Higher Education Administration Course Descriptions

Course descriptions for all HEA courses appear below. To see what is being offered in the upcoming term, view our course schedule.

Core Courses

• HEA 501: Foundations of Higher Education Administration

  This course introduces students to the primary areas of responsibility for higher education.  Topics include college and university organizational structures, human resource issues, finance and budgeting, legal issues, parental involvement, and mission/access/retention. 

  Mode: Offered face-to-face and online
  Frequency:  Offered face-to-face and online each fall and spring
  Pre/Co-requisites: None
  Required Semester: First semester (or fall semester if starting in the summer session)

  Course Goals:

  • Gain an understanding of the various contexts in which higher education is situated, and how such contexts influence higher education administration.
  • Gain knowledge about organizational administration, management, and leadership in higher education.
  • Gain an understanding of the role and purpose of institutional missions.
  • Learn about traditional and emerging approaches to organizing the postsecondary education enterprise.
  • Analyze and discuss the fundamental challenges faced by higher education in the 21st century.
  • Consider and analyze a variety of issues that may arise in the context of higher education administration via theoretical perspectives, case studies, and students’ own experiences.
  • Work collaboratively with peers to examine critical issues and constituencies of higher education.
  • Gain knowledge of issues relating to human resources and the law concerning higher education.
  • Enhance students’ communication, analytical, and critical thinking skills.
  • Demonstrate proficiency using APA style guidelines.

  Sample Assignment: Write a research paper on a topic of interest in the area of higher education administration.

  Typical Texts:

  • American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges
  • Reframing Organizations: Artistry, Choice, and Leadership
  • A History of American Higher Education
  • The Bedford Handbook, APA Manual, or other comparable text

  ACPA and NASPA Professional Competencies:

  • Law, Policy, and Governance
  • Leadership
  • Organizational and Human Resources
  • Values, Philosophy, and History
• HEA 502: Survey of College Student Development Theory

  This course examines the major theoretical constructs that inform practitioners who work with college students.  Topics will include moral and ethical development, emotional maturation and identity formation, as well as the link between student persistence and involvement. Students will gain an understanding of psychosocial/affective, cognitive, typological and person/ environment interaction theories. 

  Mode: Offered online and face-to-face
  Frequency:  Offered online in fall, spring, and summer; offered face-to-face either fall or spring
  Pre/Co-requisites: None
  Recommended Semester: Any time

  Course Goals:

  • Examine major student development theories and their impact on the design of educational practices and policies on college campuses.
  • Analyze major student development theories and their applicability in the lives and experiences of contemporary college students.
  • Demonstrate an understanding of course content through written assignments, class discussions, and group activities.
  • Develop critical thinking and writing skills through the analysis of selected readings and case studies.
  • Interpret and apply theoretical concepts of student development through personal reflection and analysis.

  Sample Assignment: Write a research paper that encompasses an articulation of your own education philosophy, a student development theory that best facilitates or supports your philosophy, and application of that theory in programming for a collegiate population.

  Typical Texts:

  • Student Development in College: Theory, Research, and Practice

  ACPA and NASPA Professional Competencies:

  • Advising and Supporting
  • Student Learning and Development
• HEA 503: Leadership in Higher Education

  This course studies leadership on college campuses, both from a theoretical perspective and in the actual practice of leadership. Emphasis is given to leadership in the higher education setting, while drawing upon business, political, sociological, and psychological constructs and approaches. Examples include exploration of persuasion, influence, power, and politics. The course also will examine administration/management, governance, systems, and organizational theory. 

  Mode: Offered face-to-face and online
  Frequency:  Offered online in fall, spring, and summer; offered face-to-face either fall or spring
  Pre/Co-requisites: None
  Recommended Semester: Any time

  Course Goals:

  • Define one’s own leadership qualities and describe application of these qualities to solve a given case study in a higher education environment.
  • Understand and apply major theories of leadership to higher education contexts.
  • Develop an understanding of the processes, practices and purposes of leadership in higher education institutions.
  • Consider various ways in which leadership is defined, the expectations those definitions create, and the ways in which leaders do and do not meet their own and others’ expectations.
  • Tap pluralist and diverse perspectives on higher education leadership.
  • Encourage personal reflection on students’ own leadership style tendencies and skill development needs.
  • Explore ways in which higher education situations create unique challenges to leadership.
  • Understand how leadership differs at different levels and in different types of institutions.
  • Learn to use multiple perspectives in examining both the theory and practice of leadership.
  • Acquire an understanding of ethical issues and considerations in leading institutions of higher education.
  • Learn several models of leadership development.

  Sample Assignment: Interview one educational leader in higher education (Academic Chair, Provost, Dean, Director, or Vice President) to discover their philosophy and the tools they use which make them successful leaders. Write a paper discussing the different styles of leadership and other personal reflections gained from the experience.

