PROGRAM STATEMENT
The Department of Adult and Community College Education (ACCE) at North Carolina State University offers a masters and doctoral degree in Higher Education specializing in Student Affairs. Blending a broad overview of the history and function of American higher education with a specific focus on the unique characteristics of student affairs, these programs prepare students for careers as practitioners and administrators in all types of colleges and universities. Practical application is emphasized within course work and required internship and research experiences

Department statement: The Department of Adult and Community College Education (ACCE) is a unique department in its emphasis on serving the spectrum of both formal and informal adult learning organizations, and its inclusion of administrative, instructional, and technology-related leadership within a practitioner preparation program. Based in a land-grant, Research extensive university, the department reflects the tripartite commitment to quality instruction, research scholarship, and service outreach.

Its mission is to develop leaders, innovators, and change agents for adult learning organizations by providing effective educational programs that contribute to lifelong learning. The Department predominantly serves the working professional. Thus, its dominant concern is the effective learning and application of knowledge to the student's working context, as well as the general welfare and success of its students. There is an equal expectation that faculty actively engage in research scholarship and service that facilitate future leadership, understanding, and action in both practitioner and research communities. We are committed to developing a community of learning and scholarship that is inclusive, welcoming all people from varied backgrounds, experiences, and heritages, as well as individuals with disabilities.

PROGRAM MISSION
Master of Education (M.Ed.)
This degree is designed for entering and experienced educators who seek advanced professional preparation for managing and administering student services in higher education environments. Individuals completing this program will have sufficient professional knowledge and skill for entry or advancement in student affairs positions in postsecondary institutions as well as allied positions with governmental agencies and public service organizations that involve education.

Master of Science (M.S.)
This graduate program focuses on a general understanding of theory and principles of practice in student affairs. Students choosing the Master of Science will prepare for professional practice in student affairs, and will focus on a specific theoretical or practice interest through research. Students in this program complete a thesis and one additional research-based course as part of their academic efforts.

Doctor of Education (Ed.D)
Students who are interested in higher education leadership may specialize in either community college leadership, leadership at four-year institutions or student affairs. The specializations are designed for entering and experienced educators who seek advanced professional preparation for managing, administering, and leading community colleges, four-year colleges and universities and student services. The program in higher education links theoretical and conceptual concepts to the day-to-day management decisions that must be addressed by successful leaders in colleges and universities. Most of the courses in the program are offered once a week during the late afternoon or evening hours. Some courses are available in the summer sessions and through distance education technologies.

PROGRAM UNIQUENESS
The Student Affairs Specialization is housed in our Higher Education Program. This program will offer you the cutting edge classes in student affairs such as The Administration and Finance of Student Affairs and Student Development Theory as well as a wealth of foundational information in Higher Education, including Law & Higher Education, Current Issues in Higher Education, and Assessment & Evaluation.

We believe our Program offers something unique and unmatched. We are developing an inter-institutional program with Duke University and the University of North Carolina, Chapel Hill. Students have the opportunity to take classes at either institution. In addition, Duke and UNC-CH employ NC State students in graduate assistantship positions.

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

APPLICATION AND ADMISSIONS REQUIREMENTS

Master's Application (materials to two locations, in two steps) Graduate School Materials Directly to the Graduate Admissions Office by January 20: Online Graduate School application form http://www2.acs.ncsu.edu/grad/admision.htm Graduate Record Examination (GRE), the Graduate Management Admission Test (GMAT), or the Miller Analogies Test (MAT) Official transcripts (two transcripts from each college and university attended) Form for claiming North Carolina residency for tuition purposes. International students: TOEFL scores

Department Admissions By January 20 to the Department of Adult and Community College Education Three reference letters and forms (for details, see http://www2.acs.ncsu.edu/grad/admissn/app/gradadm.htm) Proposed program goals and future outcomes Resume Sample of something you have written within the last two years See program/university websites for detailed instructions.

CURRICULUM INFORMATION

Program Required Hours: Master's -  39 credit hours Doctorate - 72 credit hours (up to 18 from master's)

 

Master's Curriculum M.Ed. Curriculum Higher Education Core (9 hours) History of Higher Education Current Issues in Higher Education Law and Higher Education Student Affairs Core Courses (15 hours) Foundations of Student Affairs Administration & Finance of Student Affairs Current Issues in Student Affairs Topical Problems: Student Development Theory Counseling Course (Choose One) 1. Career Counseling and Development 2. Cross-Cultural Counseling 3. Theories and Techniques of Counseling 4. Group Counseling 5. Gender Issues in Counseling Research Component (3 hours) Research in ACCE Practicum/Internship (3 hours) Internship in Education Electives or Minor (9 hours) M.S. Curriculum Core Courses (18 hours) Foundations of Student Affairs or Topical Problems in ACCE: Student Development History of Higher Education in the United States (3 hrs.) The Adult Learner (3 hrs.) Organizational Concepts (3 hrs.) Law and Higher Education (3 hrs.) Finance in Adult and Community College Education (3 hrs.) Research Component (6 hours minimum) Research in ACCE A second research course Practicum/Internship (3 hours) Thesis Component (6 hours) Electives or Minor (6 hours) Is a thesis required? M.Ed.: No; M.S.: Yes

Doctorate Curriculum Core Courses (15 hours) History of Higher Education in the United States (3 hrs.) The Adult Learner (3 hrs.) Organizational Concepts (3 hrs.) Law and Higher Education (3 hrs.) Finance in Higher Education (3 hrs.) Specialization (15 hours) Specializations include a number of areas such as community college leadership, university leadership and student affairs Research Competency (12 hours) Minimum of 12 hours in research inquiry, design, and/or methodology courses. (Prerequisite: either an introductory research inquiry course within the last 7 years or take the introductory course.) For the required minimum of 12 hours, each student will be expected to take 3 semester hours of statistics (in their early coursework) and then select 9 semester hours from one of the two research paradigms below (quantitative or qualitative). Statistics (3 hours) • Statistics for the Behavioral Sciences I - OR - • Statistics for Behavioral Science II • ST 511 - ST 700 provide other alternatives - OR - • Equivalent statistics course as approved by student's advisor. Quantitative Research Dissertation Focus - (9 hours) • In consultation with their advisor, each student will select 9 hours of quantitative research courses that will prepare them to conduct doctoral dissertation research. - OR - Qualitative Research Dissertation Focus - (9 hours) • In consultation with their advisor, each student will select 9 hours of qualitative research courses that will prepare them to conduct doctoral dissertation research. Dissertation Component (12 hours) • Dissertation Research. Comprehensive Written Examination Comprehensive Preliminary Examination

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	12	15	20	7
Doctoral	50
	% 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	10	90	85
Doctoral

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

Dr. Audrey J. Jaeger, Assistant Professor of Higher Education, Organizational Concepts and Theories, Student Development Theory, Foundations of Student Affairs, Governance in Higher Education
Dr. John Levin, Joseph Moore Distinguished Chair, Professor of Higher Education, The Community College, Current Issues in Higher Education, Qualitative Research Methods
Dr. Marvin Titus, Assistant Professor of Higher Education, Administration and Finance of Student Affairs, Research Methods, Higher Education Finance
Dr. Crystal Muhammad, Assistant Professor of Higher Education, Higher Education Law, Politics of Higher Education, Diversity in Higher Education
Dr. Duane Akroyd, Associate Professor, Quantitative Research Methods, History of Higher Education, Survey Data Analysis
Dr. Leil Gonzales Sullivan, Visiting Associate Professor, Leadership in Higher Education
Dr. George B Vaughan, Professor Emeritus of Higher Education, College Presidency, Issues in Higher Education, The Community College

DEPARTMENT FACULTY

Dr. Paula Berardinelli, Assistant Professor, Organization and Operation of Training and Development Programs, Needs Assessment and Task Analysis, High Performance Coaching
Dr. Valerie Lee Chapman, Assistant Professor, Program Planning, Continuing Education, Adult Learning and Development
Dr. Timothy Hatcher, Associate Professor, Human Resource Development, Organizational Effectiveness, Training & Development in the Workplace
Dr. Carol Kasworm, Department Head and Professor, Qualitative Research, Adult Learning and Development
Dr. Don Locke, Professor , Director of the Asheville ACCE Graduate Program, Multiculturism, Adult Development, Group Dynamics
Dr. Brad Mehlenbacher, Associate Professor, Technology-Based Training
Dr. Kathryn Moore, Dean and Professor, Organizational Theory, Organizational Change

AFFILIATED FACULTY

Dr. Marilee Bresciani, Visiting Assistant Professor, Director of Assessment Undergraduate Affairs, Enrollment Management, Program Evaluation
Dr. Deb Lucadoo, Visiting Assistant Professor, Director Student Activities, Foundations of Student Affairs, Administration & Finance of Student Affairs, Current Issues in Student Affairs
Dr. Virginia S. Lee, Visiting Assistant Professor, Associate Director Faculty Center for Teaching and Learning. College Teaching

Last modified 02/15/2008
Information submitted by: Kevin D. Hoch

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