PROGRAM STATEMENT
The Department of Counseling, Development and Higher Education, College of Education, at the University of North Texas offers a Master of Science, Master of Education, Doctor of Philosophy and a Doctor of Education degree in Higher Education with a student affairs track for the Master’s and a student affairs cognate area for the doctorate.

The track and cognate in Student Affairs is designed to prepare professionals to work in higher education with the skills, knowledge and competencies necessary to promote and enhance the learning and development of college students. Areas of emphasis for the master’s track may include orientation, administration, registration, financial aid, residence life, recreation activities, student development, career placement, advising, learning support activities, Greek organizations, student activities, student programming, multicultural programming, counseling and other related services. The doctoral cognate emphasizes leadership, student/adult development and student affairs programming administration.

PROGRAM MISSION
The student affairs tracks and cognate are designed to provide master’s and doctoral level students with both a rigorous academic background and a comprehensive experiential background. This is accomplished by a combination of classroom learning and practical experience through practica and internships. In addition, in the doctoral programs there is a research component designed to provide for the application of research skills and student affairs theory to student affairs issues.

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 GPA: 2.8/4.0 GRE: 368 verbal, 400 quantitative Letters of recommendation Interview Work experience: 1 or more years preferred Essay or writing sample Bachelor’s degree Graduate School admission Deadline – June 1 for fall, November 15, for spring, March 1 for summer

Doctorate Application Score on the Graduate Record Examination or GMAT (15%). Current GRE scores, within the past five years, of 368 on the verbal section and 400 on the quantitative section are required for admission . The GMAT may be substituted for the GRE in certain cases. A GMAT score of 450 is required for admission. Quality of prior academic work (5%). A grade point average of 3.4 or above for all prior graduate work and/or 3.5 on all prior undergraduate work is expected. A minimum GPA of 3.0 is required unless standardized test scores are sufficient to warrant an exception. Additional evidence of academic potential to be successful in a rigorous program of doctoral study (i.e. higher than required minimum scores on the GRE/GMAT) must be submitted for GPAs between 3.0 and 3.4. Relevance of bachelor's and master's degree majors to higher education (5%). The applicant indicates the relevance of his/her degree programs to doctoral study and a career in higher education. Amount and level of prior work experience as a college or university administrator and/or faculty member (15%). One or more years of full-time employment are preferred. For those individuals admitted to the Program without such prior work experience, 6 semester credit hours of internship experience will be required. Prior Record and potential for conducting scholarly research and publishing in the field of Higher Education (10%). This is demonstrated through prior scholarly publications, letters of recommendation, standardized test scores and research experience. Capacity for doctoral study (5%). This is demonstrated during the completion of 6-12 semester credit hours of course work in Higher Education, courses with a EDHE prefix, and through GPA for other post-master's course work. Quality of the Program Admission Examination (10%). This examination may be taken by those applicants who have submitted a satisfactory GRE/GMAT score, enrolled in 6 to 12 semester credit hours of EDHE course work, submitted all application materials and received the written permission of the Program Coordinator. Applicant's Career Objectives (5%). The applicant should demonstrate how his/her career objectives are compatible with the educational objectives stated for either the Ed.D. or Ph.D. degree program and concisely state this relationship on the Program Application Form. Professional References (10%). Applicants are expected to provide three letters of recommendation for doctoral study in the field of Higher Education. These letters should be from former or present supervisors familiar with the applicant's administrative ability or potential and from current or former faculty members familiar with he applicant's intellectual capacity and potential for success in a rigorous program of graduate study and scholarly inquiry in the field of Higher Education. Faculty Support (20%). Applicants must receive a majority vote of support from the fill-time Higher Education faculty, the Admissions Committee, to be admitted to a doctoral program in Higher Education. This support is usually obtained by doing outstanding work in "provisional" courses, actively participating in college, department and program functions, joining and maintaining student membership in professional higher education associations, attending and presenting papers at state, local and national conferences whenever possible and participating in and/or contributing to the research and scholarship activities of the faculty. The required scores for admission differ between the Ed.D. and Ph.D.

CURRICULUM INFORMATION

Program Required Hours: M.Ed., 36 credit hours; M.S., 39 credit hours Ed.D., 60 credit hours; Ph.D.- 72 credit hours

 

Master's Curriculum A. Higher Education Core: History of Higher Education General Administration of Higher Education Higher Education Finance Legal Aspects of Higher Education Cultural Pluralism and Higher Education Student Demographics in Higher Education Sub Total 18 B. Research Requirement Educational Statistics (MEd and MS students) Educational Research & Evaluation (MS students only) Sub Total 3 for MEd degree program 6 for MS degree program C. Internships (In area of specialization) Internship in Higher Education Internship in Higher Education Sub Total 6 (Student Selects One of the Following Specializations) D. Track Requirements 1. Adult Education: Trends and Issues in Adult Education Effective College Teaching The Adult Learner and Adult Learning Seminar in Adult Education (organizational learning) 2.Advancement: Finance and Administration in the Community College Planning & Analytical Systems in Higher Education Educational Resource Development in Higher Education 3. Community College Administration: Teaching and Learning in the Community College Finance and Administration in the Community College Trends and Issues in Adult Education or EDHE 6640 3 The Adult Learner and Adult Learning 4. General Administration: Foundations of Student Development Planning & Analytical Systems in Higher Education Educational Resource Development In Higher Education 5. Student Affairs Foundations of Student Development Student Development Program Administration Seminar in College Student Personnel Work Sub Total 9 [nine semester hours in one of the above tracks] Is a thesis required? No for the M.Ed.; comprehensive exam for the M.S.