  Typical Texts:

  • American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges

  ACPA and NASPA Professional Competencies:

  • Leadership
  • Personal and Ethical Foundations
• HEA 504: Research and Assessment in Higher Education

   This course introduces assessment and program evaluation in colleges and universities. With increasingly difficult, diverse, and complex decision-making circumstances, it is essential that professionals examine assessment techniques and how these strategies may be best employed to benefit organizations and ultimately their stakeholders. Higher education (like other organizations) must use evidence for planning and linking programs, evaluating and assessing program results, and improving programs based on evaluation data. Assignments will emphasize how to perform effective, high quality assessment and program evaluations.

  Mode: Offered face-to-face and online
  Frequency:  Offered online in fall, spring, and summer; offered face-to-face either fall or spring
  Pre/Co-requisites: None
  Recommended Semester: Any time after first semester in program.  For MA students: HEA 504 is a pre- or co-requisite for HEA 595

  Course Goals:

  • Demonstrate familiarity with the purposes of assessment.
  • Design and implement an assessment plan.
  • Conduct a programmatic evaluation based on a completed assessment plan.
  • Analyze the components of an assessment plan and an effective evaluation system.
  • Evaluate and select appropriate methodologies to conduct educational assessment and evaluation.
  • Explain the role of assessment and evaluation as integral components of accreditation and external review processes.
  • Engage in thoughtful and intellectual discussions of current ethical issues and professional standards for higher education.

  Sample Assignment: In a small group, evaluate an assessment report and determine if the assessment meets the criteria of the Six Principles of Good Assessment. Organize your evaluation results into a PowerPoint and give a brief presentation about your findings.

  Typical Texts:

  • Assessing Academic Programs in Higher Education
  • Assessing Methods for Student Affairs
  • Evaluation: A Systematic Approach

  ACPA and NASPA Professional Competencies:

  • Assessment, Evaluation, and Research
  • Personal and Ethical Foundations
• HEA 521: Diversity and Higher Education

   This course examines diversity in institutions of higher education from both a theoretical and historical framework.  It will provide a foundation for examining policy and practice by the study of key concepts in human diversity, legislation and case studies. Best practice assessment methods are explored within the context of multicultural pedagogy.

  Mode:  Offered face-to-face and online
  Frequency: Offered online in fall, spring, and summer; offered face-to-face either fall or spring 
  Pre/Co-requisites: None
  Recommended Semester: Any time

  Course Goals: 

  • Identify the diversity issues in higher education.
  • Review significant events that have shaped higher education’s diversity policy.
  • Distinguish the difference between different cohorts of students who contribute to diversity.
  • Learn and understand the social and emotional needs of specific student cohorts.
    
    Assess and evaluate services/policies which address the needs of diverse college students.

  Sample Assignment: Using online resources, write a paper that assesses and compares diversity/ inclusion programs of two different types of higher education institutions in a particular area.

  Typical Texts: 

  • Readings for Diversity and Social Justices
  • Multicultural Competence in Student Affairs
  • The Shape of the River: Long Term Consequences of Considering Race in College and University Admissions

  ACPA and NASPA Professional Competencies:

  • Social Justice and Inclusion
• HEA 595: Project Seminar

   The goal of the Project Seminar is to teach students to understand and conduct graduate-level research that culminates in a final research paper.
  Note: There are no transfer credits or substitutions permitted for HEA 595 Project Seminar.
  
  Mode: Offered online
  Frequency: Offered online each fall, spring, and summer
  Pre/Co-requisites: HEA 504 and at least 24 completed credits; required for Master of Arts degree; not part of AGC curriculum
  Recommended Semester: Final semester in the HEA program
  Grading:  Requires a grade of B or better; no transfer credit or substitutions permitted

  Course Goals:

  • Craft a capstone 25-page paper on a selected research topic related to higher education.
  • Identify a set of research questions and explore existing literature on the selected topic.
  • Enhance students’ communication, analytical, and critical thinking skills.
  • Strengthen research, writing, and editing skills.
  • Demonstrate proficiency using APA style guidelines.

  Assignment:  Complete a 25-page research paper on a higher education topic.   The course requires development of a topic proposal and research questions.  The paper is submitted in stages over the duration of the 10-week course, with ongoing feedback provided by the course instructor.  Students are expected to continually edit their work to produce a final paper of the highest quality.

