Student Affairs In Higher Education
Student Affairs in Higher Education8-2012College of Educationand HumanDevelopmentNorthwestern State University of Louisiana
WelcomeWelcome to Graduate Study inStudent Affairs In Higher Education (574)at Northwestern State UniversityA member of the University of Louisiana SystemWe are glad you have chosen Northwestern State for your graduate school experience. We believe you will find that Northwestern State offers a high qualityas well as challenging program of study. This booklet is the student handbookfor students enrolling in the Master of Arts degree program in Student Affairs inHigher Education (SAHE). Within its covers is a breadth of information about theprogram and its requirements. Please familiarize yourself with it.We encourage you to become as involved in the program as you can. Using thelatest technologies, students are given opportunities to engage with faculty andstaff through meaningful class assignments, assistantships, faculty research projects, student organizations, and professional development opportunities.Sincerely,Henrietta Williams Pichon, Ph.D.Associate Professor/Program CoordinatorNorthwestern State University of Louisiana
Table of ContentsStatement Of Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Mission Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Master’s Degree Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Professional Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .College of Education and Human DevelopmentConceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Objectives of Master’s Degree Programs. . . . . . . . . . . . . . . . . . . . . . . . . .4446Institutional and Program Accreditation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Ethical Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Statement of Ethical Treatment of Graduate Students . . . . . . . . . . . . . . . . . . . 9Interpersonal Interactions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Admission Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Admission to Graduate School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Admission to SAHE Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Degree Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Advisors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Course Load . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Transfer Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Residence Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Time Limit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Course Rotation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Internship Sites. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Overall Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Comprehensive Examination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Eligibility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Written Portion of Comprehensive Examination. . . . . . . . . . . . . . 17Northwestern State University of Louisianai
Table of Contents continuedOral Portion Of Comprehensive Examination. . . . . . . . . . . . . . . . . 17Submission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Rating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Thesis or Paper-In-Lieu of Thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Thesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Paper-In-Lieu. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Human Subjects Committee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Professional Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Student Affairs Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Student Presentation And Publication Policy. . . . . . . . . . . . . . . . . . . 20Presentations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Publication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Who Does This Policy Apply To? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Professional Interactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Retention Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Grade Requirement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Academic Misconduct. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Appeals Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22232323Online Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Are You Ready for Online Learning?. . . . . . . . . . . . . . . . . . . . . . . . . . . .E-Mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Moodle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Webex. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .PASS-PORT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Proctored Exams. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24242424242525Services at NSU. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Counseling Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Financial Aid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Writing Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25262626Style Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Northwestern State University of Louisianaii
Table of Contents continuedResources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Appendix A: Planning Guide for Master of Arts inStudent Affairs in Higher Education . . . . . . . . . . . . . . . . . . . . . 28Appendix B: Student Affairs In Higher EducationInternship Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Appendix C: SAHE 5570 Learning Contract . . . . . . . . . . . . . . . . . . . . . 30Appendix D: Checklist For Graduation Requirements. . . . . . . . . . . 31Appendix E: Comprehensive Examination Rubrics . . . . . . . . . . . . . 32Northwestern State University of Louisianaiii
