SCHOOL OF EDUCATION & HUMAN DEVELOPMENT GRADUATE

Transcription

1 SCHOOL OF EDUCATION & HUMAN DEVELOPMENT GRADUATE DEPARTMENTS Educational and Psychological Studies (EPS) Kinesiology and Sport Sciences (KIN) Teaching and Learning (TAL) DEGREE PROGRAMS DOCTOR OF PHILOSOPHY IN EDUCATION (Ph.D) The Doctor of Philosophy degree with a major in education is designed to develop personnel competent to conduct research in a particular field of education or behavioral sciences. Concentrations are offered in: exercise physiology (KIN), community well-being (EPS), counseling psychology (EPS), language and literacy learning in multilingual settings (TAL), science, technology, engineering and mathematics (TAL), special education (TAL), and research, measurement, and evaluation (EPS). DOCTOR OF EDUCATION (Ed.D) The Doctor of Education degree is designed to develop personnel in education competent to utilize the results of research in practical situations. The Ed.D. program offers a concentration in higher education leadership (EPS) SPECIALIST IN EDUCATION (Ed.S) The Specialist in Education degree is an advanced terminal, practice-oriented degree that is designed to prepare recipients to assume positions of leadership within educational and affiliated settings. Concentrations are offered in: Advanced professional studies (TAL), Early childhood/special education (TAL), Reading education (TAL), and Math, science and technology resource teacher (TAL) MASTER OF SCIENCE IN EDUCATION (M.S.Ed) The Master of Science in Education degree is a practice-oriented degree that is designed to prepare its recipients to assume professional positions that require advanced course work and post-graduate degrees. Concentrations are offered in: Advanced professional studies (TAL) Community and social changes (EPS) Counseling: Marriage and family therapy (EPS) Counseling: Mental health (EPS) Early childhood, special education (TAL) Education and social change (TAL) Exercise physiology: Strength and conditioning (KIN) Exercise physiology (KIN) Higher education: Student life and development (EPS) Higher education: Enrollment management (EPS) 602

2 Mathematics, Science and Technology: K-6 Resource Teacher (TAL) Nutrition and human performance (KIN) Reading (TAL) Research, measurement and evaluation (EPS) Sport administration (KIN) Sports medicine (KIN) NOTE: The School of Education and Human Development s graduate programs are governed by the rules, regulations and policies of the larger University and Graduate School. In places where what appears in the following is judged to be in conflict with these other policies, the University and/or Graduate School s policies will take priority. APPLICATION REQUIREMENTS Admission to all graduate-degree concentrations in the School of Education and Human Development is based on the recommendation of the faculty. Admissions decisions are based on faculty review of the following general requirements that apply to all Graduate Programs in the School as well as specific documents listed under each concentration. Applicants must: achieve acceptable scores on the Graduate Record Exam (GRE) taken within the past five years. International applicants whose native language is not English or applicants whose degrees are from a non-u.s. University must pass the Test of English as a Foreign Language (TOEFL) and the GRE; provide official transcripts showing completion of a bachelor s degree from an accredited institution and an acceptable undergraduate grade point average. A minimum of 3.0 undergraduate GPA is required. Official transcripts from every institution attended by an applicant, whether or not the applicant completed a degree program at the institution, are required; provide three letters of recommendation that address the issues and meet the criteria established by the program being applied to; provide a personal statement that addresses the mission and purpose of the program being applied to; take part in an admissions interview (required by some programs); and exhibit personal and professional experiences and characteristics that are relevant to the profession and/or field and/or degree program for which the application is being submitted. 603