  Typical Texts:  The Bedford Handbook or other APA Manual

  ACPA and NASPA Professional Competencies:

  • Varies depending upon selected topic

Electives 

• HEA 510: Technology in Higher Education

   Higher education is impacted by technology on an ever changing scale. This course will explore new and innovative technologies in higher education, and their impact on student learning, engagement, and motivation. Students will learn about best practices in higher education, including several web based productivity and course management tools, cyber-ethics and digital footprint, organization of the digital world, collaborating with technology, social media, virtual worlds as well as presentation strategies and tools. The culminating project is the research, assessment, analysis, and presentation of a college student technology profile.

  Mode: Offered online
  Frequency:  Offered online occasionally in fall, spring, and/or summer
  Pre/Co-requisites: None
  Recommended Semester: Any time

  Course Goals:

  • Develop a deeper understanding of current technology available for instructional use
  • Understand current technology trends in higher education.
  • Learn how students are using technology within the educational environment and beyond.
  • Enhance skills and techniques using technology to engage students.
  • Explore best practices for technology use in the college learning environment.
  • Explore grant opportunities which address specific needs and gain perspective on the grant writing process.
  • Understand the principles of cyber safety, cyber ethics, and digital footprints and how each relates and impacts instructors, students and the learning environment.
  • Develop digital organization skills to become more prepared and efficient in the 21st century college educational environment.
  • Learn how to leverage virtual learning, video conferencing and blended learning tools to collaborate, increase productivity and motivate students to participate and learn.
  • Explore web-based course management tools/learning management systems and personal learning networks and communities.
  • Enhance and evolve presentation skills through the use of web based tools and resources.
  • Learn how to tap into social networking and collaborative tools to connect to students and encourage them to personalize learning.

  Sample Assignment: Make a voice thread video that explores the typical college student technology profile. Discuss your perception of how a typical college student uses technology and how technology impacts or affects college students. Discuss the bridges and gaps between student technology use and the mission of higher education. 

  Typical Texts:  Various articles are utilized as the course readings

  ACPA and NASPA Professional Competencies:

  • Technology
• HEA 520: Advising and Counseling in Higher Education

   This course is an introduction to advising and counseling in higher education. Course topics include advising and student development theory; advising structures for effective learning, teaching, and mentoring; legal issues in advising; advising methods and best practices; key stakeholders in advising; and articulating a personal advising philosophy.

  Mode: Offered face-to-face and online
  Frequency:  Offered face-to-face and online occasionally in fall, spring, and/or summer
  Pre/Co-requisites: None
  Recommended semester: Any time

  Course Goals: 

  • Gain knowledge of the theory and practice of successful advising.
  • Illustrate and apply advising concepts via case studies and your own experiences.
  • Explore best advising practices and emerging trends across different colleges and universities.
  • Develop and articulate your own statement of advising philosophy.
  • Improve your communication, writing, and presentation skills.

  Sample Assignment: Write an advising or counseling initiative proposal that will assist in the development, success, and retention of students based on “best practices” research gathered.

  Typical Texts: 

  • Helping College Students: Developing Essential Support Skills for Student Affairs Practice
  • Academic Advising: A Comprehensive Handbook

  ACPA and NASPA Professional Competencies:

  • Advising and Supporting
• HEA 522: Crisis Management and Prevention in Higher Education

   This course will explore the critical role that student safety and effective institutional management of student crises play in the academic and social success of students. Risk factors such as mental health issues, alcohol and other drug use, and violence will be examined, as well as protective factors such as sense of belonging/community, health and wellness, and self-efficacy. Course participants will become familiar with the latest best practices in institutional strategies for creating a safe environment for learning.

  Mode: Offered face-to-face and online
  Frequency:  Offered face-to-face and online occasionally in fall, spring, and/or summer
  Pre/Co-requisites:  None
  Recommended semester: Any time

  Course Goals: 

  • Define and differentiate crises, emergencies, and disasters.
  • Define and discuss the emergency management life cycle.
  • Provide a foundation for higher educational institutional emergency planning and prevention.
  • Provide an understanding of the development, structure, scope and nature of emergency planning and preparedness in higher education.
  • Examine the changing role of emergency planning and preparedness within a contemporary framework.
  • Examine the role of emergency planning and preparedness within a future perspective.
  • Discuss the critical role of recovery as it relates to emergency and disaster practice.

  Sample Assignment:  Work in a group and design a tabletop exercise using the various forms of crises discussed in the class.

  Typical Texts:  Various articles are utilized as the course readings

  ACPA and NASPA Professional Competencies:

  • Advising and Supporting
  • Organizational and Human Resources
• HEA 523: Student Affairs Administration

   An overview of the history of the Student Affairs field as well as a more in-depth examination of the changing context in which student affairs professionals practice. This includes the philosophies, ethics, and theories that guide the practice of student affairs work. Review of the development of the field, legal and ethical foundations of practice, learning, retention and development theories, changing campus environment (including diversity, economic considerations and access issues), organizational structure, strategic planning and finance, information technology, learning outcomes and assessment and human resources as they relate to student affairs. Consideration of the practical application of such topics in specific student affairs units including housing/residence life, student activities, career services, counseling and student health centers and judicial affairs. 

