PROGRAM STATEMENT
Masters level study in the field of higher education/student affairs is a prerequisite to nearly all entry-level professional positions in student affairs or other programs at colleges and universities. It is an essential requirement for those seeking to advance to leadership positions or seeking greater responsibility in institutions of higher education, educational associations, or in human resource areas in the public or private sector. By providing courses that are both relevant and current, taught by full-time faculty and full-time practitioners, the curriculum is optimally balanced, appropriately blending the practical and theoretical aspects of this body of knowledge.

The Education Specialist Degree in Higher Education offers a course of study to further develop professional skills, broaden knowledge of Higher Education, and provide the fundamentals for leadership in midlevel professional positions at colleges and universities. The focus of this program is to prepare educators to meet the challenges of their profession and reinforce the significance of their roles in rapidly altering social, economic and political environments. Enhancement of leadership capabilities will be met through the application of current research and theory in this field

The PhD in Community College Leadership seeks to meet the executive leadership workforce needs of Virginia's community colleges as well as those in the Southeast and throughout the nation. The innovative quality of this program supports the university's commitment to technology-delivered learning by implementing leadership graduate courses at each of the 23 VCCS community colleges and elsewhere in the United States through Old Dominion University's TELETECHNET delivery system as well as through video streaming and other methods of instruction. This enables prospective students to meet their personal and professional needs by offering accessible graduate education.

Some of the unique community college leadership issues that are addressed in this program are: the diversity of the student body, the role of the community college in the higher education system of Virginia and the nation, the role and expectations of the communities hosting the community college, and the importance of the workforce preparation the community colleges provide for the local community.

Old Dominion University is an urban institution comprising the largest university in the Hampton Roads area of Virginia. The University is committed to preparing students to meet the professional needs of the region and state, as well as the national and international community. If you seek a challenge and are interested in advancing your career, contact the Higher Education Program Director in the Department of Educational Leadership and Counseling at Old Dominion University.

PROGRAM MISSION
The higher education and community college leadership programs seek to provide high quality leaders for postsecondary institutions for the southeastern United States and beyond. These programs address the needs of those seeking entry-level and more senior administrative positions in both two-year and four-year colleges. Through innovative teaching methods and
new technology, program faculty will prepare the leaders of American higher education for the twenty-first century.

PROGRAM UNIQUENESS
Faculty in this program are a combination of full-time higher education faculty, full-time counseling faculty, and part time faculty who are practitioners in student affairs and other leadership positions in higher education. The Graduate Program Director was a student affairs administrator for 25 years prior to becoming a full-time faculty member.

NATIONAL STANDARDS
Meets ACPA Professional Preparation Commission Standards: YES
Meets CAS Standards: YES
Other/Comments: The ODU College of Education is NCATE accredited and programs within the college are accredited by NRPA, NATA, ASHA, and CACREP. The Counseling program from which some courses are drawn is CACREP accredited.

APPLICATION AND ADMISSIONS REQUIREMENTS

Master's Application GPA Requirement: 2.80 total - 3.0 in undergraduate major GRE or MAT International students must have a TOEFL of at least 550 2 letters of recommendation 500 word Statement of Educational and Career Goals Resume Deadline: June 1, November 1 Education Specialist in Higher Education Completed master's degree or equivalent GPA of 3.5. in all graduate work GRE or MAT International students must have a TOEFL of at least 550 2 letters of recommendation 500 word Statement of Educational and Career Goals Resume Deadline: June 1, November 1.

Doctorate Application Completed master's degree of equivalent GPA of 3.5 (on a 4.00 scale) overall and in the major area of study in the master's GRE with minimum of 500 on verbal and the equivalent of a total of 1500 on all three sections (Analytical writing is scored differently) International students must have a TOEFL of at least 550 1500 word statement of Academic and Professional Goals Three letters of reference Meaningful work experience preferably at a community college Deadline: February 1

CURRICULUM INFORMATION

Program Required Hours: Master's - 42 credit hours Education Specialist - 30 credit hours post-master's Doctorate - 48 credit hours post-master's

 

