2016-2017 Catalog

Higher Education

http://education.und.edu/educational-leadership/higher-education.cfm

FACULTY: Healy, Nguyen, Rice, and Worley (Graduate Director)

Degrees Granted: Master of Science (M.S.), Doctor of Education (Ed.D.) and Doctor of Philosophy (Ph.D.)

This major incorporates the examination of the governance, organization, and administration of colleges and universities; internal and external factors leading to student access, development, and success; evaluation and assessment of students, programs, institutions, and systems; and ethical and historical implications of the higher education enterprise.

Mission Statement

The academic mission is to prepare and support students through a community of diverse learners in their development as scholar-practitioners, who seek positions in postsecondary educational organizations or governmental agencies. Accordingly, the proposed graduate studies in Higher Education will enable students to engage actively in the critical reflection and ethical decision-making about current issues and problems in higher education. To achieve those learning experiences, the faculty have identified three learning goals and several corresponding learning objectives for students of this major.

Program Goals

Learning Goal 1: Students will display intellectual and professional curiosity in pursuit of knowledge and learning. Accordingly, students will be able to:

  • articulate a general understanding of higher education as a field of study.

  • develop, deliver, and assess courses and educational programs that are grounded in current research and best practice on learning, course and program design, and assessment.

  • design and/or modify academic and co-curricular programs and policies to respond to the differences in student characteristics and developmental needs.

  • demonstrate the basic leadership skills of developing a vision, engaging others in the vision, and executing a plan to achieve the vision.

Learning Goal 2: Students will communicate in both written and oral presentation form with a scholar-practitioner frame. Accordingly, students will be able to:

  • demonstrate sound research design and familiarity with quantitative and qualitative methodologies.

  • integrate information, theory and research with the student’s own perspective and voice.

  • apply theory to practice in order to demonstrate how organizations, culture and environment influence and shape student behavior.

  • analyze a situation, identify the key players and decision-makers, develop networks of support, and prepare compelling and convincing arguments.

Learning Goal 3: Students will demonstrate capacity to express multiple perspectives and values among multiple constituents so they may maneuver through the enterprise, profession, and individual pursuits. Accordingly, students will be able to:

  • define the philosophical and historical context of current issues and problems in higher education.
  • identify and understand cultural elements and artifacts for students, faculty, administrators, and policy-makers and how they impact the higher education experience.
  • demonstrate a commitment to diversity and social justice by understanding the backgrounds and histories of individuals.
  • promote multicultural competence in students, faculty, staff, administrators, and policy-makers.

Master of Science (MS)

Admission Requirements

  1. A bachelor’s degree from an accredited college or university.

  2. A cumulative undergraduate GPA of 2.75 or at least 3.00 for the last two years. Typically, applicants with teaching experience in schools apply to the M.Ed. program, not the M.S. program.

  3. Satisfy the School of Graduate Studies’ English Language Proficiency requirements as published in the Graduate Catolog.

  4. Students who have received a bachelor’s degree or higher from the United States or English-speaking Canada are not required to submit the TOEFL.

  5. All applicants are required to respond to essay questions provided in the application, submit a resume and writing sample.

Degree Requirements

  1. A bachelor’s degree from an accredited college or university.

  2. A cumulative undergraduate GPA of 2.75 or at least 3.00 for the last two years. Typically, applicants with teaching experience in schools apply to the M.Ed. program, not the M.S. program.

  3. Satisfy the School of Graduate Studies’ English Language Proficiency requirements as published in the Graduate Catolog.

  4. Students who have received a bachelor’s degree or higher from the United States or English-speaking Canada are not required to submit the TOEFL.

  5. All applicants are required to respond to essay questions provided in the application, submit a resume and writing sample.

Required Courses:

Core Courses/Experiences:
HE 500Higher Education Orientation1
HE 501Introduction to Higher Education3
HE 503Diversity Across Higher Education3
HE 505The College Student3
Educational Foundations & Research:
EFR 500Introduction to the Foundations of Education3
EFR 509Introduction to Educational Research3
T&L 541History of Higher Education in the United States3
Integrative Learning Experiences:
HE 529Capstone Seminar1
HE 997Independent Study2
Electives (Sampling of Potential Electives):
HE 507Collegiate Environments3
HE 509Higher Education Management3
HE 511Program Development3
HE 513College Students and the Law3
HE 592Internship in Higher Education1-8
Total Credits35-42

Doctor of Education (EdD)

Admission Requirements

The following criteria will be used to assess a student’s application for admission into the doctoral programs in the Department of Educational Leadership. No single criterion can adequately predict a student’s probable success in graduate work; as such, candidates for admission to the  doctoral programs are evaluated on the following criteria:

  1. A bachelor’s degree from an accredited college or university.

  2. Completion of a master’s degree from an accredited college or university

  3. Grade point average from all previous graduate work (minimum of 3.5 required)

  4. Professional resume

  5. Educational leadership essay

  6. Statement of professional goals

  7. Writing sample

  8. Three (3) letters of recommendation

  9. Satisfy the School of Graduate Studies’ Englsh Language Proficiency requirements as listed in the Graduate Academic Information section.

