Higher and Postsecondary Education

Department of Organization & Leadership

Program Description

The Program in Higher and Postsecondary Education (HPSE) prepares administrators, academic specialists, policy-makers, researchers, and faculty members who teach, create knowledge, and lead diverse postsecondary educational institutions. Our graduates are scholar-practitioners who lead in the development of research-driven practices and policies. A smaller number are scholars and faculty members who contribute to knowledge about diverse topics in higher education and who teach future practitioners and leaders.

The Program views postsecondary education as a social institution and as an organizational system within which people work, think, and learn in highly varying institutional/system contexts. Our program is framed to ensure that all of our graduates have the opportunity to think and learn deeply about higher education across three nested domains, which we envision as concentric circles: (1) the process of human learning and development, for both students and faculty (2) that occurs within college and university organizational structures and processes, and (3) that are themselves situated, historically, in society and culture. These three domains comprise the program’s intellectual framework.

Domain 1 - Knowledge about educating: At its core, higher education is about a human being becoming educated: students learning and developing; faculty and other educators learning, teaching, and enhancing their intellectual and professional capacities; all members of the higher education enterprise creating knowledge. This domain includes knowledge about teaching and learning, students and student development, curriculum, student cultures, faculty work and careers, faculty and instructional development, knowledge creation.

Domain 2 - Knowledge about organization: In contemporary society, teaching, learning, and knowledge development typically occur in “formal organizations,” and for higher education, that includes, heavily, colleges and universities, though increasingly, adjunctive organizations come into play (state agencies, software development companies, professional development institutes, among others). This domain includes knowledge about organizational planning and design, leadership, administration, finance, and governance; emphasizes attention to structures, processes, policies, technologies, organizational meaning and symbolism.

Domain 3 - Knowledge about social context: The organizations within which the core educating occurs are themselves embedded in social, cultural, governmental, and economic contexts (social institutions) that both rely on higher education and establish definitions of and expectations for it. Here we included knowledge about historical contexts, social institutions, cross-cultural views on student development and organizational design, social policy contexts and institutional influences. This domain promotes understanding of higher education’s larger social/cultural/public environments in support of improved teaching and learning and knowledge development (e.g., by way of civic engagement, philanthropic engagement, efforts to strengthen urban higher education in culturally diverse and rapidly changing societies).

Each domain is itself internally complex and none exists independently of others; the three domains are “nested” within one another with knowledge at any one domain infused by knowledge from others. As this scheme indicates, although different domains emphasize different expertise, all pivot around core commitments to create, offer, and improve substantive college learning and teaching. We organize our curricula with the understanding that study of higher education, in breadth, involves developing understanding of the range of things that go on at each of these three domains and importantly, between them, with attention to how each domain uniquely conceptualizes (and shapes) every issue and topic in the study and practice of higher education.

In TC’s HPSE curricula, no one domain dominates the study of higher education. Rather, we seek, purposefully, to “level the playing field” among domains, thereby offering students both an expansive and balanced exposure to knowledge of the field (with opportunities to specialize through advanced study). We believe that this is an important contribution both to students’ learning and the field’s own self-understanding.

We have three degree programs in higher education: (1) the Master of Arts (M.A.); (2) the Master of Education (Ed.M.); (3) the Doctor of Philosophy (Ph.D.).

Master of Arts (M.A.) Degree

The 32-point Master of Arts (M.A.) degree program develops knowledgeable practitioners in three domains of higher and postsecondary education. Students who pursue the M.A. degree will build on the program’s historic positioning in the study of student development through the college years and its current strengths in studies of academic learning and development. They will also build on the Program's growing capacities in higher/postsecondary education policy, social thought, and comparative analysis, as well as on the Department's offerings in organizational studies. As such, students earning the M.A. degree will be positioned to serve in a variety of academic and student support positions, as well as in various administrative roles.

