Examination of important social, political and economic issues affecting present and future operation of colleges and universities in America. Graduate standing or PBS status required.

Typically offered in Spring only

Introduction to the field of adult education as an area of graduate study and practice. It is intended for those who have experience or desire to work with adult learners or with organizations that serve adult learner populations.

Typically offered in Fall only

Organization of health care delivery system, services and recourses. Focus on major social, economic, political and professional factors contributing to shaping the system and influencing change. Analysis of organizations and environments in regard to demand for health personnel and the implications for health occupations education.

Prerequisite: Graduate standing

Typically offered in Summer only

An analysis of educational and social factors influencing change in health professions education. Problems of student selection and program articulation, and implications for health occupations education and health services of recent legislation impacting health care.

Prerequisite: Graduate standing

Typically offered in Spring only

This course is offered alternate years

Forms of instruction appropriate for the teaching of adults. Special emphasis upon methods for maximum involvement of the adult learner. Relevant concepts, theories and principles for selection, utilization and evaluation of instructional strategies with focus on integration of theory into practice. Development of student proficiency in use of applicable teaching techniques for adult and community college education through participation in classroom exercises.

Prerequisite: Graduate standing or PBS status

Typically offered in Fall only

The course focuses on exploring the issues and considerations in online teaching and introduce students to some of the tools involved in the process. Students will develop strategies for teaching online and for managing the online classroom.

Typically offered in Fall and Spring

Examines knowledge that guides professional practice in higher education and student affairs, such as: history of higher education, professional development practices, student characteristics, group process, and helping and advising skills. Programmatic applications are emphasized through class assignments.

Typically offered in Fall only

Examination of the role of student affairs in higher education institutions to include: organizational structures, leadership and decision-making, planning and budgeting, staffing and supervision.

Prerequisite: EAC 540

Typically offered in Spring only

Study of the history and philosophy of student affairs, the impact of college on students and current issues of concern to students and student affairs professionals. Good practices of student affairs in the context of student learning are identified and current literature is reviewed.

Typically offered in Spring only

Gain an understanding of the major student development theories and emerging professional literatures in this area. Provide opportunities for students to develop skills in applying student developmental theory to specific student affairs settings, issues, and populations.

Prerequisite: EAC 540

Typically offered in Fall only

This course will review the history of higher education in the United States from the colonial period to the present with particular attention to the ways in which shifting policies and practices in higher education institutions have affected the college student experience and the student affairs profession. Graduate standing or PBS status required.

Emphasizes application of concepts and theories learned in previously completed coursework to understand and analyze current issues facing student affairs professionals. Focuses particularly on the job search process and transition out of graduate school. Facilitates the transition from student to full-time student affairs professional through critical examination, synthesis, integration, and practical application of prior and concurrent coursework.

R: EAC 540 and EAC 542 and EAC 543

Typically offered in Spring only

Introduces master's students studying adult learning and higher education to two major research paradigms in education, quantitative and qualitative research, and to the research literature of disciplines related to the education of adults. Students will learn how to distinguish between research and non-research materials, and how to evaluate quantitative and qualitative research studies on the basis of their research merit.

Prerequisite: Master's students in ACCE

Typically offered in Fall, Spring, and Summer

Exploration of college student retention theories, relevant research, and exemplary retention programs. Examines student retention and completion within four-year colleges and universities as well as student persistence within and transfer from community colleges.

Typically offered in Spring only

Introduction to ethics and social responsibility in adult education, training, higher education and other work and educational environments in a global setting. Emphasis on addressing moral and ethical issues in the workplace and education by applying critical thinking and analysis processes to ethical dilemmas. Graduate standing or PBS status required.

Typically offered in Fall only

Organization Change in Human Resource Development provides an introduction to the theory and practice of change within the context of adult education programs, other organizations, communities and societies. Graduate standing or PBS status required.

Typically offered in Fall and Spring

An inquiry into the characteristics and background, learning processes, motivation and participation of adult learners in a variety of educational contexts. Emphasis on adult learning theories, models, principles and their application to educational design and delivery.

Typically offered in Fall, Spring, and Summer

Introduces students to assessment and evaluation principles and practices from a range of perspectives. Covers uses and limitations of a broad range of assessment and evaluation approaches in adult education settings, with particular focus on college and university teaching.