  10. Students who have received a bachelor’s degree or higher from the United States or English-speaking Canada are not required to submit the TOEFL

Degree Requirements

Students seeking the Doctor of Education degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the Educational Leadership Department.

The Ed.D. program in Higher Education is designed primarily for practitioners preparing for college and university administration positions.

  1. A minimum of 96 semester credit hours of course work beyond the bachelor’s degree.

  2. Maintenance of at least a 3.0 GPA for all classes completed as a graduate student.

  3. Completion of a dissertation, which incorporates independent work that is an original contribution to knowledge.

  4. With approval of a student’s Faculty Advisory Committee, up to 30 credits from a master’s degree may betransferred from another institution.

  5. Successful completion of comprehensive examinations in Educational Leadership and Educational Foundations and Research.

  6. Successful completion of a final examination.

Required Courses:

Minor/Master's transfer credits (30 credits)30
Higher Education Common Core (18 credits):
HE 530Orientation to Doctoral Study1
HE 532Principles and Practices in Higher Education3
HE 536Leading and Learning in Higher Education3
HE 538College Student Experiences3
HE 549Dissertation Orientation2
T&L 541History of Higher Education in the United States3
T&L 543Scholarly Writing3
Educational Foundations (12 credits):
Advanced Foundations elective 13
Advanced Foundations elective 23
Advanced Foundations elective 33
Advanced Foundations elective 43
Scholarly Tools (6 credits):
(Prerequsite: EFR 515 or equivalent)
EFR 510Qualitative Research Methods3
EFR 516Statistics II3
Administration Emphasis (20 credits):
Core (9 credits):
HE 563Academic Administration in Higher Education3
HE 570Higher Education Law3
HE 576Higher Education Planning and Finance3
Electives (11 credits):
Selected with consent of advisor11
OR
Individualized Emphasis (20 credits):
Electives selected with consent of advisor and faculty from area of specialization20
Dissertation10
Total Credits116

Doctor of Philosophy (PhD)

Admission Requirements

The following criteria will be used to assess a student’s application for admission into the doctoral programs in the Department of Educational Leadership. No single criterion can adequately predict a student’s probable success in graduate work; as such, candidates for admission to the  doctoral programs are evaluated on the following criteria:

  1. Completion of a master’s degree from an accredited college or university

  2. Grade point average from all previous graduate work (minimum of 3.5 required)

  3. Professional resume

  4. Educational leadership essay

  5. Statement of professional goals

  6. Writing sample

  7. Three (3) letters of recommendation

  8. Satisfy the School of Graduate Studies’ English Language Proficiency requirements as published in the graduate catalog.

  9. Students who have received a bachelor’s degree or higher from the United States or English-speaking Canada are not required to submit the TOEFL.

Degree Requirements

Students seeking the Doctor of Philosophy degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the Educational Leadership Department.

The Ph.D. program in Higher Education is designed for students preparing for positions in which research and creative experience are predominant interests. Ph.D. candidates are expected to have undertaken and completed independent research leading to an original contribution of knowledge in the field. It is generally expected that the Ph.D. dissertation will be publishable. This degree option typically provides preparation for those who aspire to leadership positions in higher education, in government agencies, or in other educational policy organizations.

  1. A minimum of 90 semester credit hours of course work beyond the bachelor’s degree.

  2. Maintenance of at least a 3.0 GPA for all classes completed as a graduate student.

  3. Completion of a dissertation, which incorporates independent work that is anoriginal contribution to knowledge.

  4. With approval of a student’s Faculty Advisory Committee, up to 30 credits from a master’s degree may be transferred from another institution.

  5. Successful completion of comprehensive examinations in Educational Leadership and Educational Foundations and Research.

