HED - Higher Education Leadership

Knowledge of learning theory, assessment, and instructional design is essential for teaching in higher education. This course examines theories of teaching and learning applicable to a contemporary higher education setting including: creation of meaningful and challenging learning experiences, development of measurable student learning outcomes, design and alignment of instructional materials and assessments with learning outcomes, and the provision of effective feedback to learners. Pre-requisite(s): Permission of Program Chair or designate. Co-requisite(s): None. 3 semester hours

In this course, students explore the spectrum of approaches to improving postsecondary teaching and learning experiences through technology-based practices and tools and the application of such approaches to their discipline(s). Topics covered in this course evolve with technology and typically include: learning management systems (LMSs), differentiated philosophies and best practices in teaching traditional, technology-enhanced, blended/hybrid, and online courses, addressing the needs of diverse groups of learners, social networking tools, open-source content, and other topics of emerging and current interest. Pre-requisite(s): Permission of Program Chair or designate. Co-requisite(s): None. 3 semester hours

This course builds on instructional design, assessment, and technology-based teaching and learning practices introduced in prerequisite courses and extends those practices to focus on a more substantive teaching experience. Students integrate theory with experiential learning through a supervised teaching experience, serving as teaching assistants, instructional design assistants, or in selected instances, instructor or co-instructors of record in entry-level courses. Pre-requisite(s): HED 500, and HED 510; or permission of Program Chair or designate. Co-requisite(s): None. 3 semester hours

This course introduces students to doctoral studies in higher education and examines the role of higher education in the United States. Students discuss the emergence and functions of modern higher education institutions (HEIs) from multiple perspectives and examine the evolution of higher education from its colonial roots to the current landscape populated by diverse and complex institutions. Pre-requisite(s): Admission to doctoral program; or permission of Program Chair or designate. Co-requisite(s): None. 3 semester hours

This course explores the structures of governance models in higher education, the concept of shared governance, and related major policy documents, legal precedents, and emerging leadership models. Students discuss theories of leadership and governance in higher education settings and reflect on their own leadership dispositions and governance experiences. Pre-requisite(s): HED 600, RES 600 or permission of Program Chair or designate. C-requisite(s): None. 3 semester hours

This course reviews strategic enrollment management in higher education institutions. Topics covered include marketing the institution, strategies for attracting applicants, the application process, and predicting and managing enrollment trends. Students explore the roles of college and university admissions officers and advisors, customer relationship and student management systems and their impacts, and their integration with institutional research. The course focuses on ways to attract and retain students and integrate them into the institution's community. Pre-requisite(s): HED 600 and RES 600; or permission of Program Chair or designate. Co-requisite(s): None. 3 semester hours

This course focuses on finance and budgeting as it relates to higher education institutions and their business operations. Students discuss key concepts and challenges, including areas such as sources of revenue, federal and state funding, allocation of resources, and the impact of ethics and public policy issues to higher education finance and budgeting. Additionally, the course addresses capital expenditure and the management and maintenance of the physical plant. Pre-requisite(s): HED 600 and RES 600. Co-requisite(s): None. 3 semester hours

This course examines legal issues affecting higher education institutions in the United States. Students explore the sources and history of higher education law, legal policy, and rights and responsibilities of students, faculty, administrators, governing boards, and institutions. Issues covered include academic freedom and intellectual property; employment relationships; student access, academic, and disciplinary issues; and the complex interplay among history, culture, tradition, and the law. Pre-requisite(s): HED 600 and RES 600; or permission of Program Chair or designate. Co-requisite(s): None. 3 semester hours

This course focuses on the structure and functions of academic affairs in higher education institution. Students explore theoretical foundations, best practices, and issues in academic affairs, concentrating on leadership of faculty, management of the academic program portfolio, and methodologies for assessment of mission-driven, efficient, and accountable use of resources. Pre-requisite(s): HED 600 and RES 600; or permission of Program Chair or designate. Co-requisite(s): None. 3 semester hours

