Education & Human Development

Graduate Programs

Higher Education
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Master's Degree Program - Student Development in Higher Education
Doctor of Education - Higher Education Leadership

Master's Degree Program
Student Development in Higher Education
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The master's program in Student Development in Higher Education combines the solid theory and sound practice necessary to prepare professionals for a variety of careers in a dynamic field. Students progress through the program as a cohort, becoming involved, contributing members of the campus and community as they gain valuable experiences and work closely with faculty and administrators who also are leaders in higher education administration.

Designed around and adhering to guidelines established by the Council for the Advancement of Standards for Student Services/Development Programs (CAS), the UMaine graduate program offers concentrations in educational leadership, counseling, women’s studies and in individualized areas. The Master of Education is a non-thesis degree program. Students desiring to do a Masters thesis may apply to transfer to either an MA or MS program after admission and completing the first eighteen hours in the MEd program, demonstrating the preparation to do successful independent research.

The ability to work effectively with diverse student populations and interpersonal communication skills are central to creating a climate conducive to effective and innovative administration. This theme runs through every aspect of the program, as students acquire in-depth understanding of:

• higher education as an institution reflective of society and responsive to a diversity of societal needs and issues

• student growth and development – as well as potential – within a higher education institution and their translation to programs and interventions

• the policies and procedures of higher education administration and governance and the role of effective representation and communication to internal and external audiences

• the process and use of research to examine and evaluate program strengths and weaknesses

CONNECTION
Theory to practice internships provide the opportunity for hands-on experience in a student affairs setting, designed to provide a broad and in-depth perspective of higher education administration. All students must complete a minimum of one internship.

Intern opportunities are available in various offices on the UMaine campus and at other public and private colleges and universities in areas such as career development, student activities and community life, admissions, residential life, student health, multicultural programming, financial aid, tutoring and other student-centered services and programs.

INVOLVEMENT
Students work collaboratively to enrich their learning experiences and to pursue their chosen profession while making a meaningful contribution to the campus and community. The Student Development Association is an active organization that fosters professional growth and national networking opportunities. For example, the association and its members sponsor professional development programs, attend professional conferences, and publish in professional journals.

THE PROGRAM
The 39-credit hour graduate program centers around 21 hours of core courses emphasizing the latest theory, contemporary issues and best practice in student development, organization and leadership of colleges and universities, assessment, and research. Twelve hours focus on individual specialization, and six on assessment and research. All students participate in a capstone seminar in student affairs, which provides a culminating, integrating, theory-to-practice experience.

The academic program encompasses all the components of the CAS standards.

STUDENT DEVELOPMENT CORE – 21 hours
• Developmental Theory in Higher Education
• Impact of College on Students
• Seminar in Higher Education in the United States
• Higher Education Internship
• Seminar in Student Affairs Issues
• Capstone Seminar in Student Affairs: Case Studies in Higher Education

ASSESSMENT/RESEARCH CORE – 6 hours
• Introduction to Educational Research
• Statistical Methods in Education

Areas of Individual Specialization - 12 hours
• Educational Leadership
• Counseling
• Women’s Studies

OR

• Individualized Options, which could include: Athletics, Diversity and Multiculturalism, International Higher Education, Transitions to College, Theatre, etc., on arrangement with advisor

What graduates have to say about the program:
"The program was wonderful. It gave us a solid foundation in student development theory and in the history of higher education."

"The practical experience and professional connections gained through internships and assistantships are extremely valuable."

"If you're interested in creating opportunities for yourself, there's someone or some program within the Student Development Association to help you."

"The opportunity to interact with vice president-level faculty on current case studies and live issues is an incredible professional experience."

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Doctor of Education Concentration
in Higher Educational Leadership
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Leadership for Change
Today's higher education leaders need more than vision to guide an institution, its employees, students and other constituents it serves into an uncertain, but exciting future. They also need:

• Astute forecasting skills
• Historical perspective
• Strong resiliency
• Organizational mind-set, and
• Confidence and courage

The University of Maine's Ed.D. in Higher Educational Leadership is designed to equip students with the skills and insight to make choices and take responsibility in the midst of constant change.