Master of Education (Ed.M.) Degree

The 60-point Master of Education (Ed.M.) degree program develops breadth of understanding of higher and postsecondary education, though emphasizing particular domains of study and practice, among them academic learning and development, organizational and institutional processes, and social/cultural and civic perspectives. Students who pursue the Ed.M. degree in Higher and Postsecondary Education typically bring to their studies well developed understandings of particular facets of the enterprise, often from their own participation in the professional practices that define it (teaching, administration, etc.). The Ed.M. degree program helps them situate their practice-based knowledge and their emerging intellectual interests within the broader span of higher and postsecondary education, thereby providing expanded intellectual resources for their scholarly and professional efforts. The program also introduces Ed.M. students to the field of higher education as a scholarly community and a body of developing knowledge.

Doctor of Philosophy (Ph.D.) Degree

The 75-point Doctor of Philosophy (Ph.D.) degree in Higher and Postsecondary Education is designed to prepare scholars and researchers in the area of Higher Education. To achieve the purposes of the program, the Ph.D. was designed to provide both subject-matter competence and research skills (study design, methodology). The domain of inquiry for the Ph.D. is the field of higher education. However, each student will also select a discipline-based cognate as an anchor for their developing understanding of the multi-disciplinary field of higher education.

Candidates for the degree will be equipped to recognize significant issues and their value assumptions, identify problems needing research, and design and undertake original scholarly research projects that are likely to have direct application to a particular higher education setting. Candidates will also receive supervised training in the teaching of higher education as a field of study. The program will draw on designated College strengths in diverse research strategies/methods, tailoring these to the study of higher education when appropriate.

The Ph.D. degree in Higher Education is designed for students pursuing careers as academic faculty, administrators, policy analysts, and educational researchers. Since the Ph.D. is a scholarly degree, the core objective of this degree program is to prepare researchers of the highest quality. Our program engages in broad explorations of higher and postsecondary education, and of the contexts that shape the enterprise and its activities. Ph.D. students conclude their program by writing a dissertation that, though focused on a particular research problem within higher and postsecondary education, reflects the deep understanding of knowledge structures underpinning a particular area of inquiry.

Degrees

Group by Degree Type

Master of Arts
- Higher and Postsecondary Education
  Master of Arts
  
  Points/Credits: 32
  
  Entry Terms: Fall
  
  Degree Requirements
  Degree Requirements
  
  The M.A. degree requires a minimum of 32 points of graduate coursework. Students pursue one of three domain sequences: (1) Academic and Developmental Analysis, (2) Organizational and Institutional Analysis, or (3) Social/Cultural and Civic Analysis.
  
  Course requirements common to all sequences include (15 points):
  
  ORL 5521 Introduction to research methods in education (3) or equivalent with advisor approval
  
  ORLH 4010 Purposes and policies of higher education (3)
  
  ORLH 4011 Curriculum and instruction in higher education (3)
  
  ORLH 4040 The American college student (3)
  
  ORLH 5525 Advanced professional seminar: College student development theories (3)
  
  Beyond the core requirements, additional requirements for the Academic and Developmental Analysis sequence include the following coursework as well as a culminating project:
  
  ORLH 4042 Student personnel administration: Programs and services (3) or other with advisor approval
  
  Three (3) elective courses from the following (9 points):
  
  ORLD 4051 How adults learn (3)
  
  ORLH 4012 The community college (3)
  
  ORLH 4041 Student personnel administration: Organization, functions, and issues (3) or other with advisor approval
  
  ORLH 5011 College teaching and learning (3)
  
  ORLH 5044 Theories of diversity in higher education (3)
  
  ORLH 5522 Advanced professional seminar: Contemporary student issues and policies (3)
  
  ORLH 5524 Advanced professional seminar: An analysis of student cultures (3)
  
  ORLH 5527 Advanced professional seminar: The college professoriate (3)
  
  ORLH 5545 Advanced professional seminar: The civic mission of higher education (3)
  
  ORLH 5546 Advanced professional seminar: Philanthropy and education (3)
  
  Other ORLH courses (TBA) related to Higher Education area of interest with advisor approval (3)
  
  Other Courses:
  
  M.A. students with internships must take ORLH 5241, Observation and Supervised Fieldwork in Higher and Postsecondary Education (1 point). Non-internship students elect another Teachers College course with advisor approval (1 point).
  