Student Affairs in Higher Education (SAHE)(574)The Student Affairs in Higher Education (SAHE) is a 36-semester-hourdegree program offered online. The program is housed within the College of Education and Human Development at Northwestern State University. SAHE offersgraduate coursework leading to the Master of Arts degree. The degree programoffers coursework that prepares students for various roles in student affairs andhigher education administration in a myriad of postsecondary educational settings, such as community and technical colleges, as well as four-year institutionsin both the private and public sector.Statement of PhilosophyThe faculty believe that graduate students are persons who experienceand cope with the concerns, difficulties, and aspirations common to all individuals and believe that students’ needs can be met successfully. NSU’s graduate programs are designed to provide in-depth experiences for those seeking to developand extend their competencies as student affairs professionals.We believe graduate students in our programs are responsible and responsive human beings and, thus, participate in planning their education andassume a major share of the responsibility for their own learning. They exercisetheir right to request those professors with whom they will consult in planningand completing their preparation program. The educational plan of study willaccount for prior educational background, avoid duplication, and maintain theprinciples of flexibility, cogency, and relevancy within the requirements established by the College of Education and Human Development and the GraduateSchool.We believe that the graduate education of student affairs professionals,regardless of employment setting, requires a mix of theoretical, experiential,and supervised practice activities. Integration of theory and practice is obtained through a planned sequence of such activities that lead to more advancedconcepts and responsibilities. In such a program, the student is able to pursueknowledge, to master information, and to integrate attitudes of many kinds.We believe that preparation as a student affairs professional is not confined solely to those courses and experiences provided by the faculty. Althoughprimary responsibility for the program rests with this faculty, it is recognizedthat other departments within the university as well as community agencies andprograms may contribute measurably to the preparation of new professionals.Northwestern State University of Louisiana1
Student Affairs in Higher Education (SAHE)(574)We believe that it is essential for students in this program to examinetheir own values, motivations, personal characteristics, and relationships withothers. Therefore, opportunities such as faculty-student interactions, professional workshops and conferences, and individual consultations are available tomaximize self-awareness and self-understanding. It is expected that studentswill become aware of their outlook on life and ways of dealing with others. It isbelieved that self-understanding contributes to personal and professional competence as well as to the capacity for sound judgment.Opportunities for personal growth and development are infused incoursework and program activities. A certain level of self-disclosure on the partof students is expected; however, the content and depth of disclosures are alwaysdetermined by the individual student. Self-exploration experiences are designedto assist students with reaching their full potential as student affairs professionals and are developed to promote wellness by exploring knowledge, skills, andattitudes. Faculty are committed to the ethical treatment of graduate studentswithin these personal growth experiences. Students are equally responsible formonitoring professional boundaries within these contexts.We believe that it is important for students to develop a theory or approach to leadership that fits their philosophies, behaviors, and personal styles.Therefore, we do not impose any specific leadership approach upon students.Students are expected to acquire an understanding of a variety of theories and toformulate explanations of behavior that are helpful in their work.We believe that research training assists students with developing thecritical faculties of analysis and synthesis. Therefore, we expect students to beinvolved in research at a variety of levels throughout their graduate educationand career.As a faculty, we believe that we are responsible for providing and maintaining a coherent graduate program that contains the substantive body ofknowledge that must be learned to become a competent professional. It isconsidered a responsibility of faculty members to provide periodic feedback tostudents concerning their progress and development within the program. Weshall, to the best of our ability, exercise prudent, professional judgments aboutthe content of the program and the competencies of those who enter into andgraduate from the program. We shall regularly seek to reform and update instructional practices and to engage in innovative curricular plans. Moreover, it isthe faculty members’ conviction that their own continuous personal and profesNorthwestern State University of Louisiana2
