Higher Education and Student Affairs (M.Ed.)

History and philosophical foundations of curriculum and teaching in American schools emphasizing cultural influences and concepts shaping education in today’s society.

This course examines key concepts and principles of critical theory, critical pedagogy, and social justice education. Different pedagogical models will be studied in order to examine and evaluate socialized ideas of what teachers are and how teaching should be conducted.

This course provides an introduction to legal foundations for public education, investigating district policy, state board rule, state and federal statutes, and case law.

In the 21st Century, schools are tasked with offering students a holistic education that emphasizes life skills such as communication, cross-cultural collaboration, and critical thinking. This course provides teachers and administrators with opportunities to ponder, reflect and improve upon their professional practice and the learning environments they create for students. The implications of these changes for curriculum and instruction will help educators develop the skills and concepts necessary to provide just and equitable 21st century schooling for all students.

This course provides the background for understanding the law and policy of higher education in the United States, particularly in Utah. It covers policy topics including the governance of higher education as well as legal issues relating to college employees, faculty, and students.

This course provides a comprehensive introduction to the Student Affairs profession. Historical, ethical, philosophical, and theoretical foundations are explored. Core competencies and functional areas within the profession, diversity of institutional type, student populations, characteristics of today’s college students, and contemporary issues are examined.

This course explores the types of learning environments and different models of organizational functioning that currently exist in American colleges and universities. Students analyze and examine the influence environments have on individual behavior and how environments can be shaped and created to encourage students learning and engagement.

Understanding the psychosocial development of college students is necessary for designing student affairs programs and developing a student affairs practice. This course is designed to help graduate students effectively integrate theories of student development with the day to day practice of being a student affairs professional, and learn to become both and administrator and a “helper.”

This course explores higher education administration from an international comparative perspective, including social, cross-cultural, and political events of historical significance. Students will develop context from which to appreciate the ever-changing landscape of global higher education as well as the impact societal expectations have on higher education.

The study of current psychological principles of teaching and learning as they apply to positivist and constructivist research paradigms. Principles and techniques for studying one’s professional practice. The use of educational measures for evaluation and planning processes.

This course builds upon the practitioner research proposal begun in EDUC 6030 - Principles of Practitioner Research by applying action research tools to classroom study. Candidates finalize research questions, conduct a literature review, determine their research methodology, and obtain IRB approval.

Student completes and presents a Practitioner Research Thesis based upon a previously selected topic and question. Advisor approval required and advisor will complete registration.