“My disability is a part of my identity and I want to work in student affairs so I can speak out for my own community,” says Jillian Strong ’20, a student in the U of R School of Education.
The higher education master's degree program from the University of Redlands is designed for people pursuing careers in colleges and universities. The program prepares students to work in post-secondary institutions through exposure to the social, cultural, and organizational contexts of higher education, theories of leadership and student development, and discussion of current issues. Students develop the skills to practice informed decision-making in their roles as higher education professionals and the program embraces a social justice approach to professional practice. The program also provides a solid foundation for students wishing to pursue doctoral work.
This comprehensive program thoroughly examines the social, cultural, and organizational contexts of higher education and develops skills in informed decision making and professional practice from a social justice perspective. The curriculum contains strong focuses in organization, leadership, equity, and assessment all examined through educational justice.
The Master's in Higher Education degree develops a deep understanding of the theoretical framework behind higher education through a curriculum that centers on technical skills and social justice. In addition to the courses, one would expect to see in higher education and student affairs programs, students take a required course on the representations and use of popular culture and media related to higher education and student affairs. Elective courses also include classes such as Sexuality and Gender in Higher Education and Student Affairs, Addressing Challenges in Higher Education and Student Affairs, and Intergroup Dialogue in Higher Education and Student Affairs.
The social justice perspective in this program manifests implicitly and explicitly throughout the courses. Our aim is that students graduate from the program with the foundation to be:
The Master of Arts in Education, Higher Education program at the University of Redlands is designed for people pursuing careers in colleges and universities. The program offers two tracks: Higher Education and Higher Education with a concentration in Student Affairs. The Higher Education track focuses on organization, leadership, and assessment. The Student Affairs track examines campus cultures, support services, and student development theories.
Both tracks prepare students to work in post-secondary institutions through exposure to the social, cultural, and organizational contexts of higher education. Students develop the skills to practice informed decision-making from a social justice perspective in their roles as higher education or student affairs professionals. The program also provides a solid foundation for students wishing to pursue doctoral work.
In addition to courses, one would expect to see in higher education and student affairs programs, students take a required course on the representations and use of popular culture and media related to higher education and student affairs.
Elective courses also include classes such as Sexuality and Gender in Higher Education and Student Affairs, Addressing Challenges in Higher Education and Student Affairs, and Intergroup Dialogue in Higher Education and Student Affairs.
This two-year master's program prepares graduates for diverse careers in higher education enrollment, administration, and beyond. With two tracks, students are able to center their graduate education in their preferred area of focus. The Higher Education track focuses on organization, leadership, and assessment. The Student Affairs track examines campus cultures, support services, and student development theories. Both 36-unit tracks prepare students to work in post-secondary institutions through exposure to the social, cultural, and organizational contexts of higher education.
Students graduating with an M.A. in Higher Education should be able to:
EDUC 607 Higher Education in the United States (3)
This graduate survey course examines five themes in American higher education: (a) history of higher education, (b) educational access, (c) student populations, (d) roles of educators, and (e) current context.
EDUC 611 Introduction to Student Affairs (3)
Student affairs is integral to students’ experiences and success. This introductory course examines four areas as a foundation for student affairs practice: 1) the historical context of student affairs; 2) philosophy and ethics of the profession; 3) functional units and their purpose; and 4) core concepts as part of student affairs practice.
Prerequisite: EDUC 607.
EDUC 644 Intro to Educational Inquiry (3)
Introduces the major orientations informing educational research, as well as a range of qualitative and quantitative methodologies. Develops an understanding of study design, data collection, and analysis to evaluate existing studies and plan new ones that are relevant to professional practice in education.
EDUC 631 Law, Policy and Finance in Higher Education (3)
Students in this course explore law, policy, and finance issues in higher education. The purpose is threefold; 1) to develop an understanding of these issues at the international, national, state, and institutional levels; 2) to conduct analysis of these areas; 3) to develop an integrated view of law, policy, and finance for practice.
Prerequisite: EDUC 607.
EDUC 614 Organizational Theory & Leadership in H.E. (3)
Emphasis on theoretical perspectives of organization theory and management with a focus on colleges and universities. Introduction to organization theory, organizational structure, governance, and cultures of higher education.
EDUC 669 Diversity and Higher Education (3)
This course introduces students to theory, research, and practice related to diversity in American higher education. Students learn about crucial topics such as those related to discrimination and privilege, as well as developing a critical understanding of what these issues mean for institutions and their own professional practice.
Prerequisite: EDUC 607 or by permission of instructor.
EDUC 606 Topics in Higher Education (3)
Topics courses address questions, theories, and practice related to a special topic or area in higher education. Prerequisite: EDUC 607 or by permission of instructor.
EDUC 633 Working with College Students (3)
This course investigates the role and function of student affairs professionals working with college students. The various functional areas that comprise student services, contemporary issues in student services, and the role of assessment in student affairs will be addressed.
Prerequisites: EDUC 607 and EDUC 611.
EDUC 612 Popular Culture, Media, and Higher Education (3)
This class explores the representation of higher education in popular culture and applies what is learned to higher education research and practice. Students consider the use of media as part of their professional practice.
Prerequisite: EDUC 607.
EDUC 608 Evaluation & Assessment (3)
Emphasis on the evaluation of program efficiency, effectiveness, and impact, as well as the assessment of learning in and out of classroom settings in higher education. Intends to build the skills of planning, development, implementation, analysis, and communication of findings in projects related to evaluation and assessment.
Prerequisite: EDUC 607 or by permission of instructor.
EDUC 624 Intro to College Student Development Theory (3)
This course introduces students to the main theories of college student development. Students will become familiar with and develop their own understanding of holistic, psychosocial, cognitive, and social identity theories related to college student development. Students will consider what these theories mean for their work in institutions of higher education.
Prerequisite: EDUC 607 or by permission of instructor.
EDUC 637 Master’s Seminar (3)
Culminating experience of the program. Students will have the opportunity to identify, explore, and research an area in depth and then communicate findings to the professional community.
Prerequisites: completion of all course requirements. Students may be concurrently enrolled in other required courses to fulfill program requirements.
Effective Fall 2020 Higher Education Program Pathways
“My disability is a part of my identity and I want to work in student affairs so I can speak out for my own community,” says Jillian Strong ’20, a student in the U of R School of Education.
“I didn’t even realize that becoming a professor was an option for me,” says School of Education Professor Adriana Ruiz Alvarado. Originally from Los Angeles, Alvarado attended University of California, Berkeley, with the intention of studying journalism.