PROGRAM STATEMENT
Students interested in the study of higher education and working in a college or university may choose between two concentrations in the master's degree in higher education and student affairs (HESA). The concentration in student affairs administration emphasizes the study of college and university administration, student learning and development, assessment of campus environments, issues in student affairs, and communication skills and interpersonal relationships. The concentration in higher education administration emphasizes the study of organizational structure, finance, personnel management, and current trends and issues in higher education. Both concentrations introduce students to relevant theory, research, and practice related to college and university administration and preparation for entry-level and, for those with previous relevant experience, middle-management positions in institutions of higher education. Most students enrolled full-time in the HESA program are in the student affairs administration concentration.

Students come from diverse geographic locations and academic backgrounds. Some come to the program with student affairs related positions, and many come directly from undergraduate study. Most full-time students need two academic years and one summer session to complete the degree requirements. To complete courses in the preferred sequence, students are encouraged to begin course work in the fall semester. Students may take courses at either Bloomington (IUB) or Indianapolis (IUPUI).

PROGRAM MISSION
To introduce students to relevant theory, research, and practice related to college and university administration and preparation for entry-level, and, for those with previous relevant experience, middle-management positions in institutions of higher education.

PROGRAM UNIQUENESS
One of the distinctive characteristics of the IU master's program is the amount of emphasis that is placed on practical work experience while students are enrolled in the program. Typically, students work at a 20 hour/week assistantship in a student affairs unit on campus throughout the time they are enrolled in the program, and work an additional 10 hours/week at a practicum site during one semester. Many do summer internships between their first and second years in the program. A second distinctive of the IU program concerns the quality of the faculty. Among the faculty are three Senior Scholars (active or diplomate, of ACPA) whose contributions to the literature of the field (student learning and involvement, enrollment management, student persistence, access and equity, diversity) have been recognized with national awards from ACPA, NASPA, AIR, ASHE, and other higher education associations. All the faculty members are active scholars; some hold key administrative roles where their research is being used to improve the quality of the undergraduate experience. Thus, students at Indiana University have unique opportunities to work directly with leading scholars whose research and teaching informs the theory and practice of student affairs.

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

APPLICATION AND ADMISSIONS REQUIREMENTS

M.S. Application GPA: 3.0 GRE: 900 (verbal & quantitative) with a 3.5 or higher on analytical section 3 letters of recommendation Interview Personal goal statement Faculty Interview Graduate Assistantship or Employment in field Application Deadline: February 1

Ed.D./Ph.D. Application GPA: 3.5 in prior graduate work GRE: 1100 (verbal and quantitative) with a 4.0 or higher on analytical section 3 letters of recommendation Interview Work experience required Application Deadline: January 15

CURRICULUM INFORMATION

Program Required Hours: Master's -  39-41 credit hours Ed.D. - 60 credit hours Ph.D. - 90 credit hours

 

Master's Curriculum Student Affairs (41 hrs): Introduction to College and University Administration Introduction to Student Affairs in Higher Education Diverse Students on the College Campus Practicum, Practical Experience and Seminar Student Development Theory and Research Environmental Theory and Assessment Administrative Practices College Student and the Law Issues and Problems in Higher Education & Student Affairs Administration Foundations (6 hours) Electives (10 hours) Higher Education (39 - 41 hours): Introduction to College and University Administration Higher Education Administration Introduction to Student Affairs in Higher Education Issues and Problems in Higher Education & Student Affairs Administration Practicum, Practical Experience and Seminar Recommended Courses (15 hours) Foundations (6 hours) Electives Outside the Major (6 hours) Is a thesis required? No, optional.

Doctorate Curriculum (not provided)

STUDENT DEMOGRAPHIC INFORMATION - Students in student affairs or higher education administration programs  (2005-2006):

	Total Number	# of Males	# of Females	# of Whites	# of Persons of Color
Master's	105	41	64	77	28
Doctoral	58	35	23	40	18
	% 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	17	83	83
Doctoral	not reported	not reported	not reported

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

Trudy Banta, assessment, institutional research, 15%
John Bean, organizational theory; college student retention; 100%
Nancy Chism, faculty development, teaching and learning, 15%
Gerardo Gonzalez, substance abuse in higher education, multiculturalism, K-16 education; 15%
Robin Hughes, student athletes, diversity; 100 %
Donald Hossler, enrollment management, higher education finance; 25% -- assessment of student and institutional performance; 50%
Danielle De Sawal, 100%
George Kuh
Thomas Nelson-Laird, assessment, diversity; 100%
Douglas Priest, higher education finance; 15%
Vasti Torres, student development, identity theory, Latino students, diversity; 100%
Andrea Walton, higher education history; history of women's education; 50%

Last modified 12/09/2005
Information submitted by: Aimee Heeter
JG

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