  Mode: Offered face-to-face and online
  Frequency:  Offered face-to-face and online occasionally in fall, spring, and/or summer
  Pre/Co-requisites: None
  Recommended Semester: Any time

  Course Goals:

  • Articulate the prevailing theories, philosophies, and societal foundations that guide student affairs.
  • Apply these theories and philosophies to the practice of student affairs work.
  • Understand the development of student affairs, legal and ethical foundations of practice, learning outcomes, retention and development theories, changing campus environments, organization structure, strategic planning and finances, information/technology in student affairs, assessment, and human resources in student affairs.  
  • Understand thoroughly the essential competencies needed for meeting the highest standards of professional practice.

  Sample Assignment: Write a paper that focuses on one way in which student demographics, national political shifts, regulatory changes or societal influences have changed the practice of student affairs. Discuss the salient community and individual differences and commonalities which have influenced student affairs practice over the years.

  Typical Texts:

  • Student Development in College: Theory, Research, and Practice
  • The Handbook of Student Affairs Administration

  ACPA and NASPA Professional Competencies:

  • Organizational and Human Resources
  • Personal and Ethical Foundations
  • Values, Philosophy, and History
• HEA 524: Enrollment Management

   This course covers marketing the university, programs to attract applicants, the application process, generating and applying models for predicting enrollment, and assessing outcomes, including ratios such as applicant-to-accept, accept-to-enrollment, and enrollment-to-retention, and graduation rates. Issues of selectivity, financial aid leveraging (merit and need-based scholarships and aid programs), and linkages between academic and student affairs are covered. The prime focus is undergraduate enrollment, but the course also examines graduate and professional school enrollment.  Students learn roles of admissions officers and counselors, information technology and data processing professionals, and institutional research analysts. Ways to attract and retain students, increase selectivity and enrollment, and improve students’ academic and social integration and success are highlighted throughout the course.

  Mode: Offered face-to-face and online
  Frequency:  Offered face-to-face and online occasionally in fall, spring, and/or summer
  Pre/Co-requisites: None
  Recommended semester: Any time

  Course Goals:

  • Know the history and evolution of enrollment management.
  • Understand how enrollment management affects the overall operation of a higher education institution.
  • Articulate how enrollment management relates to the mission and vision of a higher education institution.
  • Learn ways to attract and retain students, increase selectivity and enrollment, and improve students’ academic and social integration and success.
  • Demonstrate understanding of fundamental enrollment management and planning elements like the admission funnel, steps to developing the SEP, KPIs, ROI, conversion, yield, measurements of persistence, digital and traditional marketing methods, and market research.
  • Explain the ethical challenges involved in enrollment management.
  • Review career paths and opportunities in enrollment management.
  • Demonstrate the ability to plan, develop, present and assess and SEP for their program, unit, or institution.

  Sample Assignment: Create and present a strategic enrollment plan (SEP) developed for a program or unit at your current institution or a program/institution of your choosing. 

  Typical Texts:

  • Strategic Enrollment Planning: A Dynamic Collaboration
  • Selling Higher Education: Marketing and Advertising America’s Colleges and Universities

  ACPA and NASPA Professional Competencies:

  • Advising and Supporting
  • Assessment, Evaluation, and Research
  • Personal and Ethical Foundations
• HEA 525: The Contemporary Undergraduate

   An in-depth examination of lifestyle, attitudes, characteristics and demographics of the contemporary undergraduate college student in the United States. This course offers an overview of the theoretical and research literature on college students in the U.S. from a variety of perspectives, and considers the educational, social, and environmental needs of different student subgroups. Students will explore traditional and non-traditional college populations at two-and four-year institutions.

  Mode: Offered face-to-face and online
  Frequency:  Offered face-to-face and online occasionally in fall, spring, and/or summer
  Pre/Co-requisites: None
  Recommended semester: Any time

  Course Goals:

  • Gain a deeper understanding of American undergraduate colleges.
  • Analyze demographics, lifestyles, attitudes, and characteristics of American undergraduates. 
  • Identify and explore various undergraduate populations and subpopulations.
  • Explore new and emerging populations.
  • Identify the needs and expectations of students from various backgrounds.
  • Determine some of the major contemporary issues and trends that impact students. 
  • Practice self-directed learning through engaging in research of interest to you in higher educations.
  • Put theory into practice, conducting interviews and making field observations of a subpopulation of your choice. 
  • Improve communication, analytical, and writing skills.

  Sample Assignment: Write a proposal for a program to the Vice President of Student Affairs explaining why and how it will benefit the institution.