3 DOCTOR OF PHILOSOPHY (Ph.D) In addition to the factors listed as general requirements for all applications to the SOEHD s graduate programs, consideration for admission to the Ph.D program will include the following: letters of recommendation should address the applicant s academic potential; available student space in program; For TAL: availability of faculty advisor willing to mentor the student. For EPS, Counseling: receipt of completed applications by predetermined cut-off date. Please reference the SOEHD web site, as doctoral applications are reviewed once each year. DOCTOR OF EDUCATION (Ed.D) In addition to the factors listed as general requirements for all applications to the SOEHD s graduate programs, consideration for admission to the Ed.D program will include the following: letters of recommendation should address the applicant s academic potential; available student space in program; and admissions interview. SPECIALIST IN EDUCATION (Ed.S) In addition to the factors listed as general requirements for all applications to the SOEHD s graduate programs, consideration for admission to the Ed.D program will include the following: completion of a master s degree with an outstanding record from an accredited institution; adequacy of previous study in the field for which the Ed.S. is being requested; an appropriate period of successful teaching experience (TAL only); acceptable scores on the Graduate Record Examination (GRE); or in the case of TAL only, approval of a GRE waiver. Applicants who seek a GRE waiver must have taught for a minimum of three years in a full-time capacity, fill out and submit a GRE waiver form, and submit a 3-page essay on an important educational. 604

4 MASTER OF SCIENCE IN EDUCATION (M.S.Ed) In addition to the factors listed as general requirements for all applications to the SOEHD s graduate programs, consideration for admission to the MSED program will include the following: For all MSED programs in TAL: Teachers with at least three years full-time teaching experience may apply for a GRE waiver for programs in the Department of Teaching and Learning. An application for waiver of the GRE requirement may be found on the SOEHD web site. Teachers who apply for a GRE waiver must submit a 3-page essay on an important topic in education. For Community and Social Change (EPS): Professionals who have worked fulltime for at least three years in a not-for-profit setting may apply for a waiver of the GRE requirement. Please contact the program directly for conditions governing this waiver. INTERNATIONAL APPLICATIONS All international applications must provide additional information and meet additional requirements as required by the UM Graduate School and the UM Office of International Admissions. For an appropriate link to these requirements, please visit the Graduate School web site. ADMISSIONS DECISION She/she should meet with the faculty advisor who was appointed to serve in that capacity and whose name appears in the admissions letter. This advisor will help the student enroll in courses that are appropriate to the program; to develop and to refine a Program of Study or Course Sequence Plan that must be on file in the Senior Associate Dean s Office by the end of the first semester of study. HONOR CODE The School of Education and Human Development follows the Graduate School s Honor Code. All students are required to submit a signed Student Responsibility Checklist and the Graduate Student Honor Code by the end of their first semester of enrollment. CONTINUOUS ENROLLMENTFINANCIAL ASSISTANCE In addition to University-wide fellowships and the availability of student loans, the School of Education and Human Development provides many forms of financial assistance for students enrolled in its graduate programs. These include tuitionbased scholarships (including federally funded scholarships), teacher-tuition scholarships, training fellowships, graduate student assistantships, and other forms of help. Notwithstanding a student s time to completion, the SOEHD limits a student s eligibility for scholarships and other financial assistance that is under its control to five years from the time of initial enrollment. Scholarship-based financial assistance is to be used only for courses that define each student s program of study. Students who enroll in courses outside of their programs of study will be charged full tuition for those courses. 605

