Department of Higher Education

Mission Statement

The Department of Higher Education focuses on preparing the next generation of leaders, scholars, faculty, and student development professionals who will shape colleges and universities across the globe. We offer three degree programs: a Master of Science (M.S.) in College Counseling and Student Development, a Doctor of Education (Ed.D.) in Higher Education Leadership, and a Doctor of Philosophy (Ph.D.) in Higher Education. Together, we strive to be a community of scholars and disciples who make a difference in the world. 

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CCSD 543, Legal and Ethical Issues in College Student Affairs, 3 Units

This course provides an examination of the major legal and ethical issues confronting contemporary student affairs professionals. Emphasis is placed on federal regulations and mandates, constitutional issues, tort liability, contractual relationships, distinctions between public and private sector institutions of higher education, and ethical standards of the student affairs profession.

CCSD 551, Introduction to College Student Affairs, 3 Units

An introduction to and overview of the field of college student affairs is offered with emphasis upon its historical and philosophical foundation, its basic documents, and its primary objectives within American colleges and universities. Students survey and analyze the typical programs and services which the college student affairs field delivers within American colleges and universities.

CCSD 552, The Process Of Adult Development, 3 Units

Students study and critique selected human development theories relevant to the process of being and becoming an adult. An overview of models for translating theory to practice and assessment techniques to be applied to individuals, groups, and the environment is provided.

CCSD 553, Administration in College Student Affairs, 3 Units

Strategies, techniques, and issues related to the organization and administration of college student affairs' functions and divisions are stressed. Organizational structure, staff selection, training, supervision, budgeting, planning, policy development, and leadership as well as program implementation and evaluation are addressed.

CCSD 562, Qualitative Research with Today's Diverse College Students, 3 Units

Students are provided with a review and analysis of the ecology of college students in contemporary American higher education. Student characteristics, subcultures, values, beliefs, lifestyles, and other critical variables are examined in relation to qualitative assessment methods and policy/program implications.

CCSD 563, Counseling: The Helping Relationship, 3 Units

This course includes an introduction to and overview of various theoretical approaches to the helping relationship and an examination of helping techniques with culturally diverse populations as applied through advising, crisis intervention, and consultation roles. Behavior development and change as an interpersonal process is addressed. Practice in role-playing situations involving various helping and human relations skills is included.

CCSD 567, The Role of Diversity in Student Affairs Practice, 3 Units

This course introduces the attitudes, beliefs, values, skills, knowledge, and self-awareness necessary for student affairs professionals to serve diverse student populations.

CCSD 568, Inclusive Diversity Practices in Student Affairs, 3 Units

This course helps students develop professional skills and practices in designing culturally sensitive and appropriate interventions for any campus setting in the context of higher education. Students taking this course should already have a solid awareness and knowledge of the theoretical bases and content of social justice, privilege, and marginalized groups within higher education. Learning is targeted at experiential activities that provide opportunities to practice multicultural skills. Based on Pope and Reynolds (1997), multicultural skills allow for effective and meaningful interactions with people who differ culturally. Skill is based on awareness and knowledge to bring about appropriate, effective change in multicultural situations. Students receive feedback as they develop these skills, with specific attention paid to: 1) frameworks of social justice and ally ship, including social justice as a Christian tradition; 2) involvement with the unique experiences of marginalized social groups of college students; and 3) examining critical dimensions of the design and delivery of multicultural education programs. The pedagogy employed in this course draws heavily on critical self-reflection to explore how students' multicultural skills shape interventions related to inclusive diversity practices on a college campus.

Prerequisite: CCSD 567

CCSD 571, Student Learning in the Cocurriculum, 3 Units

Students are exposed to a dual study of theory and research pertaining to student learning as it occurs outside the classroom in the higher education setting. The course focuses on strengths for creating seamless learning experiences that extend beyond those offered in the formal curriculum, partnering with faculty members, and creating conditions that effectively engage students in educationally purposeful activities.

CCSD 573, Career Counseling and Development, 3 Units

This course provides a comprehensive review of career theory, as well as resources and techniques utilized in assisting individuals to make informed educational and career choices. An exploration of changing concepts of work and careers and their implications for career counseling are emphasized. A focus on the relationship of career to other issues of counseling and development is addressed.

