All students in the Master of Science in Higher Education Leadership and Student Development will complete 37 units of core courses. A focus of the program is on leadership. A distinctive of the program is the supervised practice requirement. All students complete 600 hours working in a minimum of two field placements.
An introduction to research methods in education. Provides opportunity to develop skill in interpreting research literature; to become acquainted with sources of research literature; to develop an understanding of the methodology of educational research; and to become a critical reader of research reports. An emphasis on the teacher as researcher will provide a basis for assignments. (3 units)
Ferko, Doreen J.
|09/05/2023||T||7:05 PM - 9:30 PM||Yeager Center B259|
|01/08/2024||W||7:40 PM - 9:40 PM||Yeager Center|
|01/08/2024||Th||4:30 PM - 6:55 PM||Yeager Center|
This course introduces the student to leadership and service in higher education. Included is an abridged overview of various eras of higher educational history from the Ptolemaic dynasty to modern times, with emphasis on modes of teaching and learning, educational leadership and student life through the ages. In the modern context, this course compares contemporary campus cultures, objectives and settings, including public, private, and for profit colleges, as well as adult learning centers, online colleges, community colleges, universities, and professional/research institutes. Included is an introduction to structures of campus governance and areas of leadership and service delivery. (3 units; Fall)
This course evaluates the primary theories and cross-cultural perspectives on leadership and the respective implications and applications in developing a holistic and international model for leadership. Students will develop a comprehensive philosophy of leadership, which also evaluates their assumptions about the nature and knowledge of truth, God, humanity, good and evil, and society and their respective implications for leadership in a global society. Students will also develop a leadership improvement plan that examines their leadership strengths and challenges through the lenses of multicultural education. Students will evaluate established classics in the leadership genre and various case-studies on leadership. Students will also undergo a personal analysis of socialization through cultural autobiographical writing and discuss the implications for leadership development. (3 untis; Fall)
The course will provide an overview of multiple aspects and environments for the college student experience from the institutional level to the individual, and feature specific discussions of theory and research for broad populations of college students: community college, adult students, students of color, low income, and graduate students. (3 units; Spring)
An evaluation of developmental theories and issues as applied to college students from late adolescence to adulthood. This course will equip students with a foundational understanding of psychosocial, moral/cognitive, spiritual, intellectual, career, and social ecological development, and will prepare students to effectively integrate theories in assessing college student growth and developmental needs. (3 units; Fall)
Ward, Tracy H.
|09/05/2023||W||7:40 PM - 9:40 PM||Yeager Center B223|
Through the lenses of equity centered/multicultural leadership, students will develop an in-depth understanding of organizational theory in higher education and how various governance models influence inclusive practice. Students will also explore the ways governance models influence the flow of communication and how engaging multiple perspectives in communication shapes the culture of an institution. (3 units; Spring)
This course equips students to help both individuals and groups through difficult transitions. Students will develop the ability to incorporate various academic advising approaches, employ effective counseling strategies, and develop career counseling techniques useful in practice. They will demonstrate an understanding of various helping roles (advisor, counselor and therapist), supportive communication, triage skills, and a firm understanding of when ones expertise ends and referral to other campus and outside resources may be needed. Prerequisite: HED510. (3 units; Summer)
An analysis of legal and financial issues confronting higher education today. This course will prepare entry level professions with the essential skills needed to access legal information, recognize economic trends and their influence on the financial health of educational institutions, and understand budget processes at the department, division, or school level. The course is designed to assist students in understanding the role of the University General Counsel, fundamental legislative actions and case laws that have guided and shaped service in higher education, private and public revenue sources and trends, budget proposals, preparation, management, stewardship of resources and accountability. (3 units; Summer)
This course explores ethical problems arising from contemporary social issues, such as poverty, bioethics, sexual ethics, racial justice, immigration and human rights. We will consider how these issues are portrayed in culture (films, popular media, music), and what policies are (or are not) in place. Students will consider each issue with attention to a biblical worldview and framework of shalom (human flourishing). Through lecture, readings and vigorous discussion, the course aims to educate students about the various positions, ethical approaches and moral arguments for each issue; the complexities that often surround moral choices; and consider policy implications at the personal, institutional, national and international levels. (3 units; Fall)
Stumpf, Amy R.
|09/05/2023||W||5:30 PM - 7:30 PM||Yeager Center B223|
This course examines the issues and models associated with developing and implementing comprehensive and holistic assessments of academic and social programs and institutions. Students will develop knowledge and skills needed to direct financial, human and technological resources to bring about program improvement and success. Students will develop necessary strategies and skills to design and implement program improvement plans and effectively manage resources to accomplish institutional objectives. Prerequisite: EDU525 or PSY530. (3 units; Spring)
|01/08/2024||W||5:30 PM - 7:30 PM||Yeager Center|
Supervised practice for students in the M.S. Higher Education Leadership and Student Development program. Refer to the HELSD Supervised Practice & Portfolio manual for more information. (1 unit; Fall, Spring, Summer)
Valdez, Claudia Rebequa
|09/05/2023||Th||6:00 PM - 7:30 PM||Yeager Center ONLN|
|01/08/2024||Th||6:00 PM - 7:30 PM||Yeager Center ONLN|
The portfolio will include reflections upon academic content and supervises practice experiences in light of the program objectives. Students will personalize the portfolio and provide evidence of learning by reflecting upon and attaching such artifacts as photos, video clips and journal reflections. This course will specifically focus upon the ways the student has applied leadership theories to practice. Pass/Fail. Pre- or Co- Requisite: HED 580. (1 unit; Spring)
The portfolio will include reflections upon academic content and supervised practice experiences in light of the program objectives. Students will personalize the portfolio and provide evidence of learning by reflecting upon and attaching such artifacts as photos, video clips and journal reflections. This course will build upon prior sections of the portfolio, specifically focusing upon the ways the student has learned principles related to effective communication and multicultural perspectives. Pass/Fail. Pre- or Co- Requisite: HED 580. (1 unit; Fall)
Ward, Tracy H.
|09/05/2023||Th||6:00 PM - 7:30 PM||Yeager Center ONLN|
The portfolio will include reflections upon academic content and supervised practice experiences in light of the program objectives. Students will personalize the portfolio and provide evidence of learning by reflecting upon and attaching such artifacts as photos, video clips and journal reflections. This course will build upon prior sections of the portfolio, specifically focusing upon the ways the student has learned principles related to student development, ethics, and research-based best practices. This culminating class will provide the student with opportunities to revise prior sections and prepare the entire portfolio to present to faculty and supervised practice supervisors the student selects. Pass/Fail. Pre- or Co- Requisite: HED 580. (1 unit; Spring)
|01/08/2024||Th||7:30 PM - 9:00 PM||Yeager Center ONLN|
*Curriculum subject to change.