5 Teacher Tuition Scholarships do not apply to doctoral (Ph.D. and Ed.D.) programs. Financial assistance may not be applied to retaking of courses. Financial assistance whose sources of funding are outside of the School of Education and Human Development, for example Federal loans provided by the University of Miami, shall be governed by all applicable rules, regulations and policies. Specifically, many federal loans and grants have conditions limiting the programs and/or courses to which they may be applied. Some federal loans are restricted to graduate courses only; some fellowships, grants or traineeships may entail post-graduation employment commitments. Alternatively, private scholarships or fellowships may have their own conditions. Before accepting any form of financial assistance, please be sure to ask about and to fully understand the conditions that govern whatever type of financial assistance you are offered. DEGREE REQUIREMENTS In addition to the formal academic requirements (as outlined below), the School of Education and Human Development requires its students to demonstrate personal qualities that, in the judgment of the faculty, would permit them to function effectively in their professional roles. The School of Education and Human Development reserves the right to dismiss any students who are academically or personally unwilling or unable to carry out the professional responsibilities of the respective profession for which they are being trained. Conduct which may be considered unprofessional may include, but is not limited to, research or professional misconduct; dishonesty, cheating, plagiarism; exercise of professionally poor judgment; sexual harassment, discrimination on the basis of race, ethnicity, religion, or sexual orientation; and inappropriate interpersonal behavior. It is up to all students to fulfill their responsibilities in a timely and professional manner, to represent themselves and the University with honesty, and to treat others with dignity and respect. DOCTOR OF PHILOSOPHY IN EDUCATION (Ph.D) Upon admission to graduate study, a supervisory committee, consisting of four members (composed as per UM Graduate School regulations), will be appointed by the School of Education and Human Development. The student will meet with the chairperson of this committee to design a Program of Study/Residency Plan. The Program of Study/Residency Plan must be approved by the supervisory committee, the department chairperson, and the Senior Associate Dean of Graduate Studies in the School of Education and Human Development. The Program of Study/Residency Plan must be filed with both the Graduate School and the School of Education and Human Development by the end of the second semester of enrollment or future registration will not be permitted. All students are required to submit a signed Student Responsibility Checklist and the Graduate Student Honor Code by the end of their first semester of enrollment. The residence requirement is two full-time consecutive semesters of course work at the University of Miami. 606

6 The minimum total credits required beyond the Bachelor s are 60, plus a minimum of 12 dissertation-research credits. Fifteen credit hours of statistics and research methods are required as prescribed by the supervisory committee. A student must pass a Qualifying exam before being admitted to candidacy for a doctorate. The content and conditions for administering the Qualifying examination are defined by the program area in which a student is enrolled. A student s score on the Qualifying examination is the professional judgment of the committee that was appointed to score that examination. As such, no academic appeals of scores on qualifying examination are possible. If a student fails an initial attempt at passing a program s Qualifying examination, the student s advisory committee may allow a student a second opportunity to pass a new qualifying examination that is administered within a year of the original, at its sole discretion. A student who fails a program s qualifying examination may not proceed any farther in the program and is, instead, dismissed at the end of then-current term. Beyond the then-current term in which a student s qualifying examination is scored, no additional financial assistance will be provided to a student who is scheduled to be dismissed from the program for failure in the qualifying examination. Students are required to complete all Ph.D. requirements within 8 years of initial enrollment. 607

7 DOCTOR OF EDUCATION (Ed.D) Upon admission to graduate study, a supervisory committee, consisting of three members, will be appointed by the School of Education and Human Development. The student will meet with the chairperson of this committee to design a Program of Study/Residency Plan. The Program of Study/Residency Plan must be approved by the supervisory committee, the department chairperson, and the Senior Associate Dean of Academic Studies in the School of Education and Human Development. The Program of Study/Residency Plan must be filed with both the Graduate School and the School of Education and Human Development by the end of the second semester of enrollment or future registration will not be permitted. All students are required to submit a signed Student Responsibility Checklist and the Graduate Student Honor Code by the end of their first semester of enrollment. The minimum total credits required beyond the bachelors are 60, including a minimum of 12 dissertation credits. A supporting area consisting of at least 12 credits is required; the student must be qualified for admission to graduate status in this area, and receive approval for enrollment from the appropriate department and from the School of Education and Human Development. A minimum of twelve credit hours of statistics and research methods are required as prescribed by the supervisory committee. Students are required to complete all Ed. D requirements within 8 years of initial enrollment. 608

