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Meet with your advisor and review the class schedule.
Meet with your advisor and review the class schedule.
An introductory course designed for the student pursuing a career in Student Affairs. This course explores the origin, history, philosophy, theory, and practice related to the Student Affairs profession.
Introduces the student to student development theories. A basic understanding allows the student to note application of these theories to practice. This will result in Student Affairs professional who can design approaches that work most effectively with students.
The historical development of American higher education will be presented. Political, social, economic, and intellectual issues will be examined from its inception to the present day for contemporary application. A focus will be on the matrix of trend, topics, and eras. An emphasis is placed on higher education in the post World War II era creating a solid background of higher education in the last 50 years.
This introductory course will examine the issues, concepts, and problems that contribute to the discourse on creating and sustaining inclusive campus environments at institutions of higher education (IHEs), especially at traditional majority white institutions (TWIs). Definitely, there is not a universal pathway toward creating and sustaining inclusive campus environments. The institution's mission, culture, and traditions play a major role in shaping the context of inclusive campus environments.
The individual purpose of this course is to help emerging Student Affairs professionals strengthen and expand their capacity to help individual undergraduates and small groups of undergraduates remove barriers which impact student success as measured in degree attainment within institutions of higher education (IHEs). Emerging professionals with sound personal foundations and boundary spanning skills are able to partner with individuals and small groups of students who may be different. The differences may include many dimensions of diversity, including factors such as race ethnicity, gender, differential ability, and sexual orientation. Student Affairs professionals will demonstrate competence in using helping skills (listening, paraphrasing, group facilitation, and problem solving) to work with individuals and small groups in the university environment. Thus, the class will provide students through lecture and experimental learning the opportunities to acquire and practice helping skills in a safe environment. The anticipated outcome of the class is that students will acquire an advanced capability in helping students and small groups remove barriers to their academic success/degree attainment. Thus, the class seeks to align the curricular and application practices with ACPA/NASPA Personal Foundation, Helping, and Equity, Diversity and Inclusion Competencies.
Students will acquire and use research methods skills. These skills will be put to use in preparing a research proposal, reviewing empirically-based journal articles, formulating hypotheses, designing observational studies, and analyzing and interpreting data.
Students will be provided with the opportunity to develop a firm working concept of leadership theories and principles. Upon completion of the course, students should be able to identify and discuss the role of leadership in student affairs, and be able to apply those leadership principles to activities in their job.
Exposure of the student to theoretical and applied concepts of governance and finance structures in higher education. Emphasis will be on organizational structures, financial operations, terminology, successful administrative/management practices, and models prevalent in higher educational settings.
Introduction to the basic and current legal and ethical concepts that face American colleges and universities today. Topics to be discussed include the basis from which higher education law is formed; current case, state, and regulatory laws; personnel issues; and risk management and liability issues for higher education.
Students will earn academic credit for completion of two practica working in Student Affairs departments. Knowledge accumulated in coursework will be applied to the work setting. Experiences are cooperatively planned and guided by university personnel. May be repeated to a maximum of six hours.
The primary objective of this course is to provide students who are full-time employees at either MSU or area institutions an alternative to the traditional 6-hour supervised practice requirement that most cohort students complete through SAE 747, Supervised Practice. Similar to SAE 747, Supervised Practice, students will complete two sections of the course (6 hours) distributed over two semesters. Under the direction of the instructor, students will complete an extensive seminar/degree paper that enhances the student's graduate program portfolio requirement. May be repeated to a maximum of six hours.
Fostering undergraduates' success inside and outside of the classroom is a byproduct of academic and student affairs collaboration. The aim of the course is to help new professionals understand the outcomes of student success.
This seminar seeks to provide students a curricular structure to assimilate emerging professional development practices in higher education and student affairs. Course will not count toward SAE degree requirements.
This course provides a review of the most commonly utilized research designs and methods and approaches to data analysis and reporting in Student Affairs. Students will learn how to utilize research studies in the academic and professional literature and how to prepare research proposals and conduct research within a college or university setting. Students completing the course should have an understanding of the factors which influence research quality, including reliability, validity and the use and misuse of statistics.
This course provides a "hands-on" approach to assessment and evaluation of individual and program outcomes in Student Affairs, focusing on how to measure change in student knowledge, skills and behaviors and the effectiveness of programs in producing outcomes. The course will also address the relationship of assessment and evaluation to: strategic, division and program planning; benchmarking and program review; and the preparation of grant proposals.
This professional seminar is designed to promote the integration of the core curriculum and practitioner experiences of the master's program in student affairs administration, and to prepare students for the transition to a professional Student Affairs position following completion of the degree.