The Curriculum
The proposed curriculum for the Master of Arts in Higher Education is informed by the mission and values of Elon University, the Graduate School, and the School of Education and reflects the knowledge and skills graduates should possess. The courses and learning outcomes adhere to the Council for the Advancement of Higher Education Programs (CAHEP) Guidelines for Higher Education Administration and Leadership Programs for Master’s Degree Level and the American College Personnel Association- College Student Educators/National Association of Student Personnel Association (ACPA/NASPA) Professional Competency Areas for Student Affairs Educators. These are presented on pages 175-191 in the chart, “MHE Program Goals and Course Student Learning Outcomes,” which maps the student learning outcomes for each course with the program goals.
The twelve learning goals for this program are presented within three broad themes.
The first theme incorporates Elon’s commitment to engaged learning and an inclusive community. The second theme describes the foundational knowledge for a higher education generalist and reflects CAHEP content recommendations. The third theme emphasizes the importance of acquiring skills needed for effective professional practice.
Courses are scaffolded to build on and deepen students’ learning as they progress through the program, with the capstone seminar requiring students to integrate their knowledge and skills across the three theme areas, and apply their understanding to developing a solution to an authentic problem in a campus program/department. Students will write a final, culminating paper, and give a capstone presentation to fellow graduate students, program faculty, and other invited guests.
In addition, students will be assessed on dispositions during the first course (Foundations of Education), both internships, the apprenticeship and the final capstone course (MHE 799). Candidates are expected to exhibit satisfactory dispositions by the final course (MHE 799). Dispositions assessed using the Professional Dispositions Evaluation presented on pages 193-197 are: (1) demonstrates ethical professional practice (appropriate conduct); (2) Demonstrates commitment to the practice of continuous reflection and assessment; (3) Demonstrates commitment to diversity; and (4) Demonstrates commitment to knowledge, skills, and dispositions of the profession.
Collectively, the proposed program of study is designed to equip the graduate of the program with the knowledge, skills and dispositions needed to be an effective new professional in the field of higher education.
Programmatic Themes and Associated Student Learning Goals
Theme One: Engaged Learning and Student Development (ELSD)
1. Understands principles of effective undergraduate education
2. Understands theory and research in student learning and development
3. Understands the importance of social justice and inclusion
4. Understands the role of advising and is able to promote and support student agency in a wide variety of settings
Theme Two: Foundations of Higher Education Administration (FDNS)
1. Understands the values, philosophy, and history of higher education
2. Understands law, policy, and governance of higher education
3. Understands the management of human and organizational resources
4. Understands higher education administration and practice
Theme Three: Professional Practice
1. Understands uses of assessment, evaluation, and research
2. Has well developed leadership skills
3. Engages in ethical professional practice
4. Demonstrates oral and written communication skills