8 SPECIALIST IN EDUCATION (Ed.S) The Specialist in Education is a terminal degree that is independent of both doctoral degrees (Ph.D. and Ed.D.) that are offered by the SOEHD. Although there is normally some overlap in coursework, admission to a specialist program does not imply admission to a doctoral program. A supervisory committee consisting of three faculty members in the student s area of study will be appointed by the School of Education and Human Development. Upon admission to the specialist program, a formal program of study is approved by the Supervisory Committee. A minimum of 60 graduate credits, (or 30 credits after completion of the Master s program) is required. The program must include at least 30 graduate credits earned at the University of Miami and at least 18 graduate credits earned following admission to the specialist program. The specialist program of study is developed in consultation with the Supervisory Committee that consists of 3 faculty members (a chairperson and 2 other members). Students must pass a comprehensive written examination, portfolio (with an oral examination as a possible additional requirement), capstone course, project, thesis, or requirement specified by the program. When a thesis is chosen (in the KIN Dept. or EPS Dept.), a maximum of six credits may be counted toward the total degree requirements, and an oral examination in defense of the thesis will be required. The written comprehensive examination will cover the student s program of study. The examination must be taken during or after the final semester in which the student is enrolled for coursework in the program. The project will be directed by the Chairperson of the Specialist Supervisory Committee. All specialist students must engage in teaching and/or research appropriate to their degree program. All work for the degree of Specialist in Education must be completed within six years of initial enrollment. 609

9 MASTER OF SCIENCE IN EDUCATION (M.S.Ed) A minimum of 30 graduate credits is required. TAL: Students enrolled in any certification program that has been approved by Florida Department of Education must fulfill any and all additional requirements (e.g., passing state teacher tests) that are specified by the program approval. EPS: Students enrolled in any counseling program must complete the required Personal Growth Experience form. Students must pass a comprehensive written examination, portfolio (with an oral examination as a possible additional requirement), capstone course, project, thesis, or requirement specified by the program. When a thesis is chosen (in the KIN Dept. or EPS Dept.), a maximum of six credits may be counted toward the total degree requirements, and an oral examination in defense of the thesis will be required. The written comprehensive examination will cover the student s program of study. The examination must be taken during or after the final semester in which the student is enrolled for coursework in the program. The project will be directed by the student s advisor. All work towards the Master s degree must be completed within six years of initial enrollment. DEPARTMENT OF EDUCATIONAL AND PSYCHOLOGICAL STUDIES Dept. Code: EPS PROGRAMS DOCTOR OF PHILOSOPHY (Ph.D.) Community Well-Being Counseling Psychology Research, Measurement, and Evaluation COMMUNITY WELL-BEING Please contact the Department of Educational and Psychological Studies for a program sheet and course listings for Ph.D. program in Community Well Being. COUNSELING PSYCHOLOGY The Counseling Psychology Program has been fully accredited by The American Psychological Association since 1995 and has a proud tradition of preparing students as scholars, clinicians and community leaders. Firmly committed to the foundational values of the discipline of counseling psychology, including its emphasis on prevention, optimal human development and the promotion of individual, family and community well-being, the program strives to prepare students who will make a difference in the world through research, scholarship and reflective practice. The mission of the program is to nurture the development of counseling psychology graduate students and faculty as reflective researchers and scientist-practitioners committed to promoting psychological well-being in a multicultural complex world. 610

10 Prerequisite Counseling Courses EPS505 EPS510 EPS511 EPS512 EPS513 EPS610 EPS612 EPS619 Lifespan Human Development Professional, Legal & Ethical Issues in Counseling Lifestyle & Career Counseling Assessment Strategies for Counselors I Counseling Process and Practice Therapeutic Group Procedures Counseling Theories & Practice Practicum Laboratory I Major Field of Study EPS620 EPS621 EPS622 EPS628 EPS629 EPS632 EPS634 EPS680 EPS703 Counseling Psychology: Theory, Research and Practice Psychological Appraisal I Psychological Appraisal II Doctoral Practicum I Doctoral Practicum II Preparing Future Faculty Supervision in Counseling Psychology Cultural Diversity and Mental Health Internship in Counseling Psychology Supporting Field of Study PSY604 PSY605 PSY625 PSY640 Cognition and Emotion Cognitive Neuroscience Social Psychology Adult Psychopathology Research Competencies EPS670 EPS671 EPS672 EPS673 EPS650 Introduction to Research Methods General Linear Methods Applied Multivariate Statistics An Introduction to Structural Equation Modeling for Multivariable Data Meta-analytic Methods for Research Synthesis Dissertation EPS730 EPS740 Pre-Candidacy to Dissertation Research Post-Candidacy to Dissertation Research 611

