Higher Education, M.S.

The following goals and learning outcomes have been established for students pursuing a degree in Higher Education:

Leadership

• Demonstrate mastery of the breadth of leadership theory as well as depth for two or three specific theories
• Exhibit sophistication in the application of at least one leadership skill to practice as well as basically ability to utilize multiple additional leadership skills
• Exhibit sophistication in the application of at least one management skill to practice as well as a basic ability to utilize multiple additional management skills

Social Justice and Advocacy

• Demonstrate an in-depth understanding of multiple connections and discuss experiences of privilege and/or marginalization
• Demonstrate breadth in their understanding of a broad array of diverse college student cultures and characteristics and significant depth in understanding for two or three subpopulations
• Demonstrate an understanding of how institutional structures and practices can contribute to the marginalization and oppression of underrepresented college student populations
• Effectively develop program that promote social justice, access, and equity for college students

Education

• Demonstrate an understanding of the  history and philosophy of the student affairs profession, drawing connections to their personal values
• Apply a broad set of student development theories in practice and support theory-to-practice applications of research literature
• Develop programs and learning interventions that are organized around learning outcomes that are clear, specific and measurable
• Develop programs and learning interventions that are informed by student learning and development theory, assessment of student needs, and knowledge of students’ diverse cultures and characteristics

Assessment and Evaluation

• Demonstrate bias for using research to support practice as well as competence in the analysis, synthesis, and evaluation of scholarly literature
• Write learning outcomes for curricular and co-curricular learning interventions and to assess student learning in light of these outcomes
• Partner in the design and implementation of formative and summative program evaluations

Personal Development

• Articulate a clear and  concise philosophy of student affairs
• Independently self-assess strengths and weaknesses which may be used design suitable professional development plans
• Demonstrate strong propensity to reflect on personal experience
• Graciously accept constructive feedback from mentors, supervisors, colleagues, faculty and peers