PROGRAM STATEMENT
See mission.

PROGRAM MISSION
Our mission is to educate postsecondary educators and practitioners to understand and educate collegiate student populations. We enable students to develop abilities that allow them to enter and to advance within student affairs areas of higher education. Our students gain practical skills, build an awareness of student cultures, and recognize and develop an appreciation of collegiate student diversity.

PROGRAM UNIQUENESS
Our college student personnel program specializes in the study of student cultures. We strive to wed student development, critical theory, and pedagogy to allow students to analyze their cultures, beliefs, and personal and professional actions. We are committed to a multicultural pedagogy, designed to improve human communication and a person’s ability to be an active part of a society that incorporates many cultures. Using this concentration, we train students to plan educational programs, policies and practices in a variety of settings, by applying the information and theories they learn. Our work is focused toward fostering a more complex understanding of higher education, of students, of life, and of our perceptions of reality.

Our faculty is committed to social justice and equity, but we also recognize that those issues are not identical to multiculturalism. In our view, multiculturalism is a refinement of the traditional concept of civic education long held by higher education. We use the idea – and the ideal – of multiculturalism in our courses through content integration, knowledge construction, and a self-reflexive and self-critical equity pedagogy. Our reason for this approach is to foster a critical, reflective student who will be able to, in their professional capacities, also be able to foster critical, reflective students.

The first year’s curriculum is focused on the foundations of higher education and the student affairs profession. Each student will be able to articulate a personal philosophy statement of their how and why to work with students, analyze student cultures, and understand and apply student development theories. We are committed to making theory real and applicable; to do so, most of our first year courses are case-study based.

The second year shifts to a more practice-oriented curriculum. Students take seminar courses – most taught in one-unit classes, one afternoon for four weeks – in which our professional affiliate faculty teach student affairs skills, roles and requirements. Recent seminar courses include: Student Organization Advising, Leadership in Higher Education, New Student Programs, Higher Education Grant Writing, Applied Research in Student Affairs, Higher Education Administration, Queer Theory in Education, Higher Education Budgeting, Housing Administration, Diverse Student Populations, Gender in Higher Education, and the Role of Health Services on Campus.

In addition, students complete internships with directors of Student Affairs offices across campus, gaining “real world” working experiences. Internships are also offered in one-credit blocks that total between three and six credits. Between the internships and the seminars, students build their internship experiences to match their personal and professional interests.

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

APPLICATION AND ADMISSIONS REQUIREMENTS

Master's Application GPA: 2.70 in last 60 academic credit hours GRE or MAT 3 letters of recommendation Personal statement Work experience: 2 or more years higher education-related preferred $35.00 application fee B.A. or B.S. required Deadline – rolling deadline, with January 15 priority for fall assistantship placement

Doctorate Application GPA: 3.5 GRE or MAT 5 letters of recommendation Personal statement Work experience: 3 or more years higher education-related preferred $35.00 application fee M.A., M.S., M.S.Ed. or J.D. required Deadline – rolling deadline

CURRICULUM INFORMATION

Program Required Hours: M.S.Ed. - 42 credit hours (college student personnel) M.S.Ed. - 32 credit hours (college teaching) Ph.D. - 64 credit hours

 

Master's Curriculum (College Student Personnel) Higher Education in the U.S. Student Affairs Administration Educational Research Methods Student Development Theories College Students and College Cultures Organization and Administration of Higher Education Contrasting Philosophies of Education Evaluating Educational Research Law in Higher Education Internship in Higher Education Finance in Higher Education Equity and Diversity in Higher Education College Student Personnel Group Work Professional Development Seminars Internship in Higher Education Is a thesis required? CSP Master's – no. College Teaching Master’s – yes.

Doctorate Curriculum  Introduction to Qualitative Research Advanced Qualitative Research Social Foundations of Education Psychological Foundations of Education Politics of Education Research Seminar Advanced Administrative Theory Program Evaluation Dissertation Hours (24 minimum) 12 Hours from following: Higher Education in the U.S. Student Affairs Administration Educational Research Methods Student Development Theories College Students and College Cultures Organization and Administration of Higher Education Contrasting Philosophies of Education Seminars in Higher Education Law in Higher Education Finance in Higher Education College Teaching The Community College The Adult Learner

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	23	9	14	17	6
Master's college teaching (joint w/other discipline)	13	6	7	11	2
Doctoral	24	11	13	16	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	23	77	90
Master's	0	100	not reported
Doctoral	92	8	not reported

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

William B. Colwell, Ph.D. & J.D., educational law and policy, higher education law, collective bargaining (25%)
Larry H. Dietz, Ph.D., Vice Chancellor for Student Affairs and Enrollment Management (25%)
Patrick Dilley, Ph.D., non-heterosexual college students and cultures, history of higher education, qualitative research methods (100%)
Anne M. De Luca, Ph.D., Assistant Vice Chancellor for Student Affairs and Enrollment Management (50%)
Kathy Hytten, Ph.D., philosophy of education, cultural studies (50%)
Marybelle C. Keim, Ph.D., college teaching, community colleges, survey research (100%)
Affiliate Faculty:
Paulette Curkin, M.S.Ed., student advising
Ed Jones, M.B.A., affiliate faculty, housing and residential life
Beth Lingren, Ph.D., new student programs
Cheryl Presley, Ph.D., college health programs, applied research in student affairs
Katherine Sermersheim, Ph.D., student development, student affairs administration

Last modified 06/03/2005
Information submitted by: Patrick Dilley

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