Master's Curriculum STUDENT AFFAIRS ADMINISTRATION Required (27 credit hours) Counseling Skills Research Methods Student and Adult Development Theory College Student Personnel Work The Multicultural University Contemporary Issues in Higher Education The Contemporary College Student The Law of Higher Education Higher Education Capstone Electives (9 credit hours) Career Development Social and Cultural Issues in Counseling Program Design and Outcomes Assessment Research Design and Statistics Higher Education Finance Leadership in Higher Education Higher Education Curriculum The Modern Community College History of Higher Education in the U.S. Organization and Administration of Higher Education Special Topics in Higher Education GENERAL ADMINISTRATION Required (27 credit hours) Research Methods The Multicultural University Contemporary Issues in Higher Education Introduction to Student Personnel The Law of Higher Education Higher Education Finance Higher Education Capstone The History of Higher Education in the U.S. Organization and Administration of Higher Education Electives (9 credit hours) Counseling Skills Career Development Social and Cultural Issues in Counseling College Student and Adult Development Theory Program Design and Outcomes Assessment Research Design and Statistics Contemporary College Student The Multicultural University Leadership in Higher Education Higher Education Curriculum The Modern Community College Special Topics in Higher Education Required Field Experience (6 credit hours) Internship One Internship Two Is a thesis required? No. Education Specialist Curriculum Required (12 credit hours) Statistics Applied to Research in Education and Human Services Research Design Internship Field Research in Higher Education 18 additional hours that do not repeat courses already taken for Master's degree Counseling Skills Foundations of Career Development College Student and Adult Development College Student Personnel Work Contemporary Issues in Higher Education Contemporary College Student The Law of Higher Education Higher Education Finance The Multicultural University Leadership in Higher Education Higher Education Curriculum Higher Education Capstone The Modern Community College The History of Higher Education in the U.S. Organization and Administration of Higher Education Special Topics in Higher Education

Doctorate Curriculum Content Concentration - 18 credits The Modern Community College Community College Curriculum and Program Development Community College Finance Community College Leadership Trends and Issues in Workforce and Economic Development Instructional Technology in Education and Training Research - 12 credits Program Assessment and Evaluation Statistics Applied to Research in Education and Human Services II Advanced Research Design and Analysis Dissertation Seminar Electives - 9 credits Students may choose three courses from those listed below or from other courses as approved by their academic advisor. Students with master‰s degrees in areas other than higher education, counseling, student personnel or other programs as approved by the graduate program director may be required to take three designated courses. Dissertation - 9-12 credits Total Credits: Minimum of 48 Other Available Elective Courses Student and Adult Development Theory Introduction to Student Personnel Contemporary Issues in Higher Education Today's College Student and Diversity The Law of Higher Education Higher Education Finance The Multicultural University The History of Higher Education in the U.S. Organization and Administration of Higher Education Special Topics in Higher Education Internship in Community College Administration Introduction to technology Trends and Issues in Training: Modeling and Simulation Trends and Issues in Occupational Education Foundations of Adult Education and Training Administration of Adult Training Programs Curriculum Development in Occupational Education and Training Instructional Strategies and Innovations in Training and Occupational Education Practicum in Occupational Education

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	28	8	20	18	7
Ed.S.	3	2	1	0	3
Doctoral	13	4	9	13	0
	% 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	46	54	40
Ed.S.	100	0	50
Doctoral	100	0	66

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

Dr. Dennis Gregory, student affairs, higher education law (with specific emphasis on the Clery Act and FERPA), higher education organization, 100%
Dr. Dana Burnett, student affairs, institutional organization, contemporary college student, academic integrity issues, 10%
Dr. Michael Dingerson, higher education, research, and academic administration, 100%
Dr. Edward Neukrug, crisis intervention, agency counseling, ethical codes, and ethical decision making processes, 5%
Dr. Garrett McAuliffe, student affairs, counseling, vocational education, cultural diversity, 33%
Dr. Jill Jurgens, diversity issues, gender issues, career development, leadership, distance learning and service learning, 15%
Dr. Alan Schwitzer, student development theory, conceptual and empirical questions related to the influences of personality, social support and prevention programs on students, 15%
Dr. Christopher Lovell, cognitive development theory, counseling and adult development, 15%
Dr. Deborah DiCroce, community college leadership, state policy issues, higher education quality, women's leadership issues, 10%
Dr. David Hager, academic affairs, undergraduate and graduate curriculum, 10%
Dr. William Graves, III, counseling, multicultural issues, academic administration, educational policy development and implementation, 10%
Dr. Steven Zerwas, institutional research, program assessment and evaluation, contemporary college student, 10%

Last modified 06/03/2005
Information submitted by: Dennis E. Gregory

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