11 RESEARCH, MEASUREMENT AND EVALUATION The objective of the RME programs is to train individuals to become experts in the research methodology, measurement, and applied statistics used in conducting applied research, evaluations, and assessments related to educational, psychological, and health outcomes. Graduates of the program have obtained skills concerning: (a) how to design research studies and evaluations, (b) what statistical and measurement analyses must be conducted to answer the desired research questions, and (c) how to analyze the collected data using appropriate statistical software. An emphasis of the program is on gaining experience in the application of the relevant methodologies using real-world data examples. Core courses (36 credits) EPS553 Introduction to Statistics EPS568 Computer Applications in Educational and Behavioral Sciences Research EPS650 Meta-analytic Methods for Research Synthesis EPS661 Measurement and Psychometric Theory EPS662 Item Response Theory EPS670 Introduction to Research Methods EPS671 General Linear Models EPS672 Applied Multivariate Statistics EPS673 Introduction to Structural Equation Models (SEM) EPS674 Introduction to Multilevel Modeling EPS675 Qualitative Research Methods I PSY698 Seminar in Quantitative Psychology (Advanced Structural Equation Modeling) Research Apprenticeship (6 credits) EPS607 Advanced Individual Study Field Experience (6 credits) EPS659 Field Experience in Educational Research Electives (12 credits): Approved by Advisor** EPS607 Advanced Individual Study EPS651 Survey Research Methods EPS652 Nonparametric Methods for Quantitative Analysis EPS654 Program Evaluation EPS659 Field Experience in Educational Research EPS676 Qualitative Research Methods II: Case Studies & Grounded Theory EPS677 Qualitative Research Methods III: Interviewing & Content Analysis MAS602 Multivariate Statistics MAS603 Design of Experiments MTH524 Introduction to Probability Theory 612

12 MTH525 Introduction to Mathematical Statistics MTH542 Statistical Analysis MTH625 Multivariate Analysis Dissertation hours (12 credits) EPS730 Pre-Candidacy Dissertation Research (6 credits total) EPS740 Post-Candidacy Dissertation Research (6 credits total) DOCTOR OF EDUCATION (Ed.D.) HIGHER EDUCATION LEADERSHIP The Higher Education Leadership program, which offers a Doctor of Education degree (Ed.D), is committed to preparing high-quality graduates for senior leadership positions in colleges and universities, state and federal agencies, and other educational organizations. The Ed.D program is guided by a practitioner-scholar model that combines theoretical offerings with application to practical higher education problems. Students focus on areas of special interest and choose dissertation projects that address issues confronting the contemporary higher education workplace. The Executive Track is an innovative option in the Ed.D program explicitly designed to meet the needs of working professionals. Courses are offered on weekends, and a cohort design allows students to develop meaningful relationships, support one another, and learn from the diverse experiences of fellow educators. Ed.D students may also choose to take courses in a traditional weekly format. An emphasis across the traditional and Executive Ed.D curriculum is on how theory and empirical evidence inform the administrative, organizational, and policy contexts within postsecondary education. Unique to the University of Miami s Higher Education Leadership program curriculum is its component in Enrollment Management, a comprehensive strategy that promotes the seamless integration of administrative responsibilities to efficiently and effectively meet institutional needs and promote student success. Higher Education Foundations EPS533 Organization and Administration of Higher Education I EPS603 Higher Education in the United States: From Harvard to the Present EPS631 Student Diversity in American Higher Education EPS633 Organization and Admin of Higher Education II: Governance, Leadership and Finance EPS635 College Student Development: Theory, Research and Practice EPS640 Enrollment Management Theory and Practice Practicum/Internship EPS688 Practicum: Administration of Higher Education Research - 9 credit hours required 613

