Higher Education Administration, Ed.D.

Doctor of Education

Major Requirements

A minimum GPA of 3.25 is required for all coursework applied toward the major.
Core Coursework		15
HIED 648	History of American Higher Education
HIED 650	Higher Education Administration
HIED 651	College Student Development
HIED 710	Leadership and Organizations
HIED 750	Diversity Issues in Higher Education
Specialization Coursework		12
Select from one of the following specializations:
Curriculum & Assessment and Academic Affairs
College Access, Transition, and Success
Administration, Organizations, and Policy
Individualized Studies in Higher Education Administration
Research Coursework
Quantitative Methods		6
EDP 613	Statistical Methods 1
or STAT 511	Statistical Methods 1
EDP 614	Statistical Methods 2
or STAT 512	Statistical Methods 2
Qualitative Methods		6
SCFD 615	Qualitative Research Methods
SCFD 715	Advanced Qualitative Research
Advanced Methods Course *		3
Additional HIED Coursework		12
Cognate Coursework		12
Internships **		6
HIED 785	Higher Education Internship
Research		15
HIED 797	Research
Total Hours		87

Note: Individualized plans of study will be developed in consultation with the student's advisor/program committee. Additional Coursework in HIED 785 and 797 will not count towards the Specialization, Advanced Methods, Additional HIED and Cognate Coursework. 

*

Advanced Methods Courses must be chosen and approved in consultation with the Graduate Advisor/Program Committee.

**

Students are required to take 6 credits of a supervised practicum in higher education administration by enrolling in HIED 785. This internship experience should be conducted after the Qualifying Examination (DQE), and allow the student to apply theoretical concepts to practical situations. The internship experience is designed by the student in consultation with the advisor and proposed supervisor.

Major Learning Outcomes

Higher Education Administration, Ed.D.

The learning goals for this program are to prepare students who:

• Have commitment and skills to engage in life-long learning;
• Are effective communicators;
• Recognize that teaching is a professional, moral, and ethical enterprise with well-developed ethical frameworks which facilitate effective teaching;
• Will serve as a facilitator of learning for all students;
• Possess in-depth knowledge of both pedagogy and content, and the relationships between them;
• Are reflective practitioners;
• Are aware of, and have respect for, human diversity;
• Value and integrate knowledge from a wide variety of fields, are creative and open to new ideas, and are able to act constructively in a world characterized by technological, cultural, and societal diversity and change.