Student Affairs in Higher Education (SAHE)(574)sional development is essential to such improvement. Furthermore, the facultyvalues and encourages students’ input into the change process.Finally, we believe that a student develops as an individual and as a professional when close, cooperative interpersonal relationships exist between student and student, between student and professor, and between student and staff.Therefore, we shall endeavor to establish and maintain such relationships.Mission StatementIn keeping with the Board of Regents Master Plan for Higher Education of2011 (p. 14), the SAHE program seeks to prepare professionals that will:reaffirm and expand the State’s commitment to developing a stronger and more effective postsecondary education system in supportof Louisiana’s economy. The continuing attention to access is joinedwith a strong emphasis on success: guiding students from freshman enrollment through to completion. It addresses the challengeto provide what the State, its communities, its businesses and itsresidents need – more college-educated men and women who areprepared to contribute to the economy, culture and general societal well-being of Louisiana.We recognize that Student Affairs professionals play an important rolein supporting student learning and achievement in higher education. The SAHEprogram sees as its primary mission to provide educational experiences for students that reflect the standards of best practice in the profession.NSU is located in Natchitoches, a rural area of the state between thepopulation centers of Alexandria and Shreveport. With the program redesign, theSAHE program is being offered completely online; thus, we serve students locallyand nationally. The SAHE program attracts students with diverse undergraduate preparation such as humanities, social sciences, business, and education. Amajority of the enrollment consists of students within the state. Other studentsare from across the country. To date, we have no international students enrolledin the program.The faculty are expected to approach their pedagogy with intellectualvigor and enhance their preparation in their field through quality research andscholarship and service. The instructional efforts of program faculty are committed to ensuring a seamless integration of theory into practice.Northwestern State University of Louisiana3
Student Affairs in Higher Education (SAHE)(574)Master’s Degree ProgramIn accordance with current professional standards set forth by the Councilfor the Advancement of Standards (CAS, 2011) and the American College Personnel Association (ACPA) and National Association for Student Personnel Administrators (NASPA) Professional Competency Areas for Student Affairs Professionals(2010), SAHE offers a two-year graduate preparation program for early careerand aspiring student affairs professionals expecting to work in a postsecondaryeducational setting. Students will earn the Master of Arts degree upon successful completion of all requirements including 36 semester hours of coursework, acomprehensive examination, a 700 clock hours of supervised experience, and athesis or paper-in-lieu of thesis.Professional ModelThe professional training model represented in this program is that of scientist-practitioner, a clinical model. The practitioner aspect receives the greatestemphasis since student affairs in higher education is an applied profession. Asscientist, the practitioner thinks scientifically, provides accountability measures,evaluates personal effectiveness, appraises and conducts research, and contributes to the professional literature of student affairs in higher education.College of Education and Human Development Conceptual FrameworkAll candidates pursuing degrees in the College of Education and HumanDevelopment are expected to apply the principles of the conceptual framework,Models for Learning. Thus, objectives and learning activities in this course callupon candidates to take responsibility for their learning, to identify problemswithin specific areas, to arrive at solutions using creative/critical thinking, and toreflect upon and evaluate decisions made in the course of their learning.Four encompassing principles—Problem Solving, Creative and CriticalThinking, (Assessment-based) Decision Making, and Responsibility Taking—support and enhance the theme, Models for Learning. These principles focus oncompetencies identified as essential for the highly qualified educator and areinterrelated, not distinct entities. Pervasive throughout is a commitment to expanding candidates’ sensitivity to diversity, by recognizing individual differencesand developing multicultural awareness, and to integrating technology appropriately as an intellectual tool to enhance and augment learning.Northwestern State University of Louisiana4
