CALIFORNIA STATE UNIVERSITY, FULLERTON

COURSE WORK

The M.S. in Education with a Concentration in Higher Education (the MSHE Program) is designed to prepare entry-level professionals and career changers to assume professional roles that enhance student learning and development. Graduates of the program might work in offices, such as orientation, housing, residential life, TRIO, multicultural and international affairs, financial aid, academic advising, alumni relations and similar college or university offices. Program-level learning outcomes for the MSHE program reflect the expectations for graduate-level programs in students affairs developed by the Council for the Advancement of Standards in Higher Education (CAS), and are organized around the following five learning domains: (a) leadership; (b) social justice and advocacy; (c) education; (d) assessment and evaluation; and (e) personal and professional development.

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EDAD 503

Organizational Leadership and Management Introduces organizational frameworks to understand schools and leaders’ roles in bringing about change in schools. Techniques used to guide, motivate, delegate, build consensus and lead others in the achievement of goals and vision. Click for E-Portfolio Entry

EDAD 505

Instructional Leadership and Assessment Approaches for advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and professional growth. Click for E-Portfolio Entry

EDAD 510

Instructional Leadership and Assessment Use data and inquiry methods to assess students’ learning and instructional practices. Apply data analysis to determine interventions and assess impact. Click for E-Portfolio Entry

EDAD 521

History and Philosophy of Higher Education Evolution of U.S. higher education, considering the diversity of the system, internal and external influences, and the evolution and development of student affairs and student learners. Click for E-Portfolio Entry

EDAD 522

College Students' Characteristics and Culture Students in postsecondary education in the United States. Major demographic groups (race, class, ethnicity, age, ability, sexual orientation, gender, etc.) and their experiences with access, equity, campus cultures and retention at two- and four-year institutions. Click for E-Portfolio Entry

EDAD 523

Student Learning and Development Student development theory in college, considering traditional and non-traditional students and learning outcomes. Theoretical assumptions and the practical application of theory to diverse student learners and the role of theory in student affairs practice Click for E-Portfolio Entry

EDAD 524

Diversity, Access and Equality Diversity, access, equity, multiculturalism, pluralism as concepts in education. Understanding of these concepts and their applications to student affairs/higher education from a historical lens Click for E-Portfolio Entry

EDAD 568

Higher Ed Fieldwork 1: Guardian Scholars At least 150 hours at sites demonstrating competence in applying theory to practice, assessment, evaluation, and program design and implementation, supervised by an approved educational leader who provides feedback for learning and growth as a student affairs educator/leader. Click for E-Portfolio Entry

EDAD 568

Higher Ed Fieldwork 2: At least 150 hours at sites demonstrating competence in applying theory to practice, assessment, evaluation, and program design and implementation, supervised by an approved educational leader who provides feedback for learning and growth as a student affairs educator/leader.

EDAD 595

Professional Seminar in Higher Education Application of technology for effective communication, verbal and written, and individual and group interactions on-line and face to face. Applying computers to work in student affairs/higher education settings.

Road to a

Master

CALIFORNIA STATE UNIVERSITY, FULLERTON

COURSE WORK