13 EPS553 Introduction to Statistics EPS651 Survey Research Methods EPS652 Nonparametric Methods for Quantitative Analysis EPS654 Program Evaluation EPS661 Measurement and Psychometric Theory EPS670 Introduction to Research Methods EPS671 General Linear Methods EPS672 Applied Multivariate Statistics EPS673 An Introduction to Structural Equation Modeling for Multivariable Data EPS675 Qualitative Research Methods I EPS676 Qualitative Research Methods II: Case Studies & Grounded Theory Elective EPS513 Counseling Process and Practice EPS568 Computer Applications in Educational and Behavioral Sciences Research EPS570 Basic Skills in Counseling and Interviewing EPS601 Philosophy of Education EPS604 Group Dynamics and Communication Skills EPS605 Psychological Bases of Education Dissertation EPS685 Dissertation Seminar EPS730 Pre-Candidacy to Dissertation Research EPS735 Doctor of Education Dissertation MASTER OF SCIENCE IN EDUCATION (M.S.Ed.) Community and Social Change Counseling: o Marriage and Family Therapy o Mental Health Counseling Higher Education Administration: o Enrollment Management o Student Life and Development Research, Measurement, and Evaluation COMMUNITY AND SOCIAL CHANGE The Community and Social Change Master s program is designed to prepare a new generation of creative leaders for the not-for-profit sector who are knowledgeable in the research, theories, and practice of individual and social well-being. The vision of the program is to be a hub for innovative and applied leadership in community wellbeing and social change. The mission of the program is to prepare globally aware 614

14 leaders, researchers, and agents of change who create, inspire, and engage community organizations to foster well-being in diverse community settings. The program is designed to develop community leaders who can help understand and address the real challenges faced by local communities in a multi-cultural and global context. The program is designed to accommodate a variety of students by offering courses in a unique format that incorporates the following domains; 1) Core theory and skill-building coursework, 2) Core research coursework, 3) Experiential field experience (practicum), and 4) Capstone experience (Comprehensive exam or major project). Core Courses (18 Credits Required) EPS606 EPS648 EPS554 EPS644 EPS654 EPS609 Community Well-being and Change: Theory and Practice Multicultural Communities in a Globalized Society Essentials of Res in the Social & Behavioral Sciences or EPS559 Research in Higher Education Development and Change in Community Organizations: Theory and Practice Program Evaluation Managing Community Organizations Practicum Field Experience (3 Credits Required) EPS658 Seminar in Community and Social Change Electives/Cognate (9 Credits) NOTE: If electives are not specified (to be determined) when form is submitted to the Associate Dean s Office, then you should complete a Course Substitution form when you register for the approved electives. COUNSELING Programs offered in counseling and counseling psychology are characterized by intensive clinical supervision by faculty members in an on-campus clinic, by strengths in the areas of family systems and health psychology, and by the rich multi-ethnic composition of the community, students and clients. prethe Marriage and Family Therapy This 60 credit program provides the academic and degree supervision requirements for licensing as a Marriage and Family Therapist in State of Florida. Core Courses EPS505 EPS510 EPS512 EPS513 EPS514 EPS612 EPS613 Lifespan Human Development Professional, Legal & Ethical Issues in Counseling Assessment Strategies for Counselors I Counseling Process and Practice Psychosocial Bases of Social and Cultural Diversity Counseling Theories & Practice Psychopathology for Counselors 615

15 EPS614 EPS623 EPS624 Counseling & Sexuality Substance Abuse and Addictions: Theories and Counseling Theory and Practice with Children & Adolescents EPS625 Research & Program Evaluation in Counseling Marriage and Family Specialty EPS515 Dynamics of Marriage and Family Systems EPS615 EPS616 EPS618 EPS619 Family Therapy Therapy for Couples Practicum in Counseling I Practicum Laboratory I Elective (3 credit hours required) See Advisor. Mental Health Counseling This 60 credit program provides the academic and predegree supervision requirements for licensing as a Mental Health Counselor in the State of Florida. Core Courses EPS505 EPS510 EPS512 EPS513 EPS514 EPS612 EPS613 EPS614 EPS623 EPS624 Lifespan Human Development Professional, Legal & Ethical Issues in Counseling Assessment Strategies for Counselors I Counseling Process and Practice Psychosocial Bases of Social and Cultural Diversity Counseling Theories & Practice Psychopathology for Counselors Counseling & Sexuality Substance Abuse and Addictions: Theories and Counseling Theory and Practice with Children & Adolescents EPS625 Research & Program Evaluation in Counseling Mental Health Specialty EPS511 Lifestyle & Career Counseling EPS526 EPS610 EPS618 EPS619 Counseling in Community Settings Therapeutic Group Procedures Practicum in Counseling I Practicum Laboratory I Elective (3 credit hours required) See Advisor. 616