  Minimum of two additional out-of-Program Teachers College elective courses -- one 3-point course and one 1-point course -- for a total of 4 points. These courses require advisor approval (4 points).
  
  Beyond the core requirements, additional requirements for the Organizational and Institutional Analysis sequence include the following coursework as well as a culminating project:
  
  ORLH 4020 College and university organization and administration (3)
  
  ORLH 4031 Financial administration of higher education institutions (3)
  
  Two (2) elective courses from the following (6 points):
  
  ORLD 4051 How adults learn (3)
  
  ORLH 4012 The community college (3)
  
  ORLH 5011 College teaching and learning (3)
  
  ORLH 5527 Advanced professional seminar: The college professoriate (3)
  
  ORLH 5545 Advanced professional seminar: The civic mission of higher education (3)
  
  ORLH 5546 Advanced professional seminar: Philanthropy and education (3)
  
  ORLH 6556 Educational leadership: Research, art and practice (3) or equivalent with advisor approval
  
  Other ORLH courses (TBA) related to Higher Education area of interest with advisor approval (3)
  
  Other Courses:
  
  M.A. students with internships must take ORLH 5241, Observation and Supervised Fieldwork in Higher and Postsecondary Education (1 point). Non-internship students elect another Teachers College course with advisor approval (1 point).
  
  Minimum of two additional out-of-Program Teachers College elective courses -- one 3-point course and one 1-point course -- for a total of 4 points. These courses require advisor approval (4 points).
  
  Beyond the core requirements, additional requirements for the Social/Cultural and Civic Analysis sequence include the following coursework as well as a culminating project:
  
  ORLH 5044 Theories of diversity in higher education (3)
  
  Three (3) elective courses from the following (9 points):
  
  ORLD 4051 How adults learn (3)
  
  ORLH 5011 College teaching and learning (3)
  
  ORLH 5522 Advanced professional seminar: Contemporary student issues and policies (3)
  
  ORLH 5524 Advanced professional seminar: An analysis of student cultures (3)
  
  ORLH 5527 Advanced professional seminar: The college professoriate (3)
  
  ORLH 5545 Advanced professional seminar: The civic mission of higher education (3)
  
  ORLH 5546 Advanced professional seminar: Philanthropy and education (3)
  
  ORLH 6556 Educational leadership: Research, art and practice (3) or equivalent with advisor approval
  
  Other ORLH courses (TBA) related to Higher Education area of interest with advisor approval (3)
  
  Other Courses:
  
  M.A. students with internships must take ORLH 5241, Observation and Supervised Fieldwork in Higher and Postsecondary Education (1 point). Non-internship students elect another Teachers College course with advisor approval (1 point).
  
  Minimum of two additional out-of-Program Teachers College elective courses -- one 3-point course and one 1-point course -- for a total of 4 points. These courses require advisor approval (4 points).
  
  Changes or other adjustments to requirements and distributions, as shown for the M.A. in Higher and Postsecondary Education, require approval of the HPSE M.A. Advisor. The above plan assumes advisor approval for all courses of enrollment.
Master of Education
- Higher and Postsecondary Education
  Master of Education
  
  Points/Credits: 60
  
  Entry Terms: Fall
  
  Degree Requirements
  Degree Requirements
  
  The Ed.M. degree program requires a minimum of 60 points and an integrative paper prepared as a culminating project.
  
  Core courses (36 points):
  
  ORL 5521 Introduction to research methods in education (3) or equivalent with advisor approval
  
  ORLH 4010 Purposes and policies of higher education (3)
  
  ORLH 4011 Curriculum and instruction in higher education (3)
  
  ORLH 4020 College and university organization and administration (3)
  
  ORLH 4031 Financial administration of higher education institutions (3)
  
  ORLH 5011 College teaching and learning (3)
  
  ORLH 5044 Theories of diversity in higher education (3)
  
  ORLH 5526 Advanced professional seminar: The literature of higher education (3)
  
  ORLH 5527 Advanced professional seminar: The college professoriate (3)
  
  ORLH 5545 Advanced professional seminar: The civic mission of higher education (3)
  
  ORLH 6511 Coordinating seminar in higher education (3)
  
  ORLH 6900 Research and independent study in higher education or equivalent with advisor approval (3). (The integrative paper is prepared in this course.)
  