This course examines a range of development theories that offer insight into student learning and growth throughout the students? postsecondary educational experiences. Students investigate how social and sociological differences and the rapidly changing landscape of higher education influence student development. Special focus is placed on the potential implications of these theories on a higher education institution, its policies, and its leadership. Pre-requisite(s): HED 600, RES 600; or permission of Program Chair or designate. Co-requisite(s): None. 3 semester hours

A strong higher education institution is a constantly evolving one, dedicated to continuous assessment of its effectiveness and data-informed actions designed to improve its outcomes. In this course, students delve into the concept of quality in higher education (including standards-based and fitness-for-purpose quality frameworks), study internal and external quality assurance practices and processes, and explore the concept of accreditation and the regulatory environment of higher education in the United States. A particular emphasis is placed on critical assessment of institutional strengths and weaknesses, case studies, and quality assurance agencies? criteria and practices. Pre-requisite(s): HED 600, RES 600; or permission of Program Chair or designate. Co-requisite(s): None. 3 semester hours

This course focuses on various models, perspectives, research, and techniques pertaining to learning to teach in higher education. Issues related to values, beliefs, pedagogical techniques, learning styles, as well as how to structure, deliver, and evaluate instruction will be covered. Students will develop essential concepts and strategies related to organizing and presenting concepts in a practical and effective style applicable to all domains of knowledge. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

In this course students will assemble knowledge and work from both prior doctoral coursework and prior experience into a contextual study with foci on one or more of five contexts (institutional, programmatic, conceptual, theoretical, literature). The contextual study serves as a foundation for the dissertation or other major work and sets the stage for future contributions to the field, including the identification of further opportunities for specialized inquiry. Pre-requisite(s): HED 600, HED 620, HED 622, HED 624, HED 626, HED 630, HED 632, HED 634 and RES 600; or permission of Program Chair or designate. Co-requisite(s): None. 3 semester hours

Doctoral Research in Higher Education I provides structure for the successful completion of the doctoral capstone through meeting specific research benchmarks to be achieved prior to advancement to the next course. In Doctoral Research I, students complete the literature review, which constitutes Chapter Two of the doctoral capstone. Pre-requisite(s):HED 650; or permission of Program Chair or designate. Co-requisite(s): None. 3 semester hours

Doctoral Research in Higher Education II provides structure for the successful completion of the doctoral capstone through meeting specific research benchmarks to be achieved prior to advancement to the next course. In Doctoral Research II, students complete the methodology and study design, which constitute Chapter Three of the doctoral capstone. Pre-requisite(s): HED 671; or permission of Program Chair or designate. Co-requisite(s): None. 2 semester hours

Doctoral Research in Higher Education III provides structure for the successful completion of the doctoral capstone through meeting specific research benchmarks to be achieved prior to advancement to the next course. In Doctoral Research III, students complete the research stage of the project, which constitutes Chapter Four of the doctoral capstone. Pre-requisite(s): HED 672; or permission of Program Chair or designate. Co-requisite(s): None. 2 semester hours

Doctoral Research in Higher Education IV provides structure for the successful completion of the doctoral capstone through meeting specific research benchmarks to be achieved prior to advancement to the next course. In Doctoral Research IV, students present their conclusions and make recommendations or institutional renewal and further research, which constitutes the final chapter of the Capstone. Pre-requisite(s): HED 673; or permission of Program Chair or designate. Co-requisite(s): None. 2 semester hours

The colloquium presents an opportunity for doctoral students to engage in scholarly discussions related to their research. Students, faculty, external scholars, and other members of the research community participate as presenters, discussants, and audiences in a series of structured seminars. Presentations may include research papers, conference papers, institutional studies, and doctoral capstone proposals. Doctoral Colloquium I participants will typically present their institutional study in one of the colloquium sessions. Pre-requisite(s): HED 600; or permission of Program Chair or designate. Co-requisite(s): None. 0.5 semester hour