  Typical Texts:

  • Understanding College Student Subpopulations: A Guide for Student Affairs Professionals
  • College Students in the United States: Characteristics, Experiences, and Outcomes

  ACPA and NASPA Professional Competencies:

  • Assessment, Evaluation, and Research
  • Social Justice and Inclusion
  • Student Learning and Development
• HEA 526: Career Counseling and the Psychology of Work

  A comprehensive overview of the theoretical and practical aspects of career development, career counseling, and the psychology of working. Fundamental career development theories will be presented with emphasis on application within the college student population. Readings and discussions will cover the psychological aspects of career indecision, as well as those family, social and cultural factors which influence the career identity formation of a college student. Students will explore the complex ways in which economics and politics define the contemporary world of work and shape a student's career choices and decisions. A practice of integrative career counseling approaches via case study analysis will be emphasized.

  Mode: Offered face-to-face and online
  Frequency:  Offered face-to-face and online occasionally in fall, spring, and/or summer
  Pre/Co-requisites:  HEA 502
  Recommended semester: Any time

  Course Goals:

  • Gain a deep understanding of traditional and contemporary theories of career development as applied to the college student/emerging adult population.
  • Demonstrate the ability to conceptualize client career problems from various theoretical models and create interventions consistent with those models.
  • Begin to develop a personal approach to career counseling.
  • Distinguish among the functions of advisement, coaching, and counseling in the career development domain.
  • Identify developmental needs unique to various diverse populations and plan career counseling approaches consistent with theory to meet their needs.
  • Demonstrate knowledge of current ethical issues which affect the practice of career counseling, and the ability to formulate and explain personal positions and professional justification for ethical decisions.   

  Sample Assignment: Students will use student development theories to analyze case studies. Students will identify the situation and propose solutions and suggest appropriate theory-based career counseling intervention to help this student.

  Typical Texts:

  • The Psychology of Working
  • Career development and counseling: Putting Theory and Research to Work
  • Advising and Supporting

  ACPA and NASPA Professional Competencies:

  • Personal and Ethical Foundations
  • Student Learning and Development
  • Values, Philosophy, and History
• HEA 527: Community College Administration

  A study of the history, philosophy, nature, and administrative functions of the community college in the United States.  This course introduces concepts related to the knowledge and skills that will enable a reflective community college administrator to effectively and efficiently navigate the issues associated with administering a community college in the 21st century.

  Mode: Offered face-to-face and online
  Frequency:  Offered face-to-face and online occasionally in fall, spring, and/or summer
  Pre/Co-requisites: None
  Recommended Semester: Any time

  Course Goals:

  • Discuss the history of the Community College movement in the United States.
  • Explain the educational philosophy of the community college.
  • Analyze the operation of a community college.
  • Compare and contrast different models of community college governance and the nature of a community college with other non-profit and for-profit higher education institutions.
  • Transform pedagogical practice from instruction to learning.
  • Propose methods for stabilizing community college funding.
  • Identify attributes that contribute to the success of community college leaders.
  • Discuss the community college educational model as a global phenomenon.
  • Identify and overcome barriers to learners’ success in college.
  • Identify ways in which community colleges strengthen cultural inclusion and diversity within a community.
  • Implement workforce and economic development programs to strengthen the economic sector of a community.

  Sample Assignment:  Select a community college and write an analytical assessment focused on its academic programs as well as its role as an economic and social resource for the community.

  Typical Texts:

  • Minding the Dream:  The Process and Practice of the American Community College
  • From Teaching to Learning:  A New Paradigm for Undergraduate Education
  • Accelerating the Academic Achievement of Students Referred to Developmental Education

  ACPA and NASPA Professional Competencies:

  • Advising and Supporting
  • Leadership
  • Organizational and Human Resources
  • Social Justice and Inclusion
  • Values, Philosophy, and History
• HEA 530: Legal Issues in Higher Education

  This course, designed for college and university administrators, presents an overview of key issues and problem areas in the fast developing law of higher education. Topics include student and faculty rights and responsibilities, academic freedom, governance, affirmative action, campus security, collective bargaining and labor relations, to name just a few. Students will review important court cases that establish a framework for decision-making and will also participate in problem-solving exercises.

  Mode: Offered face-to-face and online
  Frequency:  Offered face-to-face and online occasionally in fall, spring, and/or summer
  Pre/Co-requisites:  None
  Recommended Semester: Any time

  Course Goals:

  • Explain issues, laws and case decisions that impact campus operations.
  • Apply legal principles to situations that affect various campus constituencies.
  • Analyze specific situations, then select and apply relevant higher education principles to resolve them.
  • Apply risk prevention and problem-solving techniques to your campus practice.
  • Utilize a variety of legal and higher education resources to inform self and others.