Typically offered in Spring and Summer

Introduction to instructional design models including needs assessment, systematic training design and development techniques and proactive strategies for evaluating training programs. Instructional design issues of work-based training, learner characteristics and effects of technology on instructional design, implementation and evaluation processes. Graduate standing or PBS status required.

Typically offered in Fall, Spring, and Summer

In-depth analysis of instructional systems design (ISD) theory and practice using professional competency models. Organizational training requirements, development of performance objectives and measures, design of instructional materials, and address of evaluation issues in training programs in business and industry. Research and development of instructional design projects relating to ISD process and model. Graduate standing or PBS status required.

Typically offered in Fall and Spring

This course is offered alternate odd years

Overview of occupational education practice in business and industrial settings. Presentation of roles common to training and development specialists, including managerial concerns related to organization, operation and financial training and development programs.

Typically offered in Fall and Spring

Current needs assessment and task analysis methods and techniques used in business and industrial settings. Development of comprehensive needs assessment plans for diagnosing and documenting human performance deficiencies/improvement opportunities through training programs in business settings. Graduate standing or PBS status required.

Typically offered in Fall and Spring

Philosophy, strategies, and procedures for evaluating effectiveness of training programs. Development of multi-level evaluation plan for use with training program to study outcomes and process of training from perception to organizational impact. Design of evaluation methods and instruments, data collection, analysis, and interpretation for each level of evaluation emphasizing transfer of training. Graduate standing or PBS status required.

Typically offered in Fall, Spring, and Summer

Appropriate technologies for design and delivery of effective training programs. Performance-based training models for distance and individualized learning through audio, video, computer-based, and multimedia technologies. Planning decisions for selecting/developing appropriate technologies to support specific training outcomes, adult learner characteristics, and organizational training resources. Graduate standing or PBS status required.

Typically offered in Fall and Spring

Methods and techniques common to model occupational education programs in business and industrial settings. Focus on design and evaluation of effective learning programs and instructional methodologies. Graduate standing or PBS status required.

Typically offered in Fall and Spring

Typically offered in Fall, Spring, and Summer

Identification and scientific analysis of major issues and problems relevant to adult education or higher education. Course credit at the master's level through active student participation in a formal seminar and scientific appraisal and solution of a selected problem. Student acquisition of a broad perspective of issues confronting adult educators and experiences in scientific analysis and solution of specific issues.

Prerequisite: Graduate standing

Study and scientific analysis of problems in adult education and preparation of a scholarly research type of paper. Credits Arranged.

Prerequisite: Graduate standing or PBS status

Independent study for master's students in Adult and community College Education.

Typically offered in Fall, Spring, and Summer

Utilization of the participant-observer role with required participation in selected educational situations. Emphasis upon observational skills' development, the recording of relevant observations through written journals, analysis of experiences identifying critical incidents and projection of events and consequences. Student development and selection of possible alternative courses of action in various situations and evaluation of the consequences of the selected course of action.

Prerequisite: Nine hrs. in graduate level courses

Typically offered in Fall, Spring, and Summer

Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment.

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

A project or problem in research in education for graduate students, supervised by members of graduate faculty. Choice of research on basis of individual students' interests and not to be part of thesis or dissertation research.

Prerequisite: EAC 732

Typically offered in Fall, Spring, and Summer

Instruction in research and research under the mentorship of a member of the Graduate Faculty.

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

Thesis research.

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

For graduate students whose programs of work specify no formal course work during a summer session and who will be devoting full time to thesis research.

Prerequisite: Master's student

Typically offered in Summer only

For students who have completed all credit hour requirements and full-time enrollment for the master's degree and are writing and defending their theses.

Prerequisite: Master's student

Typically offered in Spring only

Comprehensive community colleges and technical institutes and the state systems of which they are part: underlying concepts, design of educational needs to be serve, role in meeting these needs, historical development, issues in establishment and operation of state systems and individual institutions, unresolved issues and emerging trends.

Prerequisite: Graduate standing or PBS status

Typically offered in Fall and Spring

For persons interested in building more consistent philosophy of educational administration, extension and strengthening of understanding of administrative concepts and processes, improved comprehension of theoretical and research foundations upon which administrative processes predicated, and increased ability for application of administrative concepts, theories and principles to management of complex education system.

Prerequisite: EAC 787 or a comparable course(s) on organizational theory

Typically offered in Spring only

Principles and processes in programming, including basic theories and support of concepts in programming process. Attention to general programming framework, organizational needs and program roles of both professional and lay leaders.