Doctorate Curriculum  The Ed.D. Curriculum The Common Higher Education Doctoral Core (15) Teaching and Learning in Higher Education History of Higher Education Research on Students in Higher Education [online course section] The Role of Higher Education in a Democracy [online course section] General Administration of Higher Education [online course section] Ed.D. Higher Education Base Course Requirements (9) Each student must complete AT LEAST THREE of the following base courses: The Professoriate in Higher Education Academic Administration in Higher Education Organization & Administration of Student Development Services Planning and Analytical Systems [online course section] Personnel Administration in Higher Education Higher Education Finance [online course section] Educational Resource Development in Higher Education Legal Aspects of Higher Education Internship (0-6) Administration.Minor or Cognate Area (15) AT LEAST 6 credit hours of the student's cognate area must be selected from the Higher Education course inventory list. The other 9 credit hours may be selected from courses other than Higher Education. College of Education Core and Higher Education Research Requirement .(9) This is accomplished in four ways: (1) completion of the College of Education Core courses in research and statistics; (2) attainment of a passing score on a college-wide examination in educational statistics and research methodology, or on an exam developed by the Program; (3) completion of a course on the acceptable methodologies and approaches to conducting and evaluating quality research on higher education issues and (4) completion of an acceptable dissertation. College of Education Core (6) Educational Statistics (Prerequisite for EDER 6010--not counted toward the degree) Statistics for Educational Research Methods of Educational Research In addition to these courses, the College of Education requires that each student pass comprehensive written examinations that cover the contents of these courses. Higher Education Program Research Course Requirement (3) Research on Higher Education Dissertation Research Requirement (Minimum) (12) Minimum TOTAL for the Ed.D. (including Dissertation Research Hours) . (60-66) The Ph.D. Curriculum The Common Higher Education Doctoral Core (15) Teaching and Learning in Higher Education History of Higher Education Research on Students in Higher Education [online course section] The Role of Higher Education in a Democracy [online course section] General Administration of Higher Education [online course section] Ph.D. Higher Education Base Course Requirements (9) AT LEAST THREE of the following courses: Essentials of Academic Publishing in Higher Education Policy Studies in Higher Education Academic Administration Planning and Analytical Systems in Higher Education [online course section] The Professoriate in Higher Education Higher Education Finance [online course section] Educational Resource Development in Higher Education Legal Aspects of Higher Education Higher Education Elective Course Requirements (6) AT LEAST TWO additional EDHE courses from the Higher Education course inventory. Internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (0-6) Administrative internships shall consist of at least 90 clock hours of closely supervised administrative work for each three semester hours of credit and culminate with a written report of the internship experience. Minor or Cognate Field Requirement (12) College of Education and Higher Education Research Requirement (9) This is accomplished in four ways: (1) completion of the College of Education Core courses in research and statistics: (2) attainment of a passing score on a college-wide examination in educational statistics and research methodology or on an educational statistics and research exam given by the Program; (3) completion of a course on conducting and evaluating quality research on higher education issues; and (4) completion of an acceptable dissertation. College of Education Core (6) Educational Statistics (Prerequisite for EDER 6010--not counted toward the degree) Statistics for Educational Research Methods of Educational Research Higher Education Program Research Course Requirement (3) Research on Higher Education Research Tool Requirement (9) Higher Education Program Ph.D. students must complete 9 semester hours in statistics and research methodology (beyond those courses specified above). Specifically, THREE or more of the following recommended courses must be completed for a total of AT LEAST 9 credit hours to fulfill this research requirement: Survey Research Methods in Education Statistical Theory and Simulations Multiple Regression Analysis and Related Methods Educational Data Processing Advanced Research Design [prerequisite EDER 6240] Multivariate Statistics in Education Qualitative Research in Education Qualitative Data Analysis Studies in Higher Education: Quantitative Research in Higher Education Dissertation Research (Minimum) (12) Minimum TOTAL for the Ph.D. (including Dissertation Research Hours) (72-78)

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
Doctoral	116	55	61	not provided	not provided
	% 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
Doctoral	not provided	not provided	not provided

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

John L. (Jack) Baier, Ph.D., financing of higher education; university planning models; applications of technology to administrative functions; student affairs graduate programs and standards for professional practice; impact of college policies on student development; enrollment management practices.
V. Barbara Bush, Ph.D., leadership, diversity; women in higher education, student development theory, management, strategic planning; politics of higher education.
Bonita Jacobs, Ph.D., student development and enrollment management.
Stephen Katsinas, Ph.D., access, the community college, Hispanics in higher education, lay governance, history of higher education, and state and federal policy.
Patsy Fulton-Calkins, Ph.D., community college, administration of higher education, advancement, collaboration in higher education
D. Barry Lumsden, Ed.D., distance learning; assessment of Christian higher education; adult development; and the correlates of teaching effectiveness.
Ron Newsom, Ph.D., context for and condition of higher education in the United States; effective college teaching and learning; distance learning, adult learning and education.

Last modified 06/03/2005
Information submitted by: V. Barbara Bush

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