  Remaining eight courses (24 points):
  
  Five courses within the HPSE Program, with the purpose of developing a concentration in one of the curricular domains (Academic and Developmental Analysis, Organizational and Institutional Analysis, or Social/Cultural and Civic Analysis). To substitute an out-of-program course requires advance approval from the HPSE faculty advisor.
  
  Three courses outside the Program, with at least two of these outside the Department of Organization and Leadership. All extra-Program courses should relate conceptually, substantively, and/or methodologically to the student's concentration and area of interest. All out-of-Program electives require advisor approval.
  
  Changes or other adjustments to requirements and distributions, as shown for the Ed.M. in Higher and Postsecondary Education, require approval of the HPSE faculty advisor. The above plan assumes advisor approval for all courses of enrollment.
  
  A limited number of internships may be available to Ed.M. students pending advisor consultation and approval of the Program Director. For information, please contact the Program’s Internship Coordinator.
Doctor of Philosophy
- Higher and Postsecondary Education
  Doctor of Philosophy
  
  Points/Credits: 75
  
  Entry Terms: Fall
  
  Degree Requirements
  Degree Requirements
  
  The Ph.D. degree requires a minimum of 75 points of graduate coursework, completion of the certification exam (two parts), and the writing and successful defense of a dissertation.
  
  Required core courses include (19 points):
  
  ORL 5521 Introduction to research methods in education (3) or equivalent with advisor approval
  
  ORLH 4020 College and university organization and administration (3)
  
  ORLH 5011 College teaching & learning (3)
  OR
  ORLH 5527 Advanced professional seminar: The college professoriate (3)
  
  ORLH 5044 Theories of diversity in higher education (3)
  OR
  ORLH 5545 Advanced professional seminar: The civic mission of higher education (3)
  
  ORLH 5526 Advanced professional seminar: The literature of higher education (3)
  
  ORLH 6511 Coordinating seminar in higher education (3)
  
  ORLH 7500 Dissertation seminar (1)
  
  Methods Requirements (9-12 Points):
  
  A minimum of three (3) additional research courses (9 points beyond ORL 5521) will be selected relative to the student's research preparation needs; selection of research coursework requires approval of the dissertation advisor. At least one introductory qualitative and one introductory quantitative course are required; plus, one advanced methods course. Additional methodological coursework and a research apprenticeship are recommended and may be required by dissertation advisor or committee toward development of appropriate research expertise. Consult with dissertation advisor.
  
  Disciplinary Cognate Requirement (12 points):
  
  A minimum of four (4) courses within a discipline that is chosen by the student in consultation with their academic advisor.
  
  The remaining courses are electives. Up to 30 points may be transferred from a relevant master’s degree program with advisor approval.
  
  Changes or other adjustments to requirements and distributions, as shown for the Ph.D. in Higher and Postsecondary Education, require approval of the HPSE faculty advisor. The above plan assumes advisor approval for all courses of enrollment.
  
  A limited number of internships may be available to Ph.D. students, pending advisor consultation and approval of the Program Director. For information, please contact the Program’s Internship Coordinator.

Faculty

Faculty
- Thomas Wayne Brock Director, Community College Research Center
- Katharine Griffin Conway Associate Professor, coterminous
- Noah D Drezner Professor of Higher Education, Vice Dean of Academic Success and Strategy
- Anna Neumann Edward S. Evenden Professor of Education
- KerryAnn O'Meara Vice President for Academic Affairs, Provost, and Dean of the College
- Janice Sheryl Robinson Vice President for Diversity and Community Affairs
Emeriti
- William J. Baldwin Professor Emeritus of Higher and Postsecondary Education
- Kevin J. Dougherty Professor Emeritus of Higher Education and Education Policy
Lecturers
- Leslie Allen Williams Lecturer, Higher & Post Secondary Education
Adjunct Faculty
- Staci Lynne Ripkey Adjunct Assistant Professor
- Thomas Patrick Rock Chief Student Affairs Officer and Associate Vice President
Instructors
- Monica Coen Christensen

Courses

ORL 5521 - Introduction to research methods in education

This course meets a departmental requirement for an introductory course on empirical research in education and organizational studies. The goal is to help students be able to access, comprehend, synthesize, and utilize research, to support and facilitate the research efforts of others, and to begin to prepare to conduct their own research. Students read exemplars of published research, along with texts about research design, data collection and analysis, and strategies for assessing the validity and trustworthiness of research. The course covers qualitative, quantitative, and mixed methods approaches to research, such as experiments, surveys, case studies, ethnography, and action research.
ORLH 4010 - Purposes and policies of higher education

An introduction to the U.S. system of higher education through an overview of the system and its history, a survey of the missions and purposes served by U.S. colleges and universities, and an investigation of some of the pressing policy questions now confronting those institutions.
ORLH 4011 - Curriculum and instruction in higher education

An introduction to theories and practices pertaining to curriculum and teaching in U.S. higher education. Internal and external influences on curriculum and teaching and implications for college and university classrooms. Examination of key trends and developments, including the impact of the scholarship of teaching.
ORLH 4012 - The community college

Emerging issues, problems, and trends in community colleges, technical institutes, and adult education. Topics include the history and philosophy of the community college movement, governance and finance, teaching, student personnel work, impact on students, and the future of the community college.
ORLH 4020 - College and university organization and administration

Basic aspects of college and university organization and administration with consideration given to the roles of various groups in governance and management as well as organizational processes such as leadership, decision making, and conflict resolution. External and internal constraints examined from conceptual, practical, and policy perspectives.
ORLH 4031 - Financial administration of higher education institutions

No financial training is required. Introduction to the financial pressures facing colleges and universities and the various kinds of solutions they have adopted to meet those pressures. Topics include strategic planning, cost cutting, outsourcing, enrollment planning, new curricula, and fund raising.
ORLH 4040 - The American college student

Reviews the demographic data about student access to college, the determinants of social class, race and gender differences in college access and choice, and the influence of colleges upon students.
ORLH 4041 - Student personnel administration: Organization, functions, and issues

Permission required. An introduction to various forms of organization and functions: multidisciplinary foundations, including historical and philosophical foundations and conceptual and research contributions from the behavioral and social sciences.
ORLH 4042 - Student personnel administration: Programs and services

A survey of programs and services typical of American colleges and universities. Includes contemporary issues of concern to student personnel administrators.
ORLH 4845 - Diversity: Implications for recruitment and retention

Students will explore diversity (race, class and gender) concerns affecting the recruitment and retention of diverse student and faculty populations in the context of American higher education.
ORLH 4900 - Research and independent study in higher education

Independent research.
ORLH 5011 - College teaching and learning

Designed for individuals who aspire to college teaching. This course emphasizes research on student learning and pedagogies. The course stresses the implications of diversity in the student population.
ORLH 5044 - Theories of diversity in higher education

Critical analysis of cultural diversity in American higher education with respect to the curriculum, co-curriculum, and institutional structure. Presents new paradigms with which to understand the complexities of response that are necessary to adequately meet the needs of all students.
ORLH 5241 - Observation and supervised fieldwork in higher and postsecondary education

Permission required. Students reserve two days a week for work in colleges. A seminar integrates field practices with course theory. Required of all students doing an internship.
ORLH 5522 - Advanced professional seminar: Contemporary Student Issues and Policies

Intensive analysis of selected problems and issues in postsecondary education. The course is intended for practicing professionals in postsecondary education as well as majors in the program. Other students in the college who wish to enroll should obtain permission of the instructor.
ORLH 5524 - Advanced professional seminar: An analysis of student cultures

Critical analysis of selected research reports pertaining to the student cultures. The focus is on the purposes of each study, the question(s) asked, the assumptions and theories upon which the research is based, the sources of data, the method(s) of data collection, the conclusions and interpretations developed, and the relevance of the research to student personnel in particular and to higher education in general.
ORLH 5525 - Advanced professional seminar: College student development theories