Student Affairs in Higher Education (SAHE)(574) Problem Solving involves higher-order thinking skills and is a systematic, thoughtful approach to gathering information in order tomake an educated decision or support a change. Numerous examplesexist, but the Unit subscribes to a general problem-solving model—define the problem, develop a plan, implement the plan, and evaluate theplan. These steps may range from simple to complex, depending onthe problem and context. Inherent to this general model and reflectingthe Unit’s commitment to assessment and data-driven decision making is the systematic process to find, use, apply, and evaluate information for specific tasks. Creative and Critical Thinking, which are interrelated and complementary processes, involve higher-order thinking skills and includeboth the creation or generation of ideas, processes, experiences or objects and their evaluation. Bloom’s Taxonomy of the Cognitive Domainremains the seminal tool in developing objectives, designing curricula,preparing instructional activities, and assessing student learning.However, additional taxonomies and scholarly works, such as Dimensions of Thinking and A Taxonomy of Learning, Teaching and Assessing, inform and enhance the model. Decision Making is selecting from options or alternatives with the intent of facilitating student learning. Substantial content and pedagogical knowledge are essential for effective decision making. In addition,the Unit emphasizes assessment-based decision making, i.e., decisionsshould reflect a continuous and ongoing assessment process to gatherdata about students through a variety of means. Decisions may beproactive, interactive (responding to situational events), or retroactive, where reflection becomes a key component of effective decisionmaking. Responsibility Taking involves accepting ownership and responsibility for decisions and professional growth and development in order tobecome a life-long learner—a model for learning. In addition, responsible educators strive to help overcome biases and produce positivebehaviors in a diverse society. Responsible educators engage in ethicalpractices to resolve conflicts or dilemmas, to make decisions, and tointeract with others.For a copy of the Conceptual Framework document and link to the youtube video, go to the following sites: estern State University of Louisiana5
Student Affairs in Higher Education (SAHE)(574)Objectives of Master’s Degree ProgramsUpon completion of the program, students are expected to demonstratebasic, intermediate, and/or advanced competencies (ACPA/NASPA ProfessionalCompetency Areas for Student Affairs Practitioners, 2010; CAS, 2011; College ofEducation and Human Development Conceptual Framework [COEHDCF], 2011)of the following areas, taking into consideration the knowledge, skills, and attitudes of the profession:1.The Advising and Helping competency area addresses items relatedto providing counseling and advising support, direction, feedback,critique, referral, and guidance to individuals and groups (ACPA/NASPA, 2010).2.3.4.5.The Assessment, Evaluation, and Research (AER) competency areafocuses on the ability to use, design, conduct, and critique qualitativeand quantitative analyses; to manage organizations using AER processes and the results obtained from them; and to shape the politicaland ethical climate surrounding AER processes and uses on campus(ACPA/NASPA, 2010; CAS, 2011).The Equity, Diversity, and Inclusion (EDI) competency area includesitems needed to create learning environments that are enriched withdiverse views, and people. It is also designed to create an institutional ethos that accepts and celebrates differences among people,helping to free them of any misconceptions and prejudices (ACPA/NASPA, 2010; CAS, 2011; COEHDCF, 2011).The Ethical Professional Practice competency area pertains to itemsneeded to understand and apply ethical standards to one’s work.While ethics is an integral component of all the competency areas,this competency areas focuses specifically on the integration of ethics into all aspects of self and professional practice (ACPA/NASPA,2010; CAS, 2011).The History, Philosophy, and Values competency area involves itemsthat connect the history, philosophy, and values of the profession toone’s current professional practice. This competency area embodiesthe foundations of the profession from which current and future research and practice will grow. It ensures that our present and futureNorthwestern State University of Louisiana6
Student Affairs in Higher Education (SAHE)(574)6.7.8.9.10.practices are informed by an understanding of our history, philosophy, and values (ACPA/NASPA, 2010).The Human and Organizational Resources competency areas includes items used in the selection, supervision, motivation, andformal evaluation of staff; conflict resolution; management of thepolitics of organizational discourse; and the effective application ofstrategies and techniques associated with financial resources, facilities management, fundraising, technology use, crisis management,risk management and sustainable resources (ACPA/NASPA, 2010;CAS, 2011).The Law, Policy, and Governance competency area includes the itemsrelating to policy development processes used in various contexts,the application of legal constructs, and the understanding of governance structures and their impact on one’s professional practice(ACPA/NASPA, 2010; CAS, 2011).The Leadership competency area addresses the items required of aleader, whether it be a positional leader or a member of the staff, inboth an individual capacity and within a process of how individualswork together effectively to envision, plan, effect change in organizations, and respond to internal and external constituencies and issues(ACPA/NASPA, 2010; CAS, 2011; COEHDCF, 2011).The Personal Foundations competency area involves the items tomaintain emotional, physical, social, environmental, relational, spiritual, and intellectual wellness; be self-directed and self-reflective;maintain excellence and integrity in work; be comfortable withambiguity; be aware of one’s own areas of strength and growth; havea passion for work; and remain curious (ACPA/NASPA, 2010; CAS,2011; COEHDCF, 2011).The Student Learning and Development competency area addressesthe concepts and principles of student development and learningtheory. This includes the ability to apply theory to improve andinform student affairs practice, as well as understanding teachingand training theory and practice (ACPA/NASPA, 2010; CAS, 2011;COEHDCF, 2011).Northwestern State University of Louisiana7