Coursework, experience, research and collaborative learning are directed toward developing and strengthening the knowledge, proficiency and abilities needed to meet the challenges of transition, and to recognize and create opportunities.

"Graduate faculty and students create networks that continue to expand. We are all colleagues, all learning from one another."
— Walter J. Harris, Associate Dean for Instruction

Goals
The program is targeted to meet the diverse interests, needs and time demands of mid-career professionals in colleges and universities and other centers of advanced learning. Their growth can enhance an institution's capacity as well as promote individual advancement and career options.

The program's goal is to develop an individual's leadership skills that demonstrate:

• high-level critical thinking, analysis and problem-solving skills

• ethics-based decision making

• understanding and appreciation of gender and racial dynamics and other sociocultural identity differences

• effective, persuasive and inclusive written and oral communication skills

• understanding of the social context and complexities of higher education

• comprehension of the impact of social, demographic, economic, political and legal trends

• flexibility and confidence to provide leadership in times of profound institutional and societal change

• innovation and ability to help shape the technological transformation of higher education and society

Academic Framework
The program centers around a common thread of coursework and dissertation research. Yet, it offers an individualized focus to develop expertise in a specific area of interest. The 90-credit hour (usually 60 beyond the master's) program is flexible in content and structure to meet the needs of working professionals.

UMaine faculty from Educational Leadership and other disciplines will guide the instruction and discussion, serving as facilitators for highly motivated students.

Practicing administrators with proven records of performance and strong teaching skills will also provide expertise and instruction, strengthening the link with day-to-day institutional operation and management.

Requirements
—90 credit hours beyond bachelor's, including the dissertation
—up to 45 credits transferred upon evaluation of prior coursework

Minimum
15 credits of Higher Education Core
18 credits Specialization
12 credits in Research Foundations

Technology Connection
Technology is changing the structure and delivery of higher education and the way society communicates and goes about its business. The possibilities and application of technology will be emphasized throughout the program—in teaching, learning and research.

Students are expected to have computer access to the internet and a subscription to the Chronicle of Higher Education, which provides electronic access to the publication, its archives and Web site databases.

Program Direction
Coursework, research and collaborative experiences are directed toward meeting the demands of effective and influential leadership in areas such as:

• strategic/long-range planning
• organizational leadership
• budget and finance
• curricular development
• human resources
• risk management
• policy development/analysis
• research methodologies
• equity and multiculturalism
• administration and governance
• facilities management
• public relations and marketing
• crisis management
• student services
• collective bargaining
• performance evaluation

Who Should Apply
The Higher Educational Leadership doctoral program seeks post-master's students who: have substantive experience with administrative/organizational leadership responsibilities in an advanced learning setting; demonstrate promise for greater leadership responsibilities; are committed to making a positive difference in their work; demonstrate academic strength to succeed in advanced graduate study and independent research, including writing and analytical skills; and who are motivated to succeed in demands necessary to complete doctoral study.

Faculty
Elizabeth Allan received her Ph.D. in Educational Policy and Leadership, with a focus in Higher Education and Women's Studies, from The Ohio State University. Among her teaching and research interests are campus cultures and climates in postsecondary institutions, gender and diversity in higher education qualitative research methodology, student development and hazing, college teaching, service-learning, and policy discourse analysis.

Suzanne Estler earned her Ph.D. in Educational Administration and Policy Analysis, with emphasis on organizational studies in higher education, from Stanford University. A former university Equal Opportunity and Affirmative Action officer, her teaching and research interests include dynamics of change; social context of higher education; gender, race, and sexual orientation in higher education; the role of athletics in modern colleges and universities; and the impact of technology on teaching and learning.