CCSD 575, Quantitative Analysis in College Student Affairs, 3 Units

Students explore the basic elements of descriptive and inferential statistics, and use a statistical software package to develop computer skills necessary for quantitative analysis. The application of data analysis to student affairs practice is emphasized. It is strongly recommended that students complete this course prior to enrolling in CCSD 592 Program Evaluation in College Student Affairs.

CCSD 581, Foundations of Higher Education, 3 Units

Students explore and analyze the various purposes served by American colleges and universities and the principal policy questions currently confronting these institutions. Classic works and events that have influenced professional thought, public opinion, and policy related to higher education are addressed.

CCSD 583, Counseling Issues and Practice, 3 Units

Conflict, crisis, and dysfunctional behavior on the college campus are examined. Specific attention is given to the key issues relevant to student populations, including prejudice, substance abuse, suicide, and eating disorders. An opportunity for the development of skills applicable to college student affairs roles is provided through laboratory experience/practice.

CCSD 592, Program Evaluation in College Student Affairs, 3 Units

This course provides an introduction to basic concepts, principles, and methods of evaluation and research in the social sciences. Problem identification, research/program design, instrument development, data collection techniques, fundamental statistical tests, cost/benefit analyses, and interpretation of findings are addressed. Critical analysis of relevant literature is emphasized.

CCSD 595, Capstone Project in College Student Affairs, 3 Units

This course supports students in completing their professional portfolio which contains evidence of the 12 competencies upon which the program is built.

CCSD 595A, Capstone Project in College Student Affairs, 2 Units

This course supports students in completing their professional portfolio which contains evidence of the 12 competencies upon which the program is built.

CCSD 595B, Capstone Project in CSA, 1 Unit

This course supports students in completing their professional portfolio which contains evidence of the 12 competencies upon which the program is built.

CCSD 598, Special Topics, 3 Units

This course examines in depth a topic of current interest or need. Students analyze and evaluate topics/issues to reach and express a position, provide training for a particular population, or enhance personal development. If students elect this course more than once during their program, each course must address a different topic.

CCSD 599, Readings in College Student Affairs, 3 Units

This course is an independent study vehicle through which students and their sponsoring faculty members may pursue approved investigations beyond those provided within regular course offerings.

HED 701, Strengths-Oriented Leadership, 4 Units

This course is a critical analysis of leadership theory and practice with an emphasis on how awareness and application of a strengths philosophy can increase leadership effectiveness. Using group discussions, research papers, and individual reflection, students develop and evaluate theoretical principles of leadership development and develop a personal approach to creating institutional change.

HED 701A, Strengths-Oriented Leadership, 2 Units

This course is a critical analysis of leadership theory and practice with an emphasis on how an awareness and application of a strengths philosophy can increase leadership effectiveness. Using group discussions, research papers, individual reflection, and presentations, students develop and evaluate theoretical principles of leadership development and develop a personal approach to creating institutional change. This is the first part of a three-part course.

HED 701B, Strengths-Oriented Leadership, 1 Unit

This course is a critical analysis of leadership theory and practice with an emphasis on how awareness and application of a strengths philosophy can increase leadership effectiveness. Using group discussions, research papers, and individual reflection, students develop and evaluate theoretical principles of leadership development and develop a personal approach to creating institutional change. This is the second part of a three-part course.

Prerequisite: HED 701A

HED 701C, Strengths-Oriented Leadership, 1 Unit

This course is a critical analysis of leadership theory and practice with an emphasis on how awareness and application of a strengths philosophy can increase leadership effectiveness. Using group discussions, research papers, and individual reflection, students develop and evaluate theoretical principles of leadership development and develop a personal approach to creating institutional change. This is the third part of a three-part course.

Prerequisite: HED 701B

HED 702, The Nature of Inquiry, 4 Units

This course introduces beginning doctoral students to the methods, theoretical perspectives, and epistemologies associated with various approaches to the research process. Students examine the nature of doctoral study, begin their own scholarly inquiry and synthesis process in higher education leadership, and identify potential areas for future research.

