PROGRAM STATEMENT
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PROGRAM MISSION
The Rossier School of Education is committed to redefining excellence in urban education. All programs focus on improving the effectiveness of human development and urban learning environments for students and workers through preparation and on-going support of educational leaders and the institutions they will serve—locally, nationally, and globally.

The Student Affairs Program in the Rossier School prepares individuals for professional positions in student affairs. The program offers degree and non-degree (certificate) options to meet the professional development needs of the community.

PROGRAM UNIQUENESS
Focus on urban education and intercultural issues.

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

APPLICATION AND ADMISSIONS REQUIREMENTS

Master's Application • GPA: Minimum 3.0 • GRE: Range 400-720 V; 400-700 Q • 3 letters of recommendation • Personal statement of interest • B.A./B.S. • Application • Deadline – March 15 (fall semester only)

Graduate Certificate • GPA: Minimum 3.0 • Work experience not required but 2-3 years minimum preferred • Personal statement of interest • B.A./B.S. • Application • Deadline: March 15 (fall semester only)

Doctorate (Ed.D.) Application • GPA: Minimum 3.0 • GRE: Range: 400-800 V; 400-800 Q • 2 letters of recommendation • Work experience not required, but 2-3 years minimum preferred • Two Essays • Application • Prior master’s degree required • Deadline: Ed.D. (fall only) December 15 (early), January 15 (priority), March 15 (final) • Deadline: Ph.D. (fall only) December 15

CURRICULUM INFORMATION

Program Required Hours: M.Ed. - 41 units Graduate Certificate -15 units Ed.D. - 60 units Ph.D. - 66 units

 

Master's Curriculum Foundations of Adult, Higher and Professional Education The Counseling Process Student Personnel Work in College Student Development in Higher Education Applied Educational Ethnography Statistical Inference Intervention Strategies in Higher Education The Politics of Education: Restructuring the Academy Management of Student Services in Higher Education Field Work in Higher, Adult and Professional Education Electives Is a thesis required? No.

Doctorate (Ed.D.) Curriculum  Four Core Courses in Accountability, Diversity, Leadership, and Learning Five Concentration Courses in Higher Education Administration or Community College Leadership Four Research Methods Courses Doctoral 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	71	18	53	22	49
Doctoral	41	19	22	17	24
	% 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	47	53	50
Doctoral	0	41	50

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

Dr. William Tierney - qualitative research, student transition from high school to college, campus culture, faculty productivity, tenure;100%
Dr. Estela Bensimon - organizational theory, leadership, faculty productivity, urban issues in higher education, leadership development; 100%
Dr. Linda Hagedorn - community college administration, curriculum development, student development and retention, faculty rewards, quantitative research methods; 100%
Dr. William Maxwell - international and comparative higher education, student development issues; 100%
Dr. John Slaughter - higher education leadership, organizational theory, diversity issues on campus; 100%
Dr. Melora Sundt - student development, retention, curriculum development, student affairs management, international higher education, service learning; 100%
Dr. Michael Jackson - student development, student affairs management; 10%
Dr. Kim D. West - student development, student affairs management, retention, first-year programs, campus intervention strategies; 100%
Dr. Shaun R. Harper - student outcomes; college environments; racial and gender equity; teaching and learning; African American students; 100%

Last modified 06/03/2005
Information submitted by: Joy Oaks

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