Program Status Report 1 FLORIDA INTERNATIONAL UNIVERSITY COLLEGE OF EDUCATION Program Folio Status Report Program: Higher Education Degree Level: MS Program Leader: Benjamin Baez Program Faculty: Baez, Matus, Gonzalez, Musoba, Ellison, Lunsford, Akens I. Program Mission and Conceptual Framework Linking Program to College The Master of Science in Higher Education Administration prepares graduates to serve in a variety of roles at colleges and universities and related institutions. The academic program is run as a partnership with FIU s Student Affairs division, and integrates class-work with assistantships for a total learning experience. As a majority-minority institution, FIU is the prototype for universities of opportunity in the 21st century. Students in the program will have the opportunity to work and study in one of the most diverse higher education environments in the nation. The Master s in Higher Education Administration is part of a College of Education with a unique mission of urban education (see the FIU College of Education s Conceptual Framework at http://education.fiu.edu/cf.htm. Our program aligns with this overall framework. In addition to the specific outcomes of each course and course requirements, the Master s candidates in Higher Education Administration are expected to meet three overall learning outcomes: (1) stewardship of the discipline, (2) reflective inquiry, and () mindful education. Each outcome is discussed below. First, as stewards of the discipline, Master s candidates in higher education administration will have the knowledge commensurate with graduate-level study of the historical, philosophical, administrative, and legal research and practice in the field of higher education administration. They will also exhibit specialized knowledge in one or more theories shaping student or administrative behavior in the field of higher education. Second, as reflective inquirers, Master s candidates in Higher Education Administration will be apply the knowledge they gained in the classroom to improve administrative practice and college student development. They will think critically about educational issues, reflect on their practice, and change their approaches based on their insights. They will also merge theory learned in the classroom with practice.
Program Status Report 2 Third, as mindful educators, Master s candidates in Higher Education Administration will develop the habits of mind to adopt a critical eye toward ideas and actions, show curiosity and passion about learning through inquiry, deal comfortably with ambiguity, and will act on the basis of initiative. They will also recognize the wholeness and distinctiveness of others, and make meaning by being open-minded, respect diversity in their professional lives. II. Program of Studies (attach the curriculum) Program Requirements: 6 semester hours Program of Study: Course: Credit Hours: Professional Studies Core: (9 credits) EDF 6608 Social, Philosophical and Historical Foundations of Education EDF 5481 Foundations of Educational Research EDH 6045 College Student Development Theory Required Courses: (15 credits) EDH 7065 Higher Education: Philosophical/Historical Perspectives EDA 7550 Administration of Higher Education EDA 726 Law and Higher Education EDH 6047 EDH 6055 College Student Life and Culture or Access and Choice in US Higher Education EDH 694 Practicum in Higher Education Administration Advisor Approved Electives : (12 credits) In consultation with their advisor, students will select a set of electives to meet their educational and professional interests. Selection of electives can include a concentration in a particular area of higher education as well as provide a breadth of knowledge about the field. Capstone Experience Students will be required to demonstrate the ability to synthesize their learning through a capstone educational activity. This experience will be completed with the direction of the advisor/faculty and may reflect a project emphasizing research
Program Status Report experience (such as a thesis, independent study or literature review) or practical experience (such as an action research project or assessment). Required Courses The required courses reflect the range of basic knowledge common to all higher education professionals. Whatever the job function, it is imperative that university professionals know the law, be aware of current issues, be sensitive to the diversity of student culture and understand the core functions of administration. Advisor Approved Electives The advisor approved electives are designed are designed to allow students to choose a part of study that reflects their immediate career goals, while maintaining program coherence. Advisors will work with students to decide on an elective track, and students must complete those prescribed courses. There are opportunities for additional electives at the student s discretion. Practicum Experiences A professional degree in university administration should allow for some guided practical experience. The practicum sections allow students the opportunity to earn credit while gaining valuable hands-on experience in a variety of administrative areas. Practicum sections will include an academic component designed by the Higher Education faculty and the section supervisor. The graduation requirements include successful completion of the above program of study, including the capstone experience. III. Curricular Changes Since Last Review (2001) and Impact on Standards, Competencies, and Practices Program was approved in Fall 2006 and is now slated to be cut. IV. Changes in Candidates Performance, Faculty, Resources, and Governance Program was approved in Fall 2006. It now has 4 full-time faculty and administrators on courtesy appointments. It has been slated to be cut. V. Describe the methods by which candidates in the program impact on P-12 student learning or support the school learning environment. This program deals with the study of higher education and trains students for managerial positions in colleges and universities, and its relationship to p-12 is indirect.
Program Status Report 4 VI. How is technology used in the program to impact instructional strategies in schools? Specify the types of technology (e.g., using Internet resources for instruction, Powerpoint presentations, electronic gradebooks etc.) used and discussed in program courses. Please complete the Table below indicating in which courses you are infusing technology in your programs. VII. How is diversity addressed in your program? In what courses are content, candidate experiences, and issues of diversity discussed? The issue of diversity is addressed in all courses via class discussions, course readings, and assignments. VIII. In a table/grid format indicate the courses in the program in which students complete field experiences, number of field hours, and required assignments. IX. (a) In a table/grid format indicate how faculty in the program are meeting the FDOE Recency requirement (e.g., types of activities in which faculty are involved in the schools, amount of time spent per semester, types of schools being impacted); (b) Indicate how these activities are directly linked and related to the courses faculty teach and; (c) Describe how these activities are impacting and helping to improve the program. X. Specify the measures used to assess student learning outcomes and at which point in the program the assessments occur. Outcomes are measured at three specific points in the students academic program. First, stewardship of the discipline is measured at the end of the first semester, when they have taken EDH 6045, the most important content-based course in their program. This is measured by the theory-to-practice paper. Second, reflective inquiry is measured by the reflective journal in EDH 694 after the first full year of the program. Last, mindful education is measured by the capstone experience paper, which culminates the program and is completed just prior to graduation. XI. Describe program changes, modifications, and revisions made based on assessment results.
Program Status Report 5 Our program is in its infancy, and now, as stated before, it is slated to be cut. It will be consolidated into another program, and so this question cannot be answered at this time. XII. Remediation of Weakness from Prior Review (if any). Program did not begin until Fall 2006.