Student Affairs in Higher Education (SAHE)(574)These competencies and standards provide a “broad professional knowledge, skills, and for some competencies, attitudes expected of student affairsprofessionals, regardless of their area of specialization or positional role withinthe field” (ACPA/NASPA Professional Competency Areas for Student AffairsPractitioners, 2010, p.4). Additionally, the standards are designed to improve andpromote programs and services through student learning and development (CAS,2011).Institutional and Program AccreditationNorthwestern State University is accredited by the commission on Colleges of the Southern Association of Colleges and Schools (SACS). It is a member ingood standing of the Association of American Colleges (AAC) and of the Association of Colleges for Teacher Education (AACTE). Additionally, the SAHE programis aligned with the standards established by the Council for the Advancement ofStandards (CAS) for professional preparation programs in student affairs andcompetencies established by ACPA/NASPA for practitioners.Ethical StandardsThe faculty has adopted the ACPA/NASPA Professional Competency Areasfor Student Affairs Practitioners (2010), CAS General Standards (2011), and NSUStudent Conduct Handbook ethical codes governing the professional behavior ofstudents, faculty, and programs. These ethical standards are introduced, discussed, and integrated into all coursework and other experiences. It is acknowledged that students are early career or aspiring professionals; nevertheless, thefaculty expects students, particularly in their professional practices, field practice, internship, research activities, and other experiences involving contact withthe public, as well as with fellow students and professors, to conduct their workin accordance with all standards set forth by these ethical codes. Failure to do socan bring faculty censure of the student and/or expulsion from the program.Northwestern State University of Louisiana8
Student Affairs in Higher Education (SAHE)(574)Statement of Ethical Treatment of Graduate StudentsThe SAHE program at Northwestern State University exists to educate,train, and mentor early career and potential professionals in the fields of studentaffairs in higher education. The university and this division have adopted a philosophy of “all students can learn”, and toward th
Student Affairs in Higher Education (SAHE)(574) The Student Affairs in Higher Education (SAHE) is a 36-semester-hour degree program offered online. The program is housed within the College of Edu-cation and Human Development at Northwestern State University. SAHE offers graduate coursework leading to the Master of Arts degree. The degree program
IASAS even though it only existed informally. The book was titled, the role of student affairs and ser-vices in higher education: A practical manual for developing, implementing and assessing student affairs programmes and services. In 2009, UNESCO published the 2nd edition of the UNESCO /IASAS book, Student Affairs and Ser-
in Student Affairs in Higher Education started and provides theoretical and administrative knowledge of higher education and student affairs. HESA Statement on Equity & Access As an academic program dedicated to the importance of inclusion and access in professional practice, HESA demonstrates the values espoused in the university
2nd year MA Student, Higher Education and Student Affairs College of Education and Human Ecology davis.5688@osu.edu e Alexander EXTERNAL COLLABORATIONS CHAIR 3rd year PhD Student, Higher Education and Student Affairs College of Education and Human Ecology alexander.979@osu.edu CGS EXECUTIVE COMMITTEE Kevin Ingles ACADEMIC AFFAIRS CHAIR 2nd year .
Doctoral degree in higher education, student affairs, Juris Doctor, or related field Progressively responsible administrative or management duties in student affairs or related field Knowledge of and experience in higher education assessment Understanding and expertise as it relates to higher education legal and conduct issues
The Council on Higher Education (CHE) is an independent body established by the Higher Education Act, No. 101 of 1997. The CHE is the Quality Council for Higher Education. It advises the Minister of Higher Education and Training on all higher education issues and is responsible for quality assurance and promotion through the Higher Education .
The Exploring Student Affairs in the Higher Education Profession open online course is in its fourth year as a collaboration with NASPA. We average more than 1,200 students each . Affairs and the CSU Graduate School. The Student Affairs Division contributes more than 1.2 million dollars through 40 graduate assistantships available for SAHE .
The Student Affairs and Higher Education program is dedicated to helping students move toward "Becoming a Complete Professional." We have developed the following objectives in accordance with the CAS Standards for master's-level graduate programs for student affairs professionals.
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