16 HIGHER EDUCATION ADMINISTRATION (Enrollment Management/Student Life and Development) The Higher Education Administration Program, which offers a Master of Science in Education with concentrations in Enrollment Management or Student Life and Development, is designed to produce skilled and versatile higher education administrators who understand all aspects of their professional environment. Our graduates enter a variety of roles in college and university administration with the ability to consider today s challenges from a broad-based, highly informed perspective. Also offered is a Certificate Program for working professionals who already have Master s degrees and seek career-furthering credentials and skills. The Enrollment Management concentration (33 credits), the product of a unique collaboration between the School of Education and Human Development and the Division of Enrollments, integrates theory, research, teamwork, and effective communication. It is an interdisciplinary program, with courses also required in the School of Business Administration. Opportunities abound for integrating research and theory in daily practice. Core Courses EPS640 EPS641 EPS647 Enrollment Management Theory and Practice Advanced Seminar in Enrollment Management Seminar in Higher Education Administration: Contemporary Issues Education EPS533 EPS603 EPS631 Organization and Administration of Higher Education I Higher Education in the United States: From Harvard to the Present Student Diversity in American Higher Education Business (6 credit hours required) MGT603 MKT660 POL501 Leading Teams Foundations of Marketing Management Budget and Financial Management and Administration Research (EPS553 is required. Must choose 1 other course for a total of 6 credits) EPS553 EPS554 EPS651 EPS654 EPS675 Introduction to Statistics Essentials of Research in Social and Behavioral Sciences Survey Research Methods Program Evaluation Qualitative Research Methods I 617

17 Electives (3 credit hours required) ECO690 EPS543 EPS545 EPS570 EPS604 EPS605 EPS633 EPS635 EPS636 EPS688 KIN594 KIN595 MGT602 MGT603 POL501 POL699 Essentials of Economic Theory The Community College Student Affairs Practice in Higher Education Basic Skills in Counseling and Interviewing Group Dynamics and Communication Skills Psychological Bases of Education Organization and Administration of Higher Education II: Governance, Leadership and Finance College Student Development: Theory, Research and Practice Critical Issues in Student Affairs Practicum: Administration of Higher Education Practical Approach to Motivation and Ethical Decision Making Creative Approaches to Problem Solving and Conflict Management Human Resources Management Leading Teams Budget and Financial Management and Administration Political Ethics: The Dynamics of Contemporary Leadership The Student Life and Development concentration (36 credits) provides knowledge and skills necessary to facilitate undergraduate students transition, adjustment and involvement in college, in ways that enhance their academic achievement and lead to persistence and graduation. Core Course EPS545 EPS631 Student Affairs Practice in Higher Education Student Diversity in American Higher Education EPS635 College Student Development: Theory, Research and Practice Education EPS533 Organization and Administration of Higher Education I EPS603 EPS640 Higher Education in the United States: From Harvard to the Present Enrollment Management Theory and Practice EPS647 Seminar in Higher Education Administration: Contemporary Issues Counseling and Advising EPS513 Counseling Process and Practice EPS570 Basic Skills in Counseling and Interviewing 618