  Sample Assignment: Write an analytic essay from the perspective of a Dean of Students who has been called on to assist the new Vice President to “spot the issues” in a higher education setting.

  Typical Texts:

  • The Law of Higher Education

  ACPA and NASPA Professional Competencies:

  • Law, Policy, and Governance
• HEA 531: Finance Issues in Higher Education

  This course is devoted to the examination of critical concepts in higher education finance by analyzing key theories, structures and challenges of college and university financing. Funding sources, the role of federal and state governments, allocation of resources, balancing budgets and contingency plans will be discussed along with ethical considerations of major public policy issues in financing higher education such as affordability, access/choice, equity, productivity and accountability, and the public private benefits of higher education.

  Mode: Offered face-to-face and online
  Frequency:  Offered face-to-face and online occasionally in fall, spring, and/or summer
  Pre/Co-requisites: None
  Recommended Semester: Any time

  Course Goals:

  • Understand the multiple funding sources of higher education and the key concepts influencing the financing of colleges and universities.
  • Know the role of the federal and state governments in financing higher education.
  • Understand the basic concepts of and processes which comprise budgeting in colleges and universities.
  • Develop an understanding of how colleges allocate resources and the trade-offs necessary to balance the budget and plan for contingencies.
  • Develop an understanding of key concepts in financial management, fund accounting, auditing, and risk management.
  • Understand the critical importance of ethics in higher education financing.

  Sample Assignment: Find and analyze the budget of a higher education Institution, department, or school and write a description of the budget and detail the budget components.  Identify some of the expenses and describe what the budget is telling you.

  Typical Texts:

  • Budget and Financial Management in Higher Education

  ACPA and NASPA Professional Competencies:

  • Organizational and Human Resources
  • Personal and Ethical Foundations
• HEA 532: Facilities Management in Higher Education

  Today’s higher education administrator is faced with a cross-section of job responsibilities and functions which may include the management and maintenance of academic facilities. This course focuses on the organizational structure of college and university facilities and the responsibilities of managers within the facilities unit. The course examines the multi-disciplinary activities within the built environment and the impact they have on students, faculty, staff and the surrounding campus community.

  Mode: Offered online
  Frequency:  Offered online occasionally in fall, spring, and/or summer
  Pre/Co-requisites:  None
  Recommended Semester:  Any time

  Course Goals:

  • Understand the roles of managers and employees within the organizational structure and their relationship to the institution, faculty, staff, students and the campus community.
  • Identify the critical components of higher education facility management and propose methods and strategies for improving service.
  • Assist with the coordination of facility renovations and new construction as they relate to departmental initiatives.
  • Coordinate special contract services as needed.
  • Prepare for and respond to emergencies as required by unit.
  • Address and facilitate safety and security concerns to appropriate campus areas for action.
  • Coordinate campus information services.

  Sample Assignment: Students will be asked to make a presentation and summarize a visit to a university facility.

  Typical Texts:

  • The Association for Higher Education Facilities Offices

  ACPA and NASPA Professional Competencies:

  • Organizational and Human Resources
• HEA 533: Intercollegiate Athletics in Higher Education

  Through an in depth examination of the historical path (past, present and future) and significance of intercollegiate athletics within the context of colleges and universities, professionals will be prepared for active engagement with athletics administrators, coaches and student-athletes in varying capacities. This course is designed for college administrators from all disciplines to enhance their understanding of intercollegiate athletics and the role of sport in higher education.

  Mode: Offered face-to-face and online
  Frequency:  Offered face-to-face and online occasionally in fall, spring, and/or summer
  Pre/Co-requisites: None
  Recommended Semester: Any time

  Course Goals:

  • Examine the role of intercollegiate athletics in supporting the institutional mission in order to prepare for effective interaction and collaboration with athletics department personnel.
  • Develop a working knowledge of intercollegiate athletics as an integral part of a campus community through an examination of the structure of the NCAA and other governing bodies and through current research and trends.
  • Examine assumptions about college sports and utilize research to achieve greater understanding of the dynamics of intercollegiate athletics.
  • Examine intercollegiate athletics through a variety of lenses, including race and gender, and develop appropriate methods for addressing issues.
  • Achieve an enhanced understanding of legal requirements and ethical expectations of Title IX and evaluate the potential for achieving gender equity.
  • Encourage a collective approach to keeping the student focus in the college athlete experience.

  Sample Assignment:  Write a research paper on a topic of your choosing related to college athletics and present the information gathered in a PowerPoint presentation.

  Typical Texts:

  • Managing Intercollegiate Athletics
  • Equity and Title IX in Intercollegiate Athletics
  • Champions of Respect

  ACPA and NASPA Professional Competencies:

  • Law, Policy, and Governance
  • Social Justice and Inclusion
  • Values, Philosophy, and History
• HEA 535: International Higher Education

  This course examines international higher education and the historical, political, cultural and socio-economic evolution differentiating national tertiary systems, regional frameworks, and international cooperation among industrialized, developing, and transitioning countries. Comparative higher education theory, empirical examples, and international organization and government reports are investigated to benchmark system performance, international and global models, and assess quality, standards, accreditation, accountability, and governance shaping sector policy, planning, and reform. Contemporary public-private higher education dichotomy, administration, funding mechanisms, curriculum and organization of degrees, academic profession, and the social stratification impacting higher education access and student mobility in the knowledge economy is explored. (Advisory pre-requisite for Study Abroad HEA programs).

  Mode: Offered online
  Frequency:  Offered online occasionally in fall, spring, and/or summer
  Pre/Co-requisites: None
  Recommended Semester: Any time

  Course Goals:

  • Apply comparative methodology to university systems analysis and critique salient theoretical, empirical, and philosophical tenets guiding internationalization and globalization concepts.
  • Analyze international higher education systems, structures, and governance models and distinguish historical, political, cultural and socio-economic events and indicators shaping sector.
  • Examine and classify national tertiary systems, regional frameworks, and international cooperative agreements among industrialized, developing, and transitioning countries.
  • Investigate international organization and government higher education reports and treaties and evaluate role of higher education in economic and social development and civil society.  
  • Compare monitoring and evaluation protocols and assess quality, standards, accountability, and accreditation trends shaping national tertiary sector policy, planning, and reform.
  • Evaluate national public and private higher education, funding mechanisms, administrative structures, organization of degrees, and analyze gaps in higher education strategic plan.
  • Assess academic profession, social stratification impacting student access to national and cross border universities, and role of higher education in gainful employment and social mobility.

  Sample Assignment: International higher education presents country-specific similarities and differences from other countries within the region or from the broader international perspective. In this assignment, you will have an opportunity to conduct an internet exploration of a college or university.

  Typical Texts:  Various articles are utilized as the course readings

  ACPA and NASPA Professional Competencies:

  • Assessment, Evaluation, and Research
  • Organizational and Human Resources
  • Values, Philosophy, and History
• HEA 540: Critical Issues in Higher Education

  This course is designed to acquaint students with critical/emerging issues in the field of higher education, with a focus on administration. This course asks students to explore, examine and discuss challenges and concerns facing the present and future of higher education. Using several pedagogical techniques, students will be challenged to analyze different topics toward a constructively critical perspective. This course is presented in a "think tank" format that will require students to share their thoughts and reflect on their experience. 

  Mode: Offered face-to-face and online
  Frequency:  Offered face-to-face and online occasionally in fall, spring, and/or summer
  Pre/Co-requisites:  None
  Recommended Semester: Any time

  Course may be repeated for up to 6 total credits toward the AGC or MA in Higher Education Administration.

  The Critical Issues in Higher Education course is a special topics class.  Recent topics have included a focus on first-year students, college student wellness, and Title IX.

  Course Goals: Varies depending on subjects covered 

  Sample Assignment: Varies depending on subjects covered

  Typical Texts: Varies depending on subjects covered

  ACPA and NASPA Professional Competencies:  Varies depending on subjects covered

• HEA 560: Comparative University Systems

  
  An examination of higher education institutions, referencing leading universities in major cities of a particular geographical region (e.g., Asia, Europe, South America), and comparing them with those in the US. By combining university information sessions and lectures on the region's history and educational philosophy, students will acquire knowledge and an appreciation for the historical and traditional significance of higher education in a given region while enriching their knowledge of that area's contemporary student. This course may include a study tour or online component for greater understanding of higher education administration in practice outside of the US. Complete details at HEA Study Abroad.

  Mode: Study abroad to an overseas location
  Frequency:  Offered each summer
  Pre/Co-requisites: None
  Recommended Semester: Summer Session only

  HEA in China

  Course Description:

  As China’s impact on the global economy expands, so has the influence of its universities.  This 15-day study tour examines China’s higher education institutions by visiting five of its leading universities in the major cities of Beijing, Shanghai and Nanjing.  By combining university information sessions and lectures on Chinese history and educational philosophy with excursions to cultural attractions, participants will acquire knowledge and an appreciation for the historical and traditional significance of higher education in China while enriching their knowledge of the contemporary Chinese student.

  Course Goals:

  • Explore the administrative, governance and financial structures of Chinese universities.
  • Gain and understanding of the Chinese philosophy of education.
  • Interact with the contemporary Chinese university student.
  • Understand the mutual impact between China’s modernization and economic growth and its higher education system.
  • Identify the relationship between US and Chinese colleges and university systems.
  • Learn about major events in modern Chinese history.

