Teaching

Description: This 3-credit hour course provides an in-depth examination of student-development theory as it relates to traditional and non-traditional college students. Principle focus is on psychosocial and cognitive theories. Examination includes the roots, origins, and current precepts of theories and the efficacy in general to higher education administration. In class we focus on application to practice and use a critical lens to learn how theory can help us better understand our students' development and experience on campus and how we can use theory to improve student outcomes. 

In 2022, I "flipped" the classroom, moving review of reading materials (short lecture) to a video that students could access prior to class, and shortening the class meeting by about 45 minutes. The class meeting itself, which had always included significant group discussion and case study examination, became much more focused on practical application and discussion rather than mixing in review via lecture. Students overwhelmingly endorsed this "seminar" format and we will try it again in Fall 2023 with a larger class. 

Mode: This class is typically offered face to face, with a 1-2 online asychnronous meetings.

Course Catalog

Sample Syllabus

Description: This course examines the changing demographics of American college students. Emphasis will be placed on current student populations while examining the college choice and departure process. A basic review of student development theory is included. 

Note: This class is the prerequisite for Advanced Student Development Theory (EDUC-UL 5558) and is a required course for the Preparing Future Faculty certificate program. 

MODE: This class is typically offered in an online asynchronous format.

Course Catalog

Sample Syllabus

Description: This 3-credit course is designed to introduce new doctoral students to the tasks and processes involved in the completion of their doctoral requirements. In the course, beginning doctoral students will develop their scholarly skills, gain confidence in their ability to complete a dissertation, and build community among other doctoral students. The course is a requisite for students in the doctoral sequence for the Ed.D. in Educational Administration with an emphasis in Higher Education, but may be taken by other new doctoral students with instructor approval (i.e., those studying Higher Education in other doctoral programs, such as the IPhD with ELPF as a primary discipline.)

Mode: Primarily online asynchronous with one online synchronous meeting (week 1), and two synchronous "meet-ups" (optional).

Course Catalog

Sample Syllabus

Description: This course emphasizes the development of a conceptual and practical understanding of research, assessment, and statistics for use in higher education and student affairs. Students will learn the importance of assessment in higher education, identify stakeholders in assessment, become familiar with models used to assess the impact of college, and receive an introduction to quantiative research methods and survey design. Students receive an introduction to the use of multiple regression analysis to understand the effects of college, net of pre-college characteristics and experiences. 

Mode: This class meets predominantly face to face. 

Course Catalog

Sample Syllabus