Prerequisite: Graduate standing

Typically offered in Summer only

Issues and concepts of leadership development and practice in two- and four-year colleges and universities; interpretation and communication of institutional values and understanding of organizational processes. Attention to role of organizational culture in management improvement and institutional performance in higher education institutions.

Typically offered in Summer only

Application of research and theory in small group behavior to administration and teaching in adult and higher education settings. Opportunities for participant experience of various aspects of group behavior and practice of group leadership skills applicable to various group situations.

Promotion of understanding of many facets of the college and university presidency. Investigation and analysis of college and university from the perspective of students's own careers and from the literature on the presidency. The president as institutional leader.

Prerequisite: EAC 700 or EAC 716

Typically offered in Spring only

This course is offered alternate even years

Differing and changing perceptions of role of higher education in American society; politics of competition for priority of attention and resources; organizational alternatives in its control; relevant elements in structure and processes of government. References to other societies.

Prerequisite: Graduate standing or Management Development Certificate Program and six sem. hrs. of 500-level course work

Theoretical and research literature related to continuing education for the professions. Examination of role of educator in providing and managing continuing professional education.

Prerequisite: EAC 703, 759

Typically offered in Summer only

Initial doctoral seminar to enhance understanding of critically reflective practice, doctoral scholarly inquiry and current issues and debates in adult education scholarship and research.

Typically offered in Fall only

Provides an introduction to theory and practice of change within the context of adult education organizations, communities, and societies. Emphasis on theory and practice of change in adult education and training and developmental contexts.

Prerequisite: Adult Education Doctoral student

Typically offered in Spring only

History of higher education from colonial period to the present. Emphasis on influence of philosophic, political, social and economic forces upon function and structure of higher education.

Prerequisite: Six hrs. of grad. ED courses

Typically offered in Fall only

This course is offered alternate years

An inquiry into the characteristics and background, learning processes, motivation and participation of adult learners in a variety of educational contexts. Emphasis on adult learning theories, models, principles and their application to educational design and delivery. Doctoral status required.

Typically offered in Fall only

Introduces the students to the role of technology in education. Positive and critical aspects will be addressed. Draws on theory and practice from numerous disciplines, including: adult education; distance education; educational, instructional and communication technologies; and, the teaching and learning sciences. Analysis of how education in the workplace, higher education and adult/community contexts is being transformed by technology. Evaluation of the complex interrelationships among education, learning and technology. Doctoral status required.

Typically offered in Fall only

This core course focuses on globalization and its implications for the study and practice of adult, higher, and human resource education, as well as the evolution and increase of diverse international perspectives in the scholarship and policy arenas viewed from an interdisciplinary perspective. Doctoral status required.

Typically offered in Spring only

Examination of background, history, philosophy and contemporary nature of extension and public service function of institutions of higher education in U.S. Emphasis on adult education role of public and private universities and colleges. Specific focus on: general extension, industrial extension, engineering extension, cooperative extension and continuing education.

Prerequisite: EAC 710

Typically offered in Spring only

This course examines key theories and research on the physical, and related socio-cultural changes across the adult lifespan. Special emphasis in this course will be on the intellectual and psycho-social aspects of adult development. Key implications for educational programs and services, as well as research investigations of adults in learning environments, will be explored.

Prerequisite: EAC 739

Typically offered in Spring only

Examination of theory, research, practices and issues in development and management of financial resources in higher education.

Typically offered in Fall only

Planning and management of the physical environment for effective adult learning. Applicability of concepts and theories of learning and teaching environment to needs analysis, planning, resource development, cooperation with professional designers,and construction, operations, conservation and maintenance of educational facilities, equipment and grounds.

Prerequisite: EAC 700 and Graduate standing or PBS status

Requisite involvement and undergirding of principles in adult education programs including theories and concepts. Emphasis on interrelationship of nature of adult learning, the nature of the subject matter and setting for learning occurrence. Applicability of relevant principles and pertinent research findings to adult learning.

Prerequisite: Six semester hours in ED

Typically offered in Spring only

This course uses a multicultural competence framework to explore issues of diversity and social justice in higher education and the broader society. Issues of privilege, power, and oppression are explored and discussed in depth as well as the intersection of multiple identities and oppressions.

