PROGRAM STATEMENT
Master’s Degree in College Student Personnel
“Enriching the student experience” is the theme of our master’s degree program in college student personnel. The program prepares promising entry level professionals for direct service positions in various higher education settings by helping current professionals attain the necessary skills to assume leadership positions. Most of our students attend full-time, gaining professional experience through graduate associateships. Full-time students with associateships usually take two years to complete the program.

Master’s Degree in Higher Education
The master’s degree program in higher education provides basic knowledge about higher education and responds to a broad range of individual needs. It is intended for professionals who are in a continuous work situation. The weekend executive program emphasizes teaching and administrative concerns of community colleges.

Ph. D. in Higher Education
Graduates of the doctoral program serve in faculty and cabinet-level administrative positions in colleges and universities. In addition, this degree serves a limited number of students who wish to develop research skills about higher education, regardless of their career ambitions. Students integrate their understanding of theory, classroom knowledge, and research skills with the skills of effective practice, thus, enhancing their ability to be leaders in higher education. The program is offered on-campus and in a weekend executive format.

PROGRAM MISSION
Master’s Degree in College Student Personnel
For over 40 years, our Master’s Degree students have embraced the mission of learning how to enrich the student experience. The program offers knowledge and skills in a distinctive community setting, a learning-living laboratory for studying and enhancing the undergraduate experience.
The core values that guide the mission are:
• “Community” as a mutually empowering learning environment.
• “Diversity” as more than the tolerance of difference but a commitment to equity, justice, and affirmation
• “Individuality” as an expression of personal human growth and dignity.
• "Holism" as the synergy that must take place between the ideas and activities, the heads and hearts of our learners.
• “Service” as an unwavering devotion to the development of human potential
• “Learning” as the primary reason for the existence of institutions of higher education

The program attempts to fulfill its mission by:
• Providing a core of theory, skills, values, and attitudes to help our graduates enrich the student experience.
• Developing understandings about higher education, student affairs functions, college student development, and educational research.
• Assisting students in developing their professional competencies through field experiences that are sequenced appropriately with theory-oriented courses.

PROGRAM UNIQUENESS
Not provided.

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

APPLICATION AND ADMISSIONS REQUIREMENTS

Master's Application Master of Education in College Student Personnel • GPA Requirement: 3.3 undergraduate • GRE Requirement: If GPA is below minimum • 3 letters of recommendation • Interview • Autobiography • Deadline – January 1 Master of Education in Higher Education • GPA Requirement: 3.3 undergraduate • GRE Requirement: If GPA is below minimum • 3 letters of recommendation • Continuing work experience in higher education • Interview • Autobiography • Deadline – January 1

Doctorate Application • GPA Requirement: 3.6 graduate • GRE Requirement: Verbal - 550 minimum; Quant.- 500 minimum • 3 letters of recommendation • Interview • Work experience required • Autobiography • Deadline -- March 1

CURRICULUM INFORMATION

Program Required Hours: Master's - 72 credit hours (quarter credits) Doctorate - 90 credit hours (quarter credits)

 

Master's Curriculum M.Ed. in CSP Curriculum A. College Requirements Introduction to Research Methods Seminar in Education B. Student Personnel Requirements Introduction to College Student Affairs College Student Development Campus Student Environments Multicultural Student Development Practicum (3 required) Administration and Organization of Student Affairs C. Higher Education Requirements Introduction to Higher Education Management in Higher Education Plus One of the following: History and Philosophy of Higher Education Contemporary Higher Education Legal Issues in Higher Education Assessment in Higher Education Finance & Budgeting in Higher Education Organization and Governance D. Counselor Education Requirement Counseling Theory and Techniques I E. Specialized Courses in College Student Affairs Two of the following two credit courses: Student Leadership Issues Budgeting Residential Campus Issues Assessment Student Learning Imperatives Wellness Issues Supervision Two Year College Student Service Computers and New Technology First Year Experience Retention Is a thesis required? No.

Doctorate Curriculum Core Higher Education Courses: History and Philosophy of Higher Education Legal Issues in Higher Education Diversity in Higher Education Organization and Governance of Higher Education Management in Higher Education Policy and Politics in Higher Education Students and Learning Environments Additional Area Requirements: Research Student Affairs Administration or General Administration Field Experience Cognate Area Dissertation

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 (CSP)	29	8	21	24	5
Master's (Higher Ed)	23	8	15	19	4
Doctoral	42	16	26	34	8
	% 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		100	100
Master's (Higher Ed)	90	10	10
Doctoral	83	17	17

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

Valerie Martin Conley, Ph.D., faculty issues, management issues, policy, institutional research and assessment; 100%
Marc Cutright, Ed.D., first-year education; institutional advancement; strategic planning; governance; retention; 100%
Peter Mather, Ph.D., student development, multicultural development, college environments; 100%
Robert Young, Ph.D., student affairs administration; history and philosophy; teaching; curriculum, 100%.
Fred Dressel, Ph.D., introduction to American higher education; 33%
Gary Moden, Ph.D., finance; research; assessment; 33%
Joe Burke, Ph.D., Director of Residential Life, residential issues; 10%
John Burns, J.D., University Counsel, legal issues, 10%
Terry Hogan, Ph.D., Dean of Students, leadership issues; 10%
Charles Ping, Ph.D., University President Emeritus, history and philosophy, 10%

Last modified 11/02/2005
Information submitted by: Robert B. Young, Peter Mather

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