  6. Successful completion of a final examination.

Minor/Master's transfer credits (24 credits)24
Higher Education Common Core (18 credits):
HE 530Orientation to Doctoral Study1
HE 532Principles and Practices in Higher Education3
HE 536Leading and Learning in Higher Education3
HE 538College Student Experiences3
HE 549Dissertation Orientation2
T&L 541History of Higher Education in the United States3
T&L 543Scholarly Writing3
Educational Foundations (6 credits):
(Prerequisite: EFR 500 or equivalent)
Advanced Foundations elective 13
Advanced Foundations elective 23
Scholarly Tools (12 credits):
(Prerequisite: EFR 515 or equivalent)
EFR 510Qualitative Research Methods3
EFR 516Statistics II3
Advanced Scholarly Tool elective 13
Advanced Scholarly Tool elective 23
Administration emphasis (18 credits):
Core (9 credits):
HE 563Academic Administration in Higher Education3
HE 570Higher Education Law3
HE 576Higher Education Planning and Finance3
Electives (9 credits):
Selected with consent of advisor9
OR
Individualized emphasis (18 credits):
Electives selected with consent of advisor and faculty from area of specialization18
Dissertation12

Courses

HE 500. Higher Education Orientation. 1 Credit.

This course provides an orientation to graduate masters education. S/U grading. On demand.

HE 501. Introduction to Higher Education. 3 Credits.

An overview of administration of America's colleges and universities. Topics include roles of state and federal government, governing boards, institutional organization and culture, types of institutions, faculty, students, research about higher education, and the profession of administrator. On demand.

HE 503. Diversity Across Higher Education. 3 Credits.

The course intends to promote understanding of the diverse populations within higher education and to encourage students to examine their own attitudes regarding diversity and openness to other cultures. Examination of practice models for service delivery to diverse populations will help prepare students to develop management, leadership, and advocacy skills. The course will underscore the development of skills for working with individuals, small groups, and campus groups in relation to equity, diversity, and inclusion. On demand.

HE 505. The College Student. 3 Credits.

This course will examine the theoretical perspectives that describe students' growth throughout the late adolescent and adult life span. The course will look at theory in the areas of intellectual, moral, ego, psychosocial, career, and spiritual development. Further, the course will examine sources of identity including gender, race, culture, ethnicity, and sexual identity. On demand.

HE 507. Collegiate Environments. 3 Credits.

The course will discuss how student characteristics influence student educational and development needs, and the effects of the college experience on student learning and development. This course also will examine collegiate environments and how students' person-environment interactions affect their development. On demand.

HE 509. Higher Education Management. 3 Credits.

This course will examine the administrative functions of higher education including student affairs, academic affairs, institutional advancement, and administrative services. Students will be introduced to professional issues, ethics, standards of practice, and the legal environment. On demand.

HE 511. Program Development. 3 Credits.

This course will examine the learning theories that undergird the design and delivery of educational programs and services. Students will acquire the knowledge and skills needed to conduct needs assessments and outcomes assessments in-person and mediated environments. They will also learn and demonstrate program planning, development and implementation process. On demand.

HE 513. College Students and the Law. 3 Credits.

This course provides an overview of key legal issues that pertain to college students. Using a legal frame and analysis, the focus of the course surrounds administrative decision making, effective practices, and organizational policy design and implementation. On demand.

HE 529. Capstone Seminar. 1 Credit.

Capstone course for students in the Higher Education master's program. S/U grading. On demand.

HE 530. Orientation to Doctoral Study. 1 Credit.

This course provides an orientation to doctoral study . S/U grading. On demand.

HE 532. Principles and Practices in Higher Education. 3 Credits.

This course is designed for students newly admitted to the doctoral program in higher education. It introduces the students to the study of higher education enterprise in terms of its context, research, and practice. Among the topics covered, students in the course will explore the significance of institutional missions and purposes, federal and state governments, and the academic community. On demand.

HE 536. Leading and Learning in Higher Education. 3 Credits.

Colleges and universities are complex organizations with a core purpose of learning. An understanding of organizations, what they are and how they function is critical to success as a higher education professional. Further each member of the organization is called on to provide leadership for the organization in the classroom, the department, and other organizational units. Effective leaders will understand the organization and how their roles and work help support the institution's effectiveness in educating students. On demand.

HE 538. College Student Experiences. 3 Credits.

Given the growing awareness, economically, politically, and socially, of the need for students to succeed in college, faculty, staff, and administrators are increasingly being held accountable for college persistence and completion. A significant factor in students' success is their learning and development. Students in this course will explore concepts and theories related to student learning and development and be challenged to interpret and apply theories to real-world higher education practice, considering how these processes influence student success. On demand.

HE 549. Dissertation Orientation. 2 Credits.

This course introduces students to the dissertation process, focusing specifically on proposal formulation. S/U grading. On demand.

HE 561. Curriculum in Higher Education. 3 Credits.

A study of processes for planning, implementing, and evaluating curriculum within institutions of higher education. Topics will include historical perspectives on curriculum in higher education, governance systems related to curriculum development and adoption, and issues of current interest and concern. On demand.

