PROGRAM STATEMENT
The Regents-approved mission (August, 1978) for the Center for the Study of Higher Education, a unit within the Department of Higher Education, follows: "The development and dissemination of knowledge of and about higher education policy and operation, instruction at the graduate level leading to graduate degrees, the facilitation of research of faculty members and students, and research studies and service activities for a) national, international, or regional governmental units or organizations; and b) state or institutional needs." Further, the Center was to "serve on a consultant basis or ... carry out important institutional or state special projects requested by the President of the University". The Center for the Study of Higher Education completed a program review in 1997 (five year cycle) and the External Review Team stated in its final report to the Provost that “The Center for the Study of Higher Education is arguably one of the top five programs in the country and clearly one of the top ten.”

The Center for the Study of Higher Education (CSHE) is a high quality graduate program of international distinction. Its two degree programs, the Master of Arts and the Doctor of Philosophy, offer a flexible, interdisciplinary approach to graduate work, integrated with a wide variety of internship opportunities. The program prepares students interested in becoming administrators, policy analysts, and faculty in higher education at both the four-year and community college levels. Students may concentrate in a variety of specializations within the filed of higher education, including community college, finance, organization and administration, policy, student personnel, teaching, college access, outreach, and in a currently emerging area of focus, international education. Students may minor in a wide range of academic and professional fields of study, and may split their minor among/across fields. In the past ten years, five of our students have won national dissertation awards from several professional associations, and three of our faculty have been honored by their profession with a prestigious researcher award.

The work of our faculty is central to the basic University missions of research, teaching and service. In research, our faculty are not only accomplished scholars with an impressive portfolio of publications (and citations), we (along with some of our students) have also been successful in competing for funding from a variety of national and international agencies and sources. In teaching, our faculty have not only successfully recruited and educated a high quality and diverse student body at the graduate level, we have also taken responsibility for key college-wide research and service courses at the graduate and undergraduate levels. Our faculty have also responded to university needs in providing freshman seminars and undergraduate Honors courses. Moreover, we have prepared students for important professional and academic positions, and have an excellent record of placement. Finally, in service and outreach, Center faculty make important contributions to the university, state and nation, in the land-grant tradition

PROGRAM MISSION
Not provided.

PROGRAM UNIQUENESS
The philosophy of the department is to educate students at both the master's and doctoral level in becoming a "student of students" - active observers of and participants in the campus community. All of our faculty teach across disciplines and therefore bring different perspectives to students in the College Student Personnel Program. All full-time faculty are active researchers and scholars who regularly contribute to higher education literature.

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

APPLICATION AND ADMISSIONS REQUIREMENTS

Master's Application • GPA: 3.0 • MAT = 60 raw • GRE = 1100 (verbal & quantitative) • Completed Application • Official transcripts • 3 letters of recommendation • Statement of educational goals • Interview: Optional • Deadline: Fall 4/1; Spring 10/1

Doctorate Application • GPA 3.5 • MAT = 60 raw • GRE = 1100 (verbal & quantitative) • Completed Application • Official transcripts • 3 letters of recommendation • Statement of educational goals • Interview: Optional • Writing sample • Deadline: Fall 4/1; Spring 10/1

CURRICULUM INFORMATION

Program Required Hours: Master's -  32 credit hours Doctorate -  hours vary depending on whether student has earned Master's Degree, 45-60 + 18 dissertation

 

Master's Curriculum Higher Education in United States Statistics or equivalent course Introduction to Student Services The College Student/Student Development Organization and Administration Introduction to Counseling or equivalent course Internship Community College How College Affects Students Higher Education and Law Enrollment Management Is a thesis required? No.

Doctorate Curriculum Quantitative Methods Qualitative Methods Research Design Higher Education in United States Organization and Administration Finance Introduction to Student Services The College Student/Student Development Internship Introduction to Counseling or equivalent course How College Affects Students Higher Education and the Law Seminars: Community College Teaching in Higher Education Enrollment Management Policy, Gender, Curriculum Globalization Policy Issues Comparative Higher Education

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	27	7	20	17	10
Doctoral	99	51	48	68	31
	% 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	11	16	Most full-time MA and PhD students receive support either from the department or through assistantships within areas of student affairs.
Doctoral	69	60

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

G. Rhoades, Ph.D., organization and administration, sociology of higher education & professions; 100%
S. Slaughter, Ph.D., policy, science & technology policy, women in higher education; 100%
D. Woodard, Ph.D., college student personnel, enrollment management; 50%
J. Cheslock, Ph.D., finance, research methods and quantitative analysis; 100%
J. Lee, Ph.D., college student personnel, diversity, service learning, college faculty, and research design; 100%
A. Maldonado-Maldonado, PhD., international, comparative issues in education, 100%

R. Kroc, Ph.D., Adjunct Faculty, institutional research
M. Proctor, LL.B., Adjunct Faculty, higher education law
S. Taylor, Ph.D., Adjunct Faculty, college student personnel
J. Leonard, Ph.D., Adjunct Faculty, organization & administration
N. Koff, Ph.D., Adjunct Faculty, teaching in higher education
R. Fridena, PhD., Adjunct Faculty, community college
T. Riffe, Ph.D., Adjunct Faculty, teaching in higher education

Last modified 02/15/2008
Information submitted by: Karen Engelsen

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