  Sample Assignment: Keep a journal with daily summaries of personal reflections and observations with references to the assigned readings as well as the cultural experience.  All reflections must be more than a description but should involve an analysis of what was observed. The journal will include reports from the conversations with local students and faculty/staff at each of the universities.

  Typical Texts:

  • China’s Megatrends: The 8 Pillars of a New Society
  • China in the 21st Century: What Everyone Needs to Know
  • Higher Education in China

  ACPA and NASPA Professional Competencies:

  • Law, Policy, and Governance
  • Organizational and Human Resources
  • Social Justice and Inclusion

Practicum

Students who do not have one year of professional work experience in higher education or are not currently employed in higher education, are required to complete a 150-hour (10 hours per week for 15 weeks) unpaid internship with an approved supervisor working in the higher education field to gain practical experience.  Supervisors will be required to have an earned master's degree and at least 5 years of professional higher education experience. In addition to their field hours, students will also complete a 14-week online course, HEA 586Practicum in Higher Education, to build a strong theory-to-practice connection, and to reflect on and discuss the practicum experience.  Students will earn 3 credits and can choose to do their internship in the fall or spring.  The 3 credits earned will count as one of the six required electives for the program.

Practicum sites can be at Stony Brook University, another Long Island college or university, or outside of the Long Island or New York area.   If you are looking to find an internship at a location other than Stony Brook, you must find a department and supervisor who is willing to work with you.  Once you have found a location, we can work with the supervisor to make sure they meet our requirements.  You can find a current listing of available opportunities on the Practicum opportunities webpage.  Since HEA 586 is an instructor consent class, students looking for a practicum at Stony Brook should contact Dr. Robert Mangione  to find out more information.

Please note, the practicum opportunity is for students in the Master of Arts program only. Students in the Advanced Graduate Certificate program are not eligible to earn credit for a practicum experience.

• HEA 586: Practicum in Higher Education

   

  This course will provide students with an opportunity to integrate theory and practice and become familiar with the role of professionals within the higher education field. Students enrolled in the course will participate in a 150 hour internship in an approved higher education or student affairs department. The focus of the course will be to reflect and discuss the field experience. Instructor consent required.

  Mode: Offered online
  Frequency: Offered online each fall and spring semester
  Pre/Co-requisites:  Completion of at least one semester in the HEA program
  Recommended Semester: After first semester

  Course Goals:

  • Integrate theoretical knowledge with professional practice through conversation with the practicum supervisor.
  • Explain the connection between theory and practice using actual experiences as illustrations.
  • Develop competencies and skills needed for the higher education profession via a project proposal.
  • Demonstrate self-awareness of preparedness for the profession through the use of written assignments.

  Sample Assignment: Choose a professional to interview at the campus where you are completing your internship (not your supervisor).  Write a paper summarizing your interview experience.  In your paper, identify the name of the person you interviewed, title, and the institution where the individual works.  Include information about the person’s career history/path, current job responsibilities, work challenges and goals, and overall philosophy on higher education. 

  Typical Texts:  Various articles are utilized as the course readings

  ACPA and NASPA Professional Competencies:

  • Student Learning and Development
• HEA 587: Advanced Practicum in Higher Education Administration

  This advanced practicum course will provide students with additional opportunities to integrate theory and practice within the higher education field. Students enrolled in the course will participate in a 150 hour internship in an approved higher education or student affairs department. The focus of the course will be to reflect and discuss the field experience. Instructor consent required.

  Mode: Offered online
  Frequency: Offered online each spring
  Pre/Co-requisites: HEA 586
  Recommended Semester: After second semester

  Course Goals:

  • Integrate theoretical knowledge with professional practice through conversation with the practicum supervisor.
  • Explain the connection between theory and practice using actual experiences as illustrations.
  • Develop competencies and skills needed for the higher education profession via a project proposal.
  • Demonstrate self-awareness of preparedness for the profession through the use of written assignments.
  • Articulate key aspects of a job search in higher education, including development of a resume and cover letter.

  Sample Assignment:  Design a program proposal to address a specific need/gap in the office where your placement is located.  Write a 3-4 page proposal for your program idea and a PowerPoint presentation.  Your proposal will be evaluated based upon the analysis of the following items: the need or gap you would like to help fill with your project, the population your program intends to reach, the goal of your program (what do you hope to accomplish), and what resources are needed to implement your program (include costs, personnel and materials needed).  Include a timeline for preparation and outreach efforts, and describe a plan for evaluation of your program. 

  Typical Texts:  Various articles are utilized as the course readings

  ACPA and NASPA Professional Competencies:

  • Student Learning and Development