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Higher Education: Graduate Programs

Overview: 

M.A.

The masters program has a core course in higher education, on which all students do a written exam as part of their masters comprehensive exams. Most of the masters students follow a sequence of courses in the area of student affairs; and all students take comprehensive exams in which their competence in their area of concentration is examined. All masters students also take a quantitative methods course, to prepare students to be sophisticated consumers of the research literature.

Ph.D.

The doctoral program has a set of content core courses in higher education, on which all doctoral students do a written exam as part of their doctoral comprehensive exams. It also has a set of core research courses, in quantitative methods, qualitative methods, and research design, to prepare students for their dissertations and for the conduct of research in their field. Finally, the program also aims to enable students to synthesize various content areas of research on higher education, and to translate those into implications for research and for professional practice, skills that are particularly focused on in the doctoral oral examination.

Expected Learning Outcomes: 

Core Knowledge

  • MA Core Knowledge: Each year the faculty will meet to discuss the results of a random sample of 15% of the written comprehensive masters exams done that year, focusing on students’ performance on the question regarding the core class. Utilizing a rubric that addresses key content and conceptual understandings of the core class, faculty members will rate the performance of students who took the exams on a five point Likert scale, and discuss the extent to which masters students are developing and demonstrating key conceptual and content understandings being taught in the core course. A summary of the tallies for each of the outcomes, as well as any plans for changing the course or curriculum as a result of the discussion will be provided on a summary sheet.
  • PhD Core Knowledge: Each year the faculty will meet to discuss the results of a random sample of 15% of the written comprehensive exams done that year, focusing on students’ performance on the commons questions regarding the core classes. Utilizing a rubric that addresses key content and conceptual understandings in each of the core classes, faculty members will rate the performance of students who took the exams on a five point Likert scale, and discuss the extent to which doctoral students are developing and demonstrating key conceptual and content understandings being taught in the core courses. A summary of the tallies for each of the outcomes, as well as any plans for changing the curriculum as a result of the discussion will be provided on a summary sheet.

MA Concentration content knowledge

  • MA Concentration Content Knowledge: Each year the faculty will meet to discuss the results of a random sample of 15% of the written comprehensive masters exams done that year, focusing on students’ performance on the questions in the concentration area. Utilizing a rubric that addresses key content and conceptual understandings of the concentration classes, faculty members will rate the performance of students who took the exams on a five point Likert scale, and discuss the extent to which masters students are developing and demonstrating key conceptual and content understandings being taught in the concentration courses. A summary of the tallies for each of the outcomes, as well as any plans for changing the curriculum as a result of the discussion will be provided on a summary sheet.

MA Quantitative research knowledge

  • MA Quantitative Research Knowledge: Each year the faculty will meet, and discuss with the professor who teaches the basic statistics class, the performance of masters students in the class in the past year. They will discuss the extent to which masters students are developing and demonstrating an ability to be intelligent consumers of quantitative research. The professor who teaches the class will rate masters students on rubric that includes a five point Likert scale for understanding of basic statistics, of sampling methods, research design, the appropriateness of different statistical analysis techniques, interpretation of the data, and understanding of the limitations of the research. A summary of the tallies for each of the outcomes, as well as any plans for changing the curriculum as a result of the discussion will be provided on a summary sheet.

PhD Knowledge and use of research methods

  • PhD Knowledge and use of Research Methods: Each year the faculty will meet, and after reading a sample of 15% of the dissertations from the past two years, they will rate them on a rubric, and discuss the extent to which doctoral students are developing and demonstrating key skills in research methods and design. The rubric will focus on the extent to which the dissertation demonstrates an understanding of appropriate sampling methods, research design, data gathering processes, data analysis techniques, interpretation of the data, understanding of research ethics, and of the limitations of the research. The rubric will include a rating for each of these outcomes on a five point Likert scale. A summary of the tallies for each of the outcomes, as well as any plans for changing the curriculum as a result of the discussion will be provided on a summary sheet.

PhD Ability to synthesize and apply academic knowledge

  • PhD ability to synthesize and apply academic knowledge: Each year the faculty will meet to discuss the results of a random sample of 15% of the oral comprehensive exams conducted that year, focusing on students’ performance in terms of their ability to synthesize content areas of higher education research and to translate those into implications for research and for professional practice. Utilizing a rubric that addresses skills to synthesize and apply conceptual and content understandings, faculty members will rate the performance of students who took the exams on a five point Likert scale, and discuss the extent to which doctoral students are developing and demonstrating key skills of synthesis and application. A summary of the tallies for each of the outcomes, as well as any plans for changing the curriculum as a result of the discussion will be provided on a summary sheet.
Updated date: Mon, 09/13/2010 - 12:03