The colloquium presents an opportunity for doctoral students to engage in scholarly discussions related to their research. Students, faculty, external scholars, and other members of the research community participate as presenters, discussants, and audiences in a series of structured seminars. Presentations may include research papers, conference papers, institutional studies, and doctoral capstone proposals. Doctoral Colloquium II participants will typically engage in providing feedback to those presenting their institutional studies and doctoral capstones, and may present their own research emerging from work on the doctoral capstone or professional practice. Pre-requisite(s): HED 681; or permission of Program Chair or designate. Co-requisite(s): None. 0.5 semester hour

This course provides students with an opportunity to engage in research on a topic of interest in professional practice, policy, or theory in higher education under guidance of a faculty member. This course may serve as a foundation for future doctoral capstone research or a research project related to the student's own professional practice, an opportunity to complete primary or secondary research activities, or an analysis of data using more complex research methods. This course may be taken for credit multiple times, provided that research completed in this course progresses in depth and/or complexity or that different research topics are covered each time. Pre-requisite(s): Permission of the Program Chair or designate. Co-requisite(s): None. 1-6 semester hours

The internship enables students to integrate theory with experiential learning while working in a field related to their program. Students engage in supervised and structured experiences and must complete a minimum of 45 hours of internship and related activities per semester credit hour earned. This course may be taken multiple times for up to a total of six semester credit hours. Pre-requisite(s): Permission of Program Chair or designate. Co-requisite(s): None. 1-6 semester hours

This course enables students to integrate theory with experiential learning while working on a field-based assignment in higher education. Students apply principles and concepts learned in the classroom to real-world projects and build their professional networks. They gain hands-on experience at higher education institutions, research organizations, professional associations, or related agencies. Students must complete a minimum of 45 hours of fieldwork activities per semester credit hour earned. This course may be taken multiple times for up to total of six semester credit hours. Pre-requisite(s): Permission of Program Chair or designate. Co-requisite(s): None. 1- 6 semester hours

This course provides an in-depth study of a special topic in higher education not fully covered in one of the other program courses. Topics offered may be chosen based on research interests of students and faculty, special faculty expertise, or areas of current debate and emerging interest in the field. This course may be taken for credit multiple times, provided that different topics are covered in each course. Pre-requisite(s): Permission of the Program Chair or designate. Co-requisite(s): None. 1- 6 semester hours

In this special-topics seminar course, student and faculty allies will explore together the multiple, intersecting crises of 2020 (e.g., COVID-19, anti-Black police violence, political unrest, economic collapse, natural disasters, among others) as a charge for justice-oriented leadership in colleges and universities. Through analysis of institutional, sector, and public leaders? responses, we will consider how leadership theories, emergent events, and the social contexts of postsecondary education connect to understand the uniquely challenging year we have each experienced. Students will be supported in developing a personal leadership philosophy, then applying it to a chosen 2020 crisis in developing a crisis response framework rooted in notions of educational justice. Importantly, student work will be developed with an eye toward publication, presentation, employment portfolio inclusion, or other scholarly and professional distribution strategies. Pre-requisite(s): HED 600 or permission of program chair or designee. Co-requisite(s): None. 3 semester hours

This course enables students to integrate theory with experiential learning while working on an individual or group consulting project in higher education. Students review the principles of organizational consulting, research a higher education institution, identify and analyze an organizational challenge, and present a formal report on a recommended set of actions designed to resolve this challenge. Students must complete a minimum of 45 hours of project-related activities per semester credit hour earned. This course may be taken multiple times for up to a total of six semester credit hours. Pre-requisite(s): OBD 633, and/or permission of the Program Chair or designate. Co-requisite(s): None. 1-6 semester hours

This course serves as the culmination of doctoral work, in which students synthesize and collate capstone work completed in prior courses, defend the capstone before the doctoral committee, implement the committee's recommendations, and finalize the capstone work through the formal submission to the University. Pre-requisite(s): HED 674 and HED 682; or permission of Program Chair or designate. Co-requisite(s): None. 3 semester hours