About the Higher Education Graduate Certificate
GRADUATE CERTIFICATE PROGRAM OVERVIEW
The graduate certificate program in Higher Education Administration targets full-time college administrators who may not have studied higher education through any formal degree program but wish to develop a deeper understanding of the environment in which they work. Doctoral students engaged in other disciplines who plan to enter the academy as tenure-track faculty members may also benefit from this experience.
Enrollment for the certificate program may be limited based on class size. Certificates will be awarded upon the student’s application for the certificate once they have successfully completed the course requirements.
WHAT YOU'LL STUDY
The certificate requires successful completion of a total of 12 credit hours, of which 6 credits are required courses and 6 credits are elective. Students must earn a grade of B or better in each course to receive the certificate. Students earning a grade below a B would have to re-take the course before credit would be given. All courses are 3 credit hours and are generally offered once each year depending upon the availability of the faculty.
All students must complete:
EDHE 6064 – Higher Education in the United States (offered during the Fall)
EDHE 6274 – Higher Education Law (offered during the Fall)
In addition, students must complete 6 credit hours in one of the three tracks listed below:
Student Development and Learning Track
- EDHE 5314 – Theories of Student Development (offered during the Fall)
- EDHE 5334 – The College Student and the College Environment (offered during the Spring)
Governance and Policy Track
- EDHE 6084 – Financial Administration in Higher Education (offered during the Spring, Odd Numbered Years)
- EDHE 6044 – Governance and Policy in Education
Organizations and Management Track
- EDHE 6304 – Theories of Educational Organization (offered during the Fall)
- EDHE 6094 – University Leadership (offered during the Summer)
Course Descriptions
Theories of college student development. Foundational, integrative, and social identity theories, fundamental criticisms of well-known student development theories, identification of current student populations affected, and applying theories to student affairs practice and personal development. Pre: Graduate standing.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture
Study of the characteristics and attitudes of traditional and nontraditional college students; effect of the college environment on students.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture
Prerequisite(s):
Corequisite(s):
Diversity of institutions of higher learning is examined through variations in the respective goals and purposes of distinct types of institutions and examined through variations in the constituencies served by different types of institutions and their differential impact on students and faculty.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture
Financing higher education. Emphasis on examination of the revenue source and patterns of funding and the roles of federal, state, and local governments in the fiscal support of higher education. Methods for the determination of institutional resource allocation, program and financial planning, and the internal allocation and effective use of resources.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture
College and university leadership and administration. Focus on executive leadership, governance, development, research, outreach and engagement. Pre: Graduate standing.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture, Online Lecture
Survey of American justice system and legal bases of higher education administrative practice. Introduction to legal research and application of case law to contemporary legal issues in higher education.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture
Study of educational organization theory and behavior. Emphasis will be given to understanding institutional structures and cultures in their educational, social, economic, and political contexts with a view toward organization improvement, development, and reform.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
Instruction Type(s): Lecture
THE COHORT MODEL
This program operates on a cohort model. Members of a given cohort attend all of the same classes in the same sequence and pursue common plans of study.
The benefits of a cohort model are many. It is designed to facilitate social interaction, collaboration, and the formation of a supportive learning community.
Students in cohorts learn from and help each other with the successful completion of coursework and professional networking. They report a strong sense of community and are more likely to complete their programs of study in a timely manner.
NATIONALLY RECOGNIZED FACULTY
AFFILIATED FACULTY
Emerita and Emeritus Faculty Members
Don G. Creamer, Professor Emeritus, Higher Education
Joan B. Hirt, Professor Emerita, Higher Education, School of Education
Patricia Hyer, Affiliated Faculty; Associate Provost Emerita, University Provost’s Office
Steven M. Janosik, Associate Professor Emeritus, Higher Education, School of Education
Edward F. D. Spencer, Affiliated Associate Professor; Vice President Emeritus for Student Affairs