HE 563. Academic Administration in Higher Education. 3 Credits.

The roles and responsibilities of academic administration in higher education. Topics include the major academic roles (chairperson, dean, chief academic officer), curriculum and instruction, program evaluation, assessment, planning, faculty workload and evaluation, and the profession of administrator. On demand.

HE 564. Higher Education Student and Support Services. 3 Credits.

An overview of the organization and functions of student and support services within institutions of higher education. Students will gain an understanding of the administrative issues related to career services, student counseling, enrollment services, student activities, health services, student organization, and other institutional units, which serve the needs of students at a college or university. On demand.

HE 569. Higher Education Diversity Systems and Policy. 3 Credits.

The course is designed to provide students with a critical understanding of issues of diversity in higher education from an institutional and systematic perspective. Multiple levels and dimensions of diversity will be discussed, including structural, institutional and systematic manifestations of how diversity and equity are historically and currently addressed. Institutional type and role will also be explored. On demand.

HE 570. Higher Education Law. 3 Credits.

An overview of the legal issues that confront college and university personnel. Pertinent federal and state statutes as well as case law will be used to instruct about legal rights and responsibilities of university/college administrators and students. The legal relationships between the institution and the faculty, the student, state government, and the federal government will be explored. On demand.

HE 573. Higher Education and Public Policy. 3 Credits.

The course addresses the development, analysis, and implementation of public policy in postsecondary education and the structures and actors involved in policy activity. The course will also Introduce students to current and ongoing postsecondary public policy issues at the state, national, and international levels. On demand.

HE 576. Higher Education Planning and Finance. 3 Credits.

Higher education must plan to ensure the future of the institution and those plans guide the allocation of resources to accomplish the institutional mission and plan. This course will provide an overview of planning processes and the subsequent allocation of resources to implement the plan. Students will also learn about financial management including budgeting, financial policies and performance metrics. The college administrator's role in guiding the fiscal welfare of an institution of higher education will be explored. On demand.

HE 579. Special Topics in Higher Education. 1-3 Credits.

Exploration of special topics in the study of education not regularly included in available course offerings. May be repeated for different topics . Prerequisite: Consent of instructor or advisor. Repeatable.

HE 591. Practicum in Higher Education. 1-4 Credits.

Students will complete projects to further student learning through course design, teaching, and assessment. Repeatable up to a maximum of 8 credits. Prerequisite: Consent of advisor and instructor. Repeatable to 8 credits. On demand.

HE 592. Internship in Higher Education. 1-8 Credits.

This is a professional practice experience in an administrative unit. May be repeated to a maximum of 8 credits. Prerequisites: Consent of advisor and instructor. Repeatable to 8 credits. On demand.

HE 594. Readings in Higher Education. 1-4 Credits.

Designed primarily for advanced graduate students. May be repeated for different topics to a maximum of 9 credits. Prerequisites: Consent of advisor and instructor. Repeatable to 9 credits. On demand.

HE 595. Higher Education Seminar. 1-9 Credits.

A seminar for advanced graduate students on a focused topic. Students will have significant responsibility for preparing and presenting papers and studies on the focus topic. May be repeated to a maximum of 9 credits. Prerequisites: Consent of the instructor and advisor. Repeatable to 9 credits. S/U grading. On demand.

HE 597. Administrative Project in Higher Education. 1-4 Credits.

For advanced graduate students. Students will undertake an assignment from an administrator for a project that will be implemented once it is completed. Repeatable to a maximum of 4 credits. Prerequisites: Consent of advisor and instructor. Repeatable to 4 credits. On demand.

HE 598. Individual Research in Higher Education. 1-9 Credits.

Students design a research study, implement the research plan, and/or publish the results of the project. May be repeated to a maximum of 9 credits. Prerequisites: Consent of advisor and instructor. Repeatable to 9 credits.

HE 995. Scholarly Project. 2 Credits.

Prerequisite: Consent of advisor. On demand.

HE 996. Continuing Enrollment. 1-12 Credits.

Repeatable to a maximum of 48 credits. Prerequisite: Consent of the advisor. Repeatable. S/U grading.

HE 997. Independent Study. 2 Credits.

Prerequisite: Consent of the advisor.

HE 998. Thesis. 1-9 Credits.

Prerequisite: Consent of the advisor. Repeatable to 9 credits.

HE 999. Dissertation. 6-18 Credits.

Prerequisite: Consent of the advisor. Repeatable to 18 credits.

Office of the Registrar

Tel: 701.777.2711
1.800.CALL.UND
Fax: 701.777.2696

Twamley Hall Room 201
264 Centennial Drive Stop 8382
Grand Forks, ND 58202-8382