Course focuses on college student development theories and their application to higher education. Primary areas of focus include: (1) intellectual and ethical developmental theory, individual development models, learning styles models, and theories of cultural identity, (2) ethical considerations using theory in practice, and (3) critique of theories from a variety of research perspectives.
ORLH 5526 - Advanced professional seminar: The literature of higher education

Permission required if not a student in the program. Intensive analysis of research process as applied to study of higher education. The course is intended for Ed.M., Ed.D., and Ph.D. students in the program. Other students in the college who wish to enroll should obtain permission of the instructor. Analysis of selected classic and contemporary works that have influenced thought and affected public opinion and public policy related to higher education. Topics vary from year to year.
ORLH 5527 - Advanced professional seminar: The college professoriate

Review and discussion of the research and literature, diverse roles, and expectations that characterize the position of college professor, with attention to implications for professional and personal development. Consideration of the professoriate as a profession.
ORLH 5533 - Advanced professional skills: Faculty development

Theory and practice concerning theory, evaluation, and improvement of college teaching. Topics include models and practices for review, design, and conduct of faculty development programs.
ORLH 5545 - The civic mission of higher education

This course is designed to give you an understanding of the civic mission of higher education and introduce you to the study and practice of public engagement in higher education. During the semester, we will consider the civic roles of postsecondary education institutions both past and present. Special attention will be paid to contemporary philosophies and practices of engagement, and how engagement is expressed in various institutional contexts.
ORLH 5546 - Philanthropy and education

The power of philanthropy within the United States and American higher education has been tremendous. Philanthropy has become a cultural norm in the United States; Americans give their money at a higher rate than any other country in the world. In fact, Peter Dobkin Hall believes that “No single force is more responsible for the emergence of the modern university in America than giving by individuals and foundations.” The purpose of this course is designed to look critically at how philanthropy and fundraising has affected American higher education.
ORLH 5547 - Higher education assessment in an era of accountability

This course will introduce students to assessment practices in U.S. higher education, focusing on assessment of teaching, learning, and educational quality as it relates to the learning outcomes movement in higher education. The course divides the intended learning into two broad topics: understanding and analyzing the national landscape of higher education accountability and assessment; and developing the skills to create and implement an assessment plan.
ORLH 5900 - Research and independent study in higher education

Independent research.
ORLH 6020 - Craft of interview research

Taught in research team/practicum format, the course develops students' knowledge and skills of interview research as a process including development of research questions, conceptual framework, study design and methods, data collection, data analysis, interpretation, and reporting. We focus on one-to-one interviewing coupled to document analysis and observation toward understanding persons' thinking and learning in diverse educational contexts.
ORLH 6511 - Coordinating seminar in higher education

Permission required. Course restricted to Ph.D., Ed.D., and Ed.M. students in the Higher Education program. An overview and discussion of the most topical literature in American higher education, this course is designed to explore a wide variety of educational roles in the context of the goals and aspirations of new doctoral students.
ORLH 6556 - Educational leadership: Research, art and practice

Examination of leadership research definition, dimensions, characteristics, and capacities. Exploration of leadership opportunities within entire range of educational practice. Application of leadership lessons to educational problems and situations through case studies.
ORLH 6900 - Research and independent study in higher education

Independent research.
ORLH 7500 - Dissertation seminar in higher education

Students should have completed most or all coursework (including research methods courses) and have passed the certification examination. Students register for the course the semester a proposal hearing is to be scheduled. The course is intended for students who have identified a reasonably narrow area for research and have already completed a preliminary literature review. The course will assist the student in design, methods, and other matters of concern in the preparation of an acceptable dissertation proposal.
ORLH 7900 - Directed dissertation research

All doctoral students eligible for this course must register each semester until a proposal hearing has occurred and a proposal has been approved.
ORLH 8900 - Dissertation advisement in higher education

Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.

Higher and Postsecondary Education | Organization & Leadership