HED 702A, The Nature of Inquiry, 1 Unit

This course introduces beginning doctoral students to the methods, theoretical perspectives, and epistemologies associated with various approaches to the research process. Students examine the nature of doctoral study, begin their own scholarly inquiry and synthesis process in higher education leadership, and identify potential areas for future research. This is the first part of a three-part course.

HED 702B, The Nature of Inquiry, 2 Units

This course introduces beginning doctoral students to the methods, theoretical perspectives, and epistemologies associated with various approaches to the research process. Students examine the nature of doctoral study, begin their own scholarly inquiry and synthesis process in higher education leadership, and identify potential areas for future research. This is the second part of a three-part course.

Prerequisite: HED 702A

HED 702C, The Nature of Inquiry, 1 Unit

This course introduces beginning doctoral students to the methods, theoretical perspectives, and epistemologies associated with various approaches to the research process. Students examine the nature of doctoral study, begin their own scholarly inquiry and synthesis process in higher education leadership, and identify potential areas for future research. This is the third part of a three-part course.

Prerequisite: HED 702B

HED 703, Critical Issues in Higher Education, 4 Units

This foundational course will introduce students to an array of critical issues facing U.S. higher education. Areas of focus will include the formative influences that led to the diversification of American higher education as well as current and emerging issues and trends related to the purposes, governance, funding, and delivery of postsecondary education. These topics will be explored through a lens of ethics and social justice and framed around the potentially-competing priorities of affordability, accessibility/equity, and academic quality.

HED 703A, Critical Issues in Higher Education, 2 Units

This foundational course will introduce students to an array of critical issues facing U.S. higher education. Areas of focus will include the formative influences that led to the diversification of American higher education as well as current and emerging issues and trends related to the purposes, governance, funding, and delivery of postsecondary education. These topics will be explored through a lens of ethics and social justice and framed around the potentially-competing priorities of affordability, accessibility/equity, and academic quality. This is the first part of a two-part course.

HED 703B, Critical Issues in Higher Education, 2 Units

This foundational course will introduce students to an array of critical issues facing U.S. higher education. Areas of focus will include the formative influences that led to the diversification of American higher education as well as current and emerging issues and trends related to the purposes, governance, funding, and delivery of postsecondary education. These topics will be explored through a lens of ethics and social justice and framed around the potentially-competing priorities of affordability, accessibility/equity, and academic quality. This is the second part of a two-part course.

Prerequisite: HED 703A

HED 704, Ethical Issues in Higher Education, 2 Units

Ethics is the study of what should be and what ought to be, rather than what is. In this course, ethical dilemmas encountered by students in their leadership roles are explored using case study research methodologies, and evaluated in terms of value claims, propositions, and beliefs of contemporary philosophical and theological perspectives. Personal ethics are studied in terms of integrity in pursuing one's own sense of destiny and calling in the leadership roles assumed.

HED 705, Student Access, Equity, and Success in College, 4 Units

This course examines the impact of the college student experience, beginning with the college choice process and culminating with graduation and lifetime impact. Student development theories, theories and models of student change in college, student retention theories, and strategies for defining and measuring student success and institutional effectiveness are emphasized. Policies, programs, and best practices that enhance student learning, success, and persistence are explored.

HED 705A, Student Access, Equity, and Success in College, 2 Units

This course examines the impact of the college student experience, beginning with the college choice process and culminating with graduation and lifetime impact. Student development theories, theories and models of student change in college, student retention theories, and strategies for defining and measuring student success and institutional effectiveness are emphasized. Policies, programs, and best practices that enhance student learning, success, and persistence are explored. This is the first part of a two-part course.

HED 705B, Student Access, Equity, and Success in College, 2 Units

This course examines the impact of the college student experience, beginning with the college choice process and culminating with graduation and lifetime impact. Student development theories, theories and models of student change in college, student retention theories, and strategies for defining and measuring student success and institutional effectiveness are emphasized. Policies, programs, and best practices that enhance student learning, success, and persistence are explored. This is the second part of a two-part course.

Prerequisite: HED 705A

HED 710, Research Design and Statistics, 4 Units

This course integrates statistical procedures with quantitative research methodologies in a practical setting that emphasizes conducting the research and statistical analyses within the context of higher education. Students learn to write a proposal for an Institutional Review Board, analyze and critique published research, and design, implement, analyze, and report results from a quantitative research study. Use of SPSS statistical software is also emphasized.

