Social Justice Higher Educ. (SJHE)
This course explores the knowledge and skills to develop and maintain integrity in one’s life and work; this includes thoughtful development, critique, and adherence to a holistic and comprehensive standard of ethics and commitment to one’s own wellness and growth. This knowledge area also involves the development of a reflective praxis that connects the history, values, and philosophy of the student affairs profession to one’s current professional and personal practices and goals. Letter grade only. Not challengeable.
This course intersectionally explores diversity as an active, intentional, and ongoing engagement with intercultural differences and power—in people, the curriculum, the co-curricular, and in various communities and institutional types. Understanding the challenges of diversity and establishing/evaluating diversity and inclusion benchmarks in all spheres of the campus is essential to create a campus community where diversity and inclusion are centered throughout the institution. Letter grade only. Not challengeable.
Student Learning & Development Theory surveys the body of human development theories focused on how students learn and develop during college. The exploration of students’ intellectual, moral, psychological, and spiritual