master’s degree (See Appendix B). Required Courses: EDHE 5001: Legal Aspects and Crisis Management in Higher Education EDHE 5300: History of Higher Education EDHE 5303: Access and Equity in Higher Education EDHE 5341: Assessment in Higher Education EDHE 5313: The Comprehensive Community College EDHE 5332: Student Services in Higher Education EDHE 5334: College Student Development EDHE 5321: Administration in Higher Education EDHE 5323: Budget and Resource Management in Higher Education EDHE 5393: Internship in Higher Education EDHE 6310: Higher Education Research Design Non-Thesis Option EDHE 5001: Master’s Capstone (Group Problem Based Project) Total 36 Credit Hours Thesis Option (three required course will be substituted) EDHE 6000: Thesis (6 hours) Research Core* EPSY 5380: Introduction to Educational Statistics (Quantitative) OR EPSY 5382: Qualitative Research in Education Total 39 Credit Hours *Course selection is determined by the thesis advisor. Advisement Procedures Degree Plan As soon as possible after admission to a degree program, but no later than during the first semester of work, the student should contact their assigned advisor to develop a “Program for the Master’s Degree.” During an individual conference, the advisor will assist the student with selecting courses related to the chosen program option. After the student’s degree plan is signed by the advisor and department head and approved by the Graduate School, the student is expected to follow it as the basis in all subsequent enrollments. Transfer credit Only six approved semester hours of coursework may be transferred from another accredited university. Transfer courses may not include practicums or internships. No course on the degree plan may be over six years old at the time the degree is conferred. Applicants with a prior master’s degree
Higher Education program use applied theories and practical research as tools of collaborative change in their leadership positions. Objective 1: Professional Foundations/ Higher Education Administrator Competencies (based on CAS/ACPA/NASPA Competencies) P1 Exceeds Expectations Meets Expectations Meets Some Expectations Does not Meet Expectations Communication Demonstrates high levels Written, oral, and visual forms of communication are appropriate for the intended audience. Projects are exceptionally well written and organized and connect components in a seamless manner. Communication is highly responsive to audience comments and questions. Articulates ideas clearly and concisely; presented neatly and professionally; grammar and spelling are correct; uses good professional style. Demonstrates written, oral, and visual forms of communication which are appropriate for the intended audience Projects are well written and organized, and connects components in a seamless manner. Communication is responsive to audience comments and questions. Articulates ideas clearly and concisely; presented neatly and professionally; grammar and spelling are correct; uses good professional style; Demonstrates written, oral, and visual forms of communication which are somewhat appropriate for the intended audience. Projects demonstrate somewhat satisfactory organization; clear introduction; main points are well stated, even if some transitions are somewhat sudden; clear conclusion. Communication is somewhat responsive to audience comments and questions. Articulates ideas; one or two grammar or spelling errors per page; style is appropriate for audience Demonstrates written, oral, and visual forms of communication which are not appropriate for the intended audience. Responds to questions inadequately or is not responsive to questions. Lacks organization and some of the main points and conclusions are unclear. Text rambles, key points are not organized; spelling or grammar errors present throughout more than 1/3 of paper; style is inappropriate for audience Interpersonal Skills Consistently demonstrates sensitivity to cultural norms and organizational practices. Always conveys ideas and information expertly, frequently, and inclusively through media and verbal and nonverbal means. Demonstrates sensitivity to cultural norms and organizational practices. Consistently conveys ideas and information appropriately and consistently through media and verbal and nonverbal means. Consistent listens Demonstrates some sensitivity to cultural norms and organizational practices. Occasionally conveys ideas and information appropriately and consistently through media and verbal and nonverbal means. Occasionally Insensitive to cultural norms and organizational practices. Seldom or never conveys ideas and information appropriately and consistently through media and verbal and nonverbal means.
Always listens actively to understand, comprehend, analyze, engage, and act. Always projects confidence and responds responsively and tactfully. actively to understand, comprehend, analyze, engage, and act. Consistently confidence and responds responsively and tactfully. listens actively to understand, comprehend, analyze, engage, and act. Occasionally projects confidence and responds responsively and tactfully. Seldom or never listens actively to understand, comprehend, analyze, engage, and act. Seldom or never projects confidence and responds responsively and tactfully. Theory Demonstrates a comprehensive understanding of theory and its application. Identifies and critically analyzes strengths and weaknesses of theory. Aligns with research question, methods, and observations. Demonstrates a satisfactory understanding of theory and uses existing theory well. Informs the research question and measures. Identifies where theory works and where it does not work adequately. Demonstrates understanding of theory at a simple level. Theory is minimally applied to recommendations and solutions. Demonstrates a lack of understanding of theory at any level. Theory is not applied to question or problem. Objective 2: Leadership, Teamwork, Collaboration and Ethical Practice in Higher Education (P2) Knowledge and Awareness of Contemporary Issues and Different Perspectives Uses varied sources of evidence and analyzes data about current practices and outcomes to shape vision, mission, and goals with high, measurable expectations Uses several information sources and some data to shape vision, mission, and goals with expectations for students and educators Uses a single source of information and data about what is currently occurring to shape mission and goals. Uses no information and data about what is currently occurring to shape mission and goals. Leadership Roles and Behaviors Clearly understands the multiple purposes of higher education and demonstrates the leadership behaviors and role needed in higher education. Demonstrates appropriate understanding of the purpose of higher education and the leadership roles needed in higher education. Demonstrates limited understanding of the purpose of higher education and the leadership roles needed in higher education. Appears unable to connect decisions and behaviors to the purpose of education and the role of leadership in higher education.