Typically offered in Spring only

Explores topics and issues related to the experiences of men and women in adult and higher education. This includes examination of meanings and applications of diverse feminisms, particularly as they apply to study of gendered patterns of student development in higher education.

Typically offered in Spring only

This course is offered alternate even years

With a focus on spirituality and religion in higher education, this course provides an introduction to an emerging area of research and practice among higher education administrators and scholars. The course encourages the development of knowledge and skills to understand and engage in religious and worldview diversity in postsecondary educational contexts.

Typically offered in Spring only

This course is offered alternate odd years

Analysis of social, political, economic, and ethical issues influencing effective practice of adult education. Participant formulation and analysis of problems, issues, and challenges relevant to their practice and advanced graduate study.

Prerequisite: 15 Semester hours of graduate credit in the Department of Adult and Community College Education, including 3 semester hours of either quantative or qualitative research methods.

Typically offered in Spring only

Analysis and development of adult education responses to needs and characteristics of special adult populations such as nonliterate, unemployed, handicapped and older adults.

Typically offered in Spring and Summer

Constitutional, statutory and case law in relationship to higher education. Emphasis on faculty, student and staff rights and tort liability.

Prerequisite: Six hrs. graduate credit

Typically offered in Fall only

This course is offered alternate years

Introduction to evaluation of non-formal adult educational programs; course topics include purposes of evaluation, alternative concepts and techniques, stake holders and their concerns, specification of evidence, selection of standards for making judgments, gathering and analysis of data, use and dissemination of results and handling problems in evaluation.

Prerequisite: EAC 703

Typically offered in Spring only

Focus on development of competencies to perform fundamental tasks of a college teacher as well as consideration of more long-range tasks such as course development and university responsibilities of a professor. In addition to attending lectures andother types of presentations, students make video tapes of their teaching, develop tests, design introductory courses in their teaching fields and consider current issues related to university and college teaching.

Typically offered in Fall only

For present and potential administrators interested in increasing their understanding of organizational theories as a basis for administration of effective higher education programs.

Typically offered in Fall and Spring

Intermediate graduate level course in applied qualitative methodology following an introductory course in qualitative methods. Focuses on analytical approaches and tools used with qualitative data, with particular emphasis on adult and higher education and human resource development.

Prerequisite: EAC 785

Typically offered in Fall only

Advanced guidance for students designing or preparing for qualitative study. Emphasis on developing deeper understanding of theoretical issues informing qualitative research, including assessing validity of data and justifying design. Student development of a research proposal.

Prerequisite: EAC 785

Typically offered in Fall only

Identification and scientific analysis of major issues and problems relevant to adult education or higher education. Course credit at the doctoral level through active student participation in a formal seminar and scientific appraisal and solution of a selected problem. Student acquisition of a broad perspective of issues confronting adult educators and experiences in scientific analysis and solution of specific issues.

Prerequisite: Graduate standing

Typically offered in Fall only

Examination and application of frameworks, processes and compositional approaches in developing research proposals focusing on problems in adult education and higher education.

Prerequisite: 6 semester hours of course work in research methodology/analysis

Typically offered in Spring only

Study and scientific analysis of problems in adult and higher education at the doctoral level and preparation of a scholarly research paper or project. Credits Arranged.

Prerequisite: Graduate standing or PBS status

Independent study for doctoral students in Adult and Higher Education.

Typically offered in Fall, Spring, and Summer

Utilization of the participant-observer role with required participation in selected educational situations. Emphasis upon observational skills development, the recording of relevant observations through written journals, analysis of experiences identifying critical incidents and projection of events and consequences. Student development and selection of possible alternative courses of action in various situations and evaluation of the consequences of the selected course of action.

Prerequisite: Nine hrs. in graduate level courses

Typically offered in Fall, Spring, and Summer

Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

For students who are preparing for and taking written and/or oral preliminary exams.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

A project or problem in research in education for graduate students, supervised by members of graduate faculty. Choice of research on basis of individual students' interests and not to be part of thesis or dissertation research.

Prerequisite: EAC 732

Typically offered in Fall and Spring

Instruction in research and research under the mentorship of a member of the Graduate Faculty.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

Dissertation research.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

For graduate students whose programs of work specify no formal course work during a summer session and who will be devoting full time to thesis research.

Prerequisite: Doctoral student

Typically offered in Summer only

For students who have completed all credit hour, full-time enrollment, preliminary examination, and residency requirements for the doctoral degree, and are writing and defending their dissertations.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer