, participants look both inside and outside educational institutions, especially those that affect resources; the industry as a whole and sectors within it and social definitions of educational institutions. Close attention is also given to the internal structures in these institutions, especially the interactions between bureaucratic structures and professionals; to organizational cultures; and to governance and decision-making. The course then turns to a close analysis of organizational change from several points of view. More Info
Offered in:highed 634 Public Policy Issues in Higher Education +
Description:
This core course explores the development of higher education policy. It is both a primer in how economics and politics form public policy and a critical look at this fusion in higher education. The course examines the formation of higher education policy at the federal, regional, and state levels or government. More Info
Offered in:highed 641 Effecting Change in Higher Education: Strategies and Processes +
Description:
This core seminar analyzes and evaluates both the challenges to change and the strategies and processes designed to effect change in higher education. It is an interactive seminar, consisting of lectures, case studies and student reports. Each student is responsible for a seminar presentation and the completion of a term project. More Info
Offered in:highed 648 Researching Higher Education: Foundations and Approaches +
Description:
An introduction to social science research, students in this course will learn about, engage with, and critically reflect on the theoretical and philosophical foundations of higher education research, as well as the range of disciplinary and methodological approaches to studying educational issues, particularly those that invoke questions about equality and social justice. students will also have opportunities to develop the practice of analyzing and critiquing scholarship and turning a research topic/interest into researchable problem. Finally, students will examine their own assumptions about the nature and construction of knowledge, how these assumptions inform choices about methodology and methods, and what these assumptions mean for their development as scholar-practitioners. More Info
Offered in:- TBA
highed 692 Capstone in Higher Education +
Description:
This course comes at the end of a student's coursework. It is designed to help students assess their development as educational leaders as they move toward the independent work of the qualifying paper and dissertation. Emphasis is given to clarifying various theoretical frameworks that contribute to the study and practice of educational leadership. The course is also designed to help students evaluate ways in which the doctoral program has influenced their leadership development and to assist them in thinking about how completing the program will enhance their work as educational change agents. More Info
Offered in:- TBA
highed 696 Independent Study +
Description:
Study of a particular area of this subject under the supervision of a faculty member. More Info
Offered in:highed 740 Understanding the Academic Profession +
Description:
The academic profession is essential to the mission and purpose of higher education. Faculty members carry out the core functions of teaching, research, and service to the public. Therefore, any effort to improve institutional outcomes - Including student retention and degree completion - depends upon the involvement and grassroots leadership of faculty members. Given the central role of faculty in nearly every aspect of Institutional operations, academic leaders need a thorough understanding of the history, values, and traditions of the academic profession. The development of effective academic policies and practices may, In fact, depend upon developing accurate analyses of the issues that are challenging and reshaping the academic profession. Furthermore, faculty members themselves may need a more Informed understanding of their own profession, so that they can more effectively advocate for the priorities of the professoriate. This course examines the historical foundations and contemporary policies and practices that shape the academic profession. We explore the professional identity and values of faculty, including academic freedom, professional autonomy, and shared governance, as well as the external and institutional forces that challenge those values. We also seek to understand how faculty work is shaped by contextual factors such as discipline and institutional type. Students will examine research on the socialization and training or future faculty, as well as studies that focus on professional development across the faculty career span. The course provides an equity-based analysis of the academic profession, and seeks to Illuminate the work context for women faculty, faculty of color, and part- time and non-tenure-track faculty. Students will explore faculty roles in research, teaching, and service, and examine how the quality of the academic work environment can affect faculty satisfaction and performance. We conclude by creating guidelines for the develo More Info
Offered in:- TBA
highed 751 Research Methods in Higher Education: Quantitative Analysis +
Description:
This core course, as the first part of the Higher Education Doctoral Program's research methods sequence, introduces students to quantitative research methods. With a focus on educational research, students become familiar with a variety of statistical techniques and data analysis methods. The course emphasizes descriptive and inferential statistics, including t-tests, ANOVAs, chi-squares, correlations, and linear and multiple regression. More Info
Offered in:highed 752 Research Methods in Higher Education: Qualitative Analysis +
Description:
This course, the second part of the Higher Education Program's research methods sequence, addresses issues related to qualitative research methods in education and, more specifically, higher education. The main focus of the course is to familiarize students with the philosophical and theoretical underpinnings of qualitative inquiry and some of the major approaches to qualitative research, including ethnography, phenomenology, grounded theory, narrative inquiry, case study, and participatory action research. The course gives an opportunity for students to critically consider their own research interests in light of qualitative inquiry, design and conduct a small-scale research study reflecting those research interests, and read and interpret both theoretical and research literature on qualitative methods. In addition, during the course, students will have a range of opportunities to reflect on and question their own assumptions about the nature of knowledge and knowledge creation through qualitative research. More Info
Offered in:highed 753 Research Design in Higher Education +
Description:
This course, as the third part of the Higher Education Doctoral Program's research methods sequence, introduces students to research design in educational and social science research, with specific emphasis on higher education. In this class, students will learn how to identify and frame research problems and how to select appropriate research methods. During the course, we will review purpose statements and research questions, experimental and quasi-experimental research designs, survey research, qualitative approaches to data collection, trustworthiness in qualitative research, reliability and validity in quantitative research, sample selection and recruitment, data analysis, and research proposal development. More Info
Offered in:highed 793 Research Seminar on the Qualifying Paper +
Description:
This seminar examines issues related to research proposal development. Students will develop skills in framing research problems, defining research questions, and using theoretical and empirical literature to guide the development of a research proposal. The goal of this course is to prepare students for developing their Qualifying Papers, which are submitted during the students third year in the doctoral program. More Info
Offered in:highed 797 Special Topics +
Description:
This course offers study of selected topics within this subject. Course content and credits vary according to topic and are announced prior to the registration period. More Info
Offered in:highed 891 Dissertation Seminar +
Description:
This seminar is designed to assist students in developing research ideas, writing their their research plan, preparing a dissertation proposal and forming a dissertation committee. Satisfactory completion of the seminar requires submission of a dissertation proposal acceptable to the instructor and ant the chair of the student's dissertation committee. More Info
Offered in:highed 892 Dissertation Seminar +
Description:
This seminar follows Dissertation Seminar 891, providing structured support as students gather data, research and analyze their dissertation topics; write the dissertation; prepare for it's defense; and submit the final dissertation More Info
Offered in:highed 899 Dissertation Research +
Description:
Research conducted under the supervision of faculty and the dissertation committee leading to the presentation of a doctoral dissertation. More Info
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