PROGRAM STATEMENT

Research. All Higher Education faculty create and disseminate knowledge and promote educational inquiry that enhances educational practice at post-secondary education institutions.

Teaching. All Higher Education faculty engage in teaching that is consonant with principles of effective teaching and learning that helps students develop critical thinking, problem solving, oral and written communication skills, and which enhances ethical and professional behaviors. The knowledge base taught reflects theory to practice, ethical leadership, and professionally relevant skills.

Service. All Higher Education faculty, using their professional expertise, work with students, educational leaders, two and four year institutions, and other constituent groups to enhance professional development and to solve problem.

Advising. All Higher Education faculty foster students' professional and personal growth by guiding and inspiring them to formulate and complete relevant programs of study, to conduct high quality research, and to be actively involved in professional activities, basic and applied.

Curricula/Programs. The Higher Education faculty develop and implement professionally relevant curricula designed to meet the changing leadership needs of post-secondary education, the student affairs profession, and organizational development. Specifically, they include relevant course work in student development, student characteristics, learning theory, adult learning, organizational change, research and assessment, exemplary practices, ethical and legal issues, and leadership and learning.

We are committed to enhancing all areas of our program, and through the process of curriculum redesign, continuous evaluation, and personal commitment the stature of the program will continue to be enhanced.

PROGRAM MISSION
The mission of the Higher Education Program is to provide the knowledge, concepts, and skills for leadership necessary for the study and practice of higher education administration.
The program is guided by the missions of Iowa State University, the College of Education, and the Department of Educational Leadership and Policy Studies and embodies the concepts of the land-grant tradition of teaching, research, and service. The program is dedicated to enhancing the intellectual, cultural, social, and ethical potential of students and faculty.
Specifically, the Higher Education program:
• Provides graduate degree and career preparation programs, community college licensure programs, course work, and a variety of learning opportunities including seminars, practica, and internships for students and practitioners.
• Conducts and disseminates research concerning student characteristics, student development, campus environments, student affairs administration at two land four year colleges, organizational cultures, assessment, community colleges, and teaching and learning.
• Provides professional development and service opportunities for two and four year institutions, individuals, and organizations.

PROGRAM UNIQUENESS
The Higher Education program at Iowa State offers students a professionally relevant and up-to-date curriculum designed to prepare its graduates to assume leadership positions in a broad range of specialties. Emphasizing a solid understanding of student development and the ability to use theory to guide practice, we prepare generalists who possess strong skills in administration, counseling, programming, and program assessment and evaluation needed to work effectively with today’s diverse college population. In addition, beginning the fall of 2007, the doctoral program in higher education will include a social justice emphasis. Our program is based on specific learning outcomes and students complete portfolios that demonstrate their achievement of these outcomes. Our faculty are actively involved as leaders in professional associations and we encourage our students to also become involved. In addition, the Educational Leadership and Policy Studies department has the highest number of ethnic/racially diverse faculty among top-ranked higher education programs throughout the nation.

NATIONAL STANDARDS
Meets ACPA Professional Preparation Commission Standards: YES
Meets CAS Standards:
Other/Comments:

APPLICATION AND ADMISSIONS REQUIREMENTS

Master's Application • GPA Requirement: Upper half of graduating class • 3 letters of recommendation • Interview recommended • TOEFL 560 (non-English native speakers) • Statement of goals • Resume • Transcripts • Deadline - Rolling, January 1 for first review

Doctorate Application • GPA Requirement: Upper half of graduating class • GRE required (no required score) • TOEFL 560 (non-English native speakers) • 3 letters of recommendation • Interview required • 3-5 years of professional work experience • Statement of goals • Resume • Transcripts • Deadline – Rolling, January 1 for first review

CURRICULUM INFORMATION

Program Required Hours: M.Ed. – 39 Semester hours --Student Affairs M.Ed. – 30 Semester hours -- Community College M.S. – 42 Semester hours -- Student Affairs M.S. – 32 Semester hours -- Community College Ph.D. – 75 - 81 Semester hours

 

Master's Curriculum Student Affairs Emphasis Higher Education in the United States Student Affairs Practice in Higher Education Student Development in Higher Education Student Development Theory II Students in American Higher Education Campus Environments and Cultures Counseling and Group Dynamics in Post-secondary Settings Organization and Administration of Student Affairs Supervised Field Experience and Seminar Program Assessment and Evaluation Educational Research Qualitative Research Methodology or Basic Educational Statistics (M.S. only) Capstone Seminar or Thesis Community College Emphasis (M.Ed./M.S.) Comprehensive Community College College Teaching Curriculum Development in College Student Development in Higher Education Current Topics in the Community College Program Assessment and Evaluation Educational Research Qualitative Research Methodology or Basic Educational Statistics (M.S. only) Creative Component or Thesis Supervised Field Experience Is a thesis required? M.Ed. - No; M.S. - Yes.

Doctorate Curriculum College Organization and Governance Financing Higher Education Academic Issues and Cultures Students in American Higher Education Basic Educational Statistics Intermediate Research Methods Qualitative Research Methodology Intermediate Educational Statistics or Advanced Qualitative Methodology Research Designs in Higher Education Program Evaluation and Assessment Directed Research/Field Experience (4 - 8 hours) Leadership Core (6 hours) Capstone Project (3 hours) Higher Education Electives (9 hours) Coursework outside specialty (12 hours) Dissertation (12 hours)

STUDENT DEMOGRAPHIC INFORMATION - Students in student affairs or higher education administration programs  (2003-2004):

	Total Number	# of Males	# of Females	# of Whites	# of Persons of Color
Master's-Stu Aff	61	16	45	44	17
Master's-Com Coll	50	17	33	44	6
Doctoral - Higher Ed	41	15	26	28	13
Doctoral-Com Coll Leadership	61	23	37	53	8
	% of part-time students	% of full-time students	% of students enrolled in the program who also hold some form of financial assistance (graduate assistantship, fellowship, tuition waiver, scholarship)
Master's	55	45	100
Doctoral	83	17	30

PROGRAM FACULTY - Faculty members with areas of specialization and percentage of time devoted to the program. .

Virginia C. Arthur, residence life, learning communities; 10%
Robert J. Barak, higher education policy, program evaluation, global higher education; 10%
Mimi Benjamin, learning communities, graduate student development, and ethics in student affairs
J. Herman Blake, academic mobility, minority student issues; 10%
Larry H. Ebbers, college students, community colleges, learning communities; 25%
Nancy J. Evans, lesbian, gay, and bisexual students, campus environments, student development; 100%
Douglas Gruenewald, learning communities; 10%
Florence A. Hamrick, underrepresented groups in higher education, diversity issues; 100%
George A. Jackson, minority students, history of higher education; 10%
Deborah Kilgore, adult learners; 100%
Frankie Santos Laanan, community colleges, transfer students; 100%
Barbara Licklider, learning and leadership; 50%
Nana Osei-Kofi, critical education, transnational feminism, and political economy of higher education, 100%
Lori Patton, critical race theory, student access and retention, and spirituality. 100%
Sharon Paterson McGuire, academic support; 10%
Donald Reed, student athletes; 10%
Laura I. Rendón, first-generation students, transformative learning, and spiritual student development, 100%
Daniel C. Robinson, psychological type, diversity; 100%
John H. Schuh, outcomes assessment, student affairs administration, finance; 50%

Last modified 03/29/2007
Information submitted by: Juan R. Guardia

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