18 EPS604 Group Dynamics and Communication Skills Research EPS553 EPS554 EPS651 EPS654 EPS675 Introduction to Statistics Essentials of Research in Social and Behavioral Sciences Survey Research Methods Program Evaluation Qualitative Research Methods I Electives - Must choose 1 course for a total of 3 credits or as otherwise advised. EPS543 EPS633 EPS636 The Community College Organization and Admin of Higher Education II: Governance, Leadership and Finance Critical Issues in Student Affairs EPS641 Advanced Seminar in Enrollment Management Practicum - Required for 3 credits EPS688 Practicum: Administration of Higher Education RESEARCH, MEASUREMENT AND EVALUATION The objective of the RME programs (30 credits) is to train individuals to become experts in the research methodology, measurement, and applied statistics used in conducting applied research, evaluations, and assessments related to educational, psychological, and health outcomes. Graduates of the program have obtained skills concerning: (a) how to design research studies and evaluations, (b) what statistical and measurement analyses must be conducted to answer the desired research questions, and (c) how to analyze the collected data using appropriate statistical software. An emphasis of the program is on gaining experience in the application of the relevant methodologies using real-world data examples. Core courses (24 credits) EPS553 Introduction to Statistics EPS568 Computer Applications in Educational and Behavioral Sciences Research EPS654 Program Evaluation EPS661 Measurement and Psychometric Theory EPS670 Introduction to Research Methods EPS671 General Linear Modeling EPS672 Applied Multivariate Statistics EPS673 Introduction to Structural Equation Models (SEM) Electives (6 credits) EPS607 Advanced Individual Study EPS650 Meta-analytic Methods for Research synthesis EPS651 Survey Research Methods 619

19 EPS659 EPS675 EPS676 EPS677 MAS602 MAS603 MTH524 MTH525 MTH542 MTH625 Field Experience in Educational Research Qualitative Research Methods I Qualitative Research Methods II: Case Studies & Grounded Theory Qualitative Research Methods III: Interviewing & Content Analysis Multivariate Statistics Design of Experiments Introduction to Probability Theory Introduction to Mathematical Statistics Statistical Analysis Comprehensive exams Multivariate Analysis CERTIFICATES (non-degree programs) Higher Education Administration/Enrollment Management Higher Education Administration/Student Life and Development Latino Mental Health Counseling HIGHER EDUCATION ADMINISTRATION/ENROLLMENT MANAGEMENT, Post Master s Degree (a minimum of 4 courses) The Certificate can be integrated into the Master s Program in Higher Education Administration. It can be completed in addition to or after completion of a Master s Program in Higher Education Administration, or a related field. Core Courses (Required) EPS640 EPS641 Enrollment Management Theory and Practice Advanced Seminar in Enrollment Management Electives - Electives are divided into three "academic areas". Students may choose a minimum of two courses from the following list or as otherwise approved by their advisor. Education Business Research EPS533, EPS543, EPS545, EPS603, EPS631, EPS633, EPS635, EPS636, EPS647 ECO690, MGT603, MKT660, POL501 EPS553, EPS554, EPS651, EPS654, EPS675, MKT661 HIGHER EDUCATION ADMINISTRATION/STUDENT LIFE AND DEVELOPMENT, Post Master s Degree (a minimum of 4 courses) The Certificate can be integrated into the Master s Program in Higher Education Administration. It can be completed in addition to or after completion of a Master s Program in Higher Education Administration, or a related field. Core Courses EPS545 Student Affairs Practice in Higher Education 620

20 EPS631 EPS635 Student Diversity in American Higher Education College Student Development: Theory, Research and Practice Electives - Students may choose a minimum of two courses from the following categories or as otherwise approved by an advisor. Counseling and Advising Education Research EPS513, EPS570, EPS604 EPS533, EPS543, EPS545, EPS603, EPS631, EPS633, EPS635, EPS640, EPS641, EPS647 EPS553, EPS554, EPS651, EPS654, EPS675 LATINO MENTAL HEALTH COUNSELING (a minimum of 3 courses) This Certificate requires previous graduate training. It can be acquired after graduation from the Masters Program in Counseling or can be integrated into the Doctoral Program in Counseling Psychology. It can be completed in addition to or after completion of a degree program in counseling, psychology or a related field. Core Courses EPS663 EPS665 Professional Psychological Spanish Psychological Interventions with Hispanic / Latino Populations Educational and Psychological Studies Course Listing 621