Use of existing literature is comprehensive, thorough, complete, coherent, concise, and up to date (if applicable) literature (if applicable) the most relevant literature (if applicable) problem that is trivial, weak, unoriginal, or already solved by the partnering institution. Misinterprets or does not understand the literature (if applicable) Critical Thought and Argument Demonstrates mature critical thinking. The methods and techniques to be used are clearly and fully described and justified per purpose and questions Limitations of the design are explored at length. Argument is focused, logical, rigorous, and sustained. Demonstrates appropriate level of critical thinking. Uses existing methods, techniques, or approaches in correct manner. Limitations of the design are explored adequately. Sustains an argument appropriately and is convincing.. Demonstrates limited critical thinking. Uses existing methods, techniques, or approaches in somewhat accurate ways. Limitations of the design are not explored with any breadth or depth. Sustains an argument, but the argument is not imaginative, complex, or convincing Lacks careful thought. Has a weak, inconsistent, unconvincing, and/or invalid argument. Methods and techniques to be used are not adequately described or justified. Discussion of the limitations of the design is incomplete, inappropriate, or erroneous Presentation of Findings Results are appropriately presented to both audience and according to professional scholarly standards. Presentation of results is organized and transitions in a meaningful narrative. The selection of results presented may be considered as the most salient to the study. Tables and figures are provided and used to Results are somewhat appropriately presented to either the audience or according to professional scholarly practitioner standards but not both. Presentation of results is somewhat organized in that the narrative progresses in a meaningful way. There is a selective presentation of results that are salient but still not selecting the most Results are not appropriately presented to the particular audience or according to the professional scholarly standards. Presentation of results is not organized in a meaningful narrative that transitions smoothly. Results presented without reference to what may be considered most relevant to that particular study. Tables and figures Results are not presented to the particular audience or according to professional scholarly practitioner standards. Presentation of results is missing. Results are missing. Tables and figures are neither provided nor sufficiently explained in text. Tables and figures are used to replace
supplement explanations in text. salient. Tables and figures are provided yet not explained in detail are neither provided nor sufficiently explained in text. explanation of results rather than supplement. Conclusions Provides plausible interpretations Interesting, surprising, and insightful. Discusses strength, weaknesses, and limitations. Context of the study is reiterated in a clear and concise manner. Conclusions are both tied to empirical evidence and explained thoroughly with respect to the context of the problem. Recommendations are explained as founded in both evidence from the data collected and the extant literature. Provides a good summary of results. Context of the evaluation is not fully reiterated in a clear and concise manner. Findings are explained with some depth according to each research question. Conclusions are tied to empirical evidence but not explained. Recommendations are explained with some foundation in either evidence from the data or the extant literature but not both. Interpretation is not objective, cogent, or correct. Makes improper inferences. Overstates the results . Summarizes what has already been said. Does not understand the results or what has been done. The explanation of recommendations does not clearly or coherently answer research questions. Has wrong, inappropriate, incoherent, or confused analysis of problem. Interpretation is not objective, cogent, or correct. Has unsupported or exaggerated interpretations. Does not address the significance or the implications of the problem The explanation of findings does not clearly or coherently answer community partner questions. Implementation and Contributions to the Field Results demonstrate sophisticated evidence of planning and development of the project. Most or all of the recommendations from the project are more or less functional with minor effort need to complete. Results are of interest to collaborating partner and/or Results demonstrate good evidence of planning and development of the project. Many recommendations work, some need additional work to become viable. Results make a contribution to the field of higher education. Results demonstrate limited evidence of planning and development of the project Some recommendations work with partial function of the rest. Results make a small contribution to the field of higher education. Demonstrates skills and knowledge of how to implement Results do not establish criteria for development of the project. Few if any are functional. Major areas not started or addressed. Results make no contribution to the field of higher education.
larger community and significantly advances the field of higher education. Demonstrates skills and knowledge of how to implement an intervention/ solution to a problem in practice within scope of influence at a high and innovative standard. Demonstrates skills and knowledge of how to implement an to a problem in practice at an intermediate level An to a problem of practice at a novice or below level. Appendix B Course Sequence Master of Education Higher Education Non-Thesis Option (36 hours) Year 1: Required Courses Fall Semester EDHE 5300 History of Higher Education in the United States 3 Hours EDHE 5332 Student Services in Higher Education 3 Hours EDHE 6310 Higher Education Research Design 3 Hours Spring Semester EDHE 5313 The Comprehensive Community College 3 Hours EDHE 5334 College Student Development 3 Hours EDHE 5303 Access and Equity in Higher Education 3 Hours Year 2: Required Courses Fall Semester EDHE 5393 3 Hours