Prerequisite: HED 702

HED 710A, Research Design and Statistics, 1 Unit

This course integrates statistical procedures with quantitative research methodologies in a practical setting that emphasizes conducting the research and statistical analyses within the context of higher education. Students learn to write a proposal for an Institutional Review Board, analyze and critique published research, and design, implement, analyze, and report results from a quantitative research study. Use of SPSS statistical software is also emphasized. This is the first part of a three-part course.

HED 710B, Research Design and Statistics, 2 Units

This course integrates statistical procedures with quantitative research methodologies in a practical setting that emphasizes conducting the research and statistical analyses within the context of higher education. Students learn to write a proposal for an Institutional Review Board, analyze and critique published research, and design, implement, analyze, and report results from a quantitative research study. Use of SPSS statistical software is also emphasized. This is the second part of a three-part course.

Prerequisite: HED 710A

HED 710C, Research Design and Statistics, 1 Unit

This course integrates statistical procedures with quantitative research methodologies in a practical setting that emphasizes conducting the research and statistical analyses within the context of higher education. Students learn to write a proposal for an Institutional Review Board, analyze and critique published research, and design, implement, analyze, and report results from a quantitative research study. Use of SPSS statistical software is also emphasized. This is the third part of a three-part course.

Prerequisite: HED 710B

HED 711, Qualitative Research Methods, 4 Units

Students are introduced to the perspectives, purposes, designs, analysis, interpretation, and reporting of qualitative research in the field of education. Ethnography, case study, grounded theory, action research, and qualitative evaluation studies are among the designs examined. The data collection methods of observation, interviewing, and document analysis and the skills of data management, analysis, and interpretation are studied and practiced.

HED 711A, Qualitative Research Methods, 2 Units

Students are introduced to the perspectives, purposes, designs, analysis, interpretation, and reporting of qualitative research in the field of education. Ethnography, case study, grounded theory, action research, and qualitative evaluation studies are among the designs examined. The data collection methods of observation, interviewing, and document analysis and the skills of data management, analysis, and interpretation are studied and practiced. This is the first part of a two-part course.

HED 711B, Qualitative Research Methods, 2 Units

Students are introduced to the perspectives, purposes, designs, analysis, interpretation, and reporting of qualitative research in the field of education. Ethnography, case study, grounded theory, action research, and qualitative evaluation studies are among the designs examined. The data collection methods of observation, interviewing, and document analysis and the skills of data management, analysis, and interpretation are studied and practiced. This is the second part of a two-part course.

Prerequisite: HED 711A

HED 714, Introduction to Action Research, 2 Units

The purpose and processes of action research will be introduced. Students will explore their roles as change agents and examine how their actions as leaders have an impact on people, systems, and themselves. Assessment strategies will focus on quantitative approaches.

HED 715, Applied Action Research, 2 Units

Models of action research will be analyzed as students develop specific strategies to use the action research model in their professional practice. Assessment strategies will focus on qualitative approaches.

HED 720, Campus Ecology and Creating Spaces for Thriving, 2 Units

This course examines how higher education institutions can create more effective spaces, actual and virtual, that promote student thriving, sustainability, and community. Innovative architectural designs will be identified and evaluated. Students will have the opportunity to design, or re-design, a new "thriving space" for a college campus.

HED 721, Diversity and Social Justice in Higher Education, 4 Units

This course examines the social ecology of higher educational institutions through a lens of justice and equity. Focus is on research as it informs policy and practice within post-secondary institutions, and how higher education is shaped by sociopolitical forces, cultural norms, and voices from its margins.

HED 721A, Diversity and Social Justice in Higher Education, 1 Unit

This course examines the social ecology of higher educational institutions through a lens of justice and equity. Focus is on research as it informs policy and practice within post-secondary institutions, and how higher education is shaped by sociopolitical forces, cultural norms, and voices from its margins. This is the first part of a three-part course.

HED 721B, Diversity and Social Justice in Higher Education, 2 Units

This course examines the social ecology of higher educational institutions through a lens of justice and equity. Focus is on research as it informs policy and practice within post-secondary institutions, and how higher education is shaped by sociopolitical forces, cultural norms, and voices from its margins. This is the second part of a three-part course.

Prerequisite: HED 721A

HED 721C, Diversity and Social Justice in Higher Education, 1 Unit

This course examines the social ecology of higher educational institutions through a lens of justice and equity. Focus is on research as it informs policy and practice within post-secondary institutions, and how higher education is shaped by sociopolitical forces, cultural norms, and voices from its margins. This is the third part of a three-part course.

Prerequisite: HED 721B

HED 722, Global Policy Analysis in Higher Education, 4 Units

This course offers a unique opportunity to examine postsecondary policies at the institutional, local, state, national, regional, and international level with a special focus on social justice. Global policy students will examine core policy principles, the culture of higher education, and critical theory. The course includes a site visit to an international location for an opportunity to deeply reflect on issues of policy and justice from a Christian perspective. The examination of policies will include those that lead to justice-oriented change as well as policies that result in greater inequality.

HED 722A, Global Policy Analysis in Higher Education, 2 Units

This course offers a unique opportunity to examine postsecondary policies at the institutional, local, state, national, regional, and international level with a special focus on social justice. Global policy students will examine core policy principles, the culture of higher education, and critical theory. The course includes a site visit to an international location for an opportunity to deeply reflect on issues of policy and justice from a Christian perspective. The examination of policies will include those that lead to justice-oriented change as well as policies that result in greater inequality. This is the first part of a two-part course.

HED 722B, Global Policy Analysis in Higher Education, 2 Units

This course offers a unique opportunity to examine postsecondary policies at the institutional, local, state, national, regional, and international level with a special focus on social justice. Global policy students will examine core policy principles, the culture of higher education, and critical theory. The course includes a site visit to an international location for an opportunity to deeply reflect on issues of policy and justice from a Christian perspective. The examination of policies will include those that lead to justice-oriented change as well as policies that result in greater inequality. This is the second part of a two-part course.

Prerequisite: HED 722A

HED 723, Higher Education Law and Policy, 4 Units

Students will examine the historical, contextual, and theoretical aspects of higher education law and policy as they affect students, faculty members, administrators, and organizational systems. The course will also involve the analysis of contemporary legal and policy issues confronting both public and private higher education in the United States.

HED 724, Teaching, Learning, and Assessment in Higher Education, 4 Units

This course will explore the higher education teaching-learning experience and the role of assessment at the individual, course, program, and university levels. Emphasis will be placed on curriculum design, identification of student learning outcomes, effective teaching methodologies, course development and delivery, outcomes assessment, and developing a learning ethos within the university.

HED 724A, Teaching, Learning, and Assessment in Higher Education, 1 Unit

This course will explore the higher education teaching-learning experience and the role of assessment at the individual, course, program, and university levels. Emphasis will be placed on curriculum design, identification of student learning outcomes, effective teaching methodologies, course development and delivery, outcomes assessment, and developing a learning ethos within the university. This is the first part of a three-part course.

HED 724B, Teaching, Learning, and Assessment in Higher Education, 2 Units

This course will explore the higher education teaching-learning experience and the role of assessment at the individual, course, program, and university levels. Emphasis will be placed on curriculum design, identification of student learning outcomes, effective teaching methodologies, course development and delivery, outcomes assessment, and developing a learning ethos within the university. This is the second part of a three-part course.

Prerequisite: HED 724A

HED 724C, Teaching, Learning, and Assessment in Higher Education, 1 Unit

This course will explore the higher education teaching-learning experience and the role of assessment at the individual, course, program, and university levels. Emphasis will be placed on curriculum design, identification of student learning outcomes, effective teaching methodologies, course development and delivery, outcomes assessment, and developing a learning ethos within the university. This is the third part of a three-part course.

Prerequisite: HED 724B

HED 725, Administration in Higher Education, 4 Units

Offered each July and required of all Ed.D. and Ph.D. students in the Organizational Leadership concentration. This course serves as one of the foundational courses in the higher education leadership doctoral program. Focused on educating emerging leaders in the field, the course gives students an appreciation for the challenges of approaching institutional decision making from the various perspectives represented on the president's cabinet. Various organizational models are also presented as frameworks for understanding the complex organizational cultures typically found in college and university settings.

HED 725A, Administration in Higher Education, 1 Unit

Offered each July and required of all Ed.D. and Ph.D. students in the Organizational Leadership concentration. This course serves as one of the foundational courses in the higher education leadership doctoral program. Focused on educating emerging leaders in the field, the course gives students an appreciation for the challenges of approaching institutional decision making from the various perspectives represented on the president's cabinet. Various organizational models are also presented as frameworks for understanding the complex organizational cultures typically found in college and university settings. This is the first part of a three-part course.

HED 725B, Administration in Higher Education, 2 Units

Offered each July and required of all Ed.D. and Ph.D. students in the Organizational Leadership concentration. This course serves as one of the foundational courses in the higher education leadership doctoral program. Focused on educating emerging leaders in the field, the course gives students an appreciation for the challenges of approaching institutional decision making from the various perspectives represented on the president's cabinet. Various organizational models are also presented as frameworks for understanding the complex organizational cultures typically found in college and university settings. This is the second part of a three-part course.

Prerequisite: HED 725A

HED 725C, Administration in Higher Education, 1 Unit

Offered each July and required of all Ed.D. and Ph.D. students in the Organizational Leadership concentration. This course serves as one of the foundational courses in the higher education leadership doctoral program. Focused on educating emerging leaders in the field, the course gives students an appreciation for the challenges of approaching institutional decision making from the various perspectives represented on the president's cabinet. Various organizational models are also presented as frameworks for understanding the complex organizational cultures typically found in college and university settings. This is the third part of a three-part course.

Prerequisite: HED 725B

HED 729, The Spirituality of Leadership, 2 Units

This course examines the spiritual dimensions of leadership by exploring vocation, calling, and thriving. Students will examine how the Christian faith informs leadership development and practice but will also investigate the spirituality of leadership across other traditions and perspectives.

HED 730, Advanced Quantitative Methods, 4 Units

This course is for Ph.D. students who plan to write a quantitative dissertation. The course content introduces more advanced quantitative methods and statistical concepts such as multivariate analysis of variance and covariance, factorial analysis of variance, structural equation modeling, exploratory and confirmatory factor analysis, discriminant analysis, and logistic regression. Experimental and quasi-experimental research designs are emphasized along with computer applications with SPSS and AMOS software.

Prerequisite: HED 702

HED 730A, Advanced Quantitative Methods, 2 Units

This course exposes doctoral students to the use of advanced quantitative methods typically utilized in quantitative research such as confirmatory factor analysis, multivariate analysis of variance and covariance, path analysis, and structural equation modeling. The focus of the course is on conceptualizing the design and methods of quantitative research study and building a practical skill set in quantitative design and methods; as a result, the course emphasizes applied approaches to the conceptualization, design, and execution of a research study. Topically, the course is divided into four broad sections: (a) overview and review of quantitative research design in higher education, (b) evaluating quantitative research, (c) quantitative research design, and (d) quantitative research methods and techniques. Experimental and quasi-experimental research designs are emphasized along with computer applications with SPSS and AMOS software.

Prerequisite: HED 702A, HED 702B, HED 702C, HED 710A, HED 710B, and HED 710C

HED 730B, Advanced Quantitative Methods, 2 Units

This course exposes doctoral students to the use of advanced quantitative methods typically utilized in quantitative research such as confirmatory factor analysis, multivariate analysis of variance and covariance, path analysis, and structural equation modeling. The focus of the course is on conceptualizing the design and methods of quantitative research study and building a practical skill set in quantitative design and methods; as a result, the course emphasizes applied approaches to the conceptualization, design, and execution of a research study. Topically, the course is divided into four broad sections: (a) overview and review of quantitative research design in higher education, (b) evaluating quantitative research, (c) quantitative research design, and (d) quantitative research methods and techniques. Experimental and quasi-experimental research designs are emphasized along with computer applications with SPSS and AMOS software.

Prerequisite: HED 730A, HED 702A, HED 702B, HED 702C, HED 710A, HED 710B, and HED 710C

HED 731, Advanced Qualitative Research, 4 Units

This course is required of Ph.D. students who plan to write a qualitative dissertation. In this advanced seminar on qualitative research, the focus is on data collection and analysis approaches representing the major qualitative methodologies. Each qualitative methodology leads to particular ways of gathering, analyzing, and presenting data, which will be explored through primary source readings. The course culminates in a comparative methodologies paper or pilot research project.

HED 731A, Advanced Qualitative Research, 2 Units

This course is required of Ph.D. students who plan to write a qualitative dissertation. In this advanced seminar on qualitative research, the focus is on data collection and analysis approaches representing the major qualitative methodologies. Each qualitative methodology leads to particular ways of gathering, analyzing, and presenting data, which will be explored through primary source readings. The course culminates in a comparative methodologies paper or pilot research project.

HED 731B, Advanced Qualitative Research, 2 Units

This course is required of Ph.D. students who plan to write a qualitative dissertation. In this advanced seminar on qualitative research, the focus is on data collection and analysis approaches representing the major qualitative methodologies. Each qualitative methodology leads to particular ways of gathering, analyzing, and presenting data, which will be explored through primary source readings. The course culminates in a comparative methodologies paper or pilot research project.

Prerequisite: HED 731A

HED 732, Leading Change in Higher Education, 4 Units

This course examines leadership, organizational development, and change theories, with particular application to the contemporary public and private higher educational environment and to university governance. Emphasis is on the leadership role as change agent within organizations. Theoretical as well as practical perspectives relative to the nature of leadership are incorporated. The concepts of communication, motivation, delegation, creativity, conflict, and change are incorporated throughout the course. Students have the opportunity to diagnose organizational needs, identify challenges, and produce effective solutions for interpersonal, structural, and organizational problems experienced within the higher education environment.

HED 732A, Leading Change in Higher Education, 2 Units

This course examines leadership, organizational development, and change theories, with particular application to the contemporary public and private higher educational environment and to university governance. Emphasis is on the leadership role as change agent within organizations. Theoretical as well as practical perspectives relative to the nature of leadership are incorporated. The concepts of communication, motivation, delegation, creativity, conflict, and change are incorporated throughout the course. Students have the opportunity to diagnose organizational needs, identify challenges, and produce effective solutions for interpersonal, structural, and organizational problems experienced within the higher education environment. This is the first part of a two-part course.

HED 732B, Leading Change in Higher Education, 2 Units

This course examines leadership, organizational development, and change theories, with particular application to the contemporary public and private higher educational environment and to university governance. Emphasis is on the leadership role as change agent within organizations. Theoretical as well as practical perspectives relative to the nature of leadership are incorporated. The concepts of communication, motivation, delegation, creativity, conflict, and change are incorporated throughout the course. Students have the opportunity to diagnose organizational needs, identify challenges, and produce effective solutions for interpersonal, structural, and organizational problems experienced within the higher education environment. This is the second part of a two-part course.

Prerequisite: HED 732A

HED 733, The Changing Worlds of Higher Education, 4 Units

Students will explore the rapidly changing nature of higher education in the United States and around the world. The problems facing higher education, in all its forms, will be examined as will emerging innovative models and structures. Participation in an international travel experience is a requirement of this course.

HED 748, Guided Inquiry Project I, 1 Unit

This course is designed to enable Ed.D. students to lay the foundation for their dissertation by identifying the problem area for their research and to begin the literature review process. This course is taken concurrently with HED 701; steps toward the dissertation continue in HED 749.

Corequisite: HED 701

HED 749, Guided Inquiry Project II, 1 Unit

In this course, Ed.D. students continue to work on steps toward the dissertation begun in HED 748, identifying the innovation they intend to introduce, and outlining the research design that will be used to gather evidence regarding the impact of the innovation.

Prerequisite: HED 748;

Corequisite: HED 733

HED 760, Research Seminar, 1-2 Units

This research seminar exposes doctoral candidates to the creation, implementation, and dissemination of a focused research agenda based on the area of specializations of the core faculty. The seminar focuses on reading and evaluating educational research, collecting and analyzing qualitative or quantitative data, and engaging in collaborative research. This course is required of all Ph.D. students beginning their second year of the program and requires attendance at team meetings each semester. Students take 1-2 units per semester for a total of 4-6 units.

HED 761, Strengths-Oriented Research and Programming, 2 Units

This course provides students with the opportunity to design, implement, and assess strengths-oriented programs for college students. A culminating project is the hallmark of the course, with an emphasis on either the design of a strengths-oriented program or the assessment of the effectiveness of strengths-oriented interventions.

HED 790, Doctoral Seminar in Research Studies, 1-2 Units

Students identify a research topic and develop a dissertation proposal (the first three chapters of the dissertation). Steps include identifying a researchable issue, conducting a literature search, writing a literature review, selecting a research methodology, and evaluating qualitative and statistical tools. Students select a dissertation chair and committee and develop an action plan for completing the dissertation. Ed.D students take this course for 1 unit; Ph.D. students take this course for 2 units and must pass all comprehensive exams before defending their proposal.

Prerequisite: Ed.D. students must successfully complete the Guided Inquiry Project

HED 791, Dissertation Proposal I, 1 Unit

Students identify a research topic and develop a dissertation proposal(the first three chapters of the dissertation). Steps include identifying a significant problem in higher education, conducting a literature search, writing a literature review, selecting a research methodology, and selecting appropriate qualitative and statistical tools.

HED 792, Dissertation Proposal II, 1 Unit

Students continue writing their dissertation proposal (the first three chapters of the dissertation). The focus in this course is on selecting a research methodology and selecting appropriate qualitative and statistical tools. Ph.D. students must pass all comprehensive exams before defending their proposal. Note: If students do not successfully defend their proposal by July 1, they must register for HED 790 for 2 units every term until they successfully defend their proposal.

Prerequisite: HED 791

HED 794, Dissertation Research I, 2-3 Units

This course is offered each term and is required of all students in the dissertation phase. Students work with their dissertation committee in conducting a doctoral-level research project, enrolling for 2-3 units of credit in this course their first semester of dissertation research, then enrolling in HED 795 Dissertation Research II continuously in subsequent semesters until the dissertation is complete.

Prerequisite: Ed.D. program: HED 790; Ph.D. program: HED 792

HED 795, Dissertation Research II, 2-3 Units

In this course, offered each term and required of all students in the dissertation phase, students work with their dissertation committee in conducting a doctoral-level research project in higher education. After enrolling in HED 794 for one semester, students enroll for 2-3 units of dissertation credit in this course and must re-enroll each semester from the time their proposal is approved until the dissertation is completed.

HED 798, Special Topics, 1-4 Units

Offered upon faculty request. In this course, a subject of current interest is examined in depth. Students analyze and evaluate controversial issues to reach and express a reflective position. Students may repeat the course for credit up to a maximum of 6 units. Each course must address a different topic.

HED 799, Readings in Higher Education, 1-4 Units

Offered as Independent Study with approval of department chair. Students enroll in this course to pursue independent study investigating subjects and interests that lie beyond regular course offerings. The student explores topics in greater depth than in other courses and/or initiates an individual project. Readings are pursued in accordance with a study plan, which is developed in consultation with a sponsoring faculty member and approved by the department chair.

Faculty

Chair

Laurie Schreiner, Ph.D.

Program Directors, Doctoral Higher Education

Karen Longman, Ph.D., Director, Ph.D. in Higher Education Program

Dennis Sheridan, Ph.D., Ed.D., Director, Ed.D. in Higher Education Leadership Program

Program Director, College Counseling and Student Development

Kandy Mink Salas, Ph.D.

Professors

Laurie Schreiner, Ph.D.

Young K. Kim, Ph.D.

Alexander Jun, Ph.D.

Karen Longman, Ph.D.

Dennis Sheridan, Ph.D., Ed.D.

Associate Professors

Christopher Collins, Ph.D.

Jeannine Kranzow, Ph.D.

Michelle Louis, Ph.D.

Christopher Newman, Ph.D.

Assistant Professors

Tabatha Jones Jolivet, Ph.D.

Mari Luna De La Rosa, Ph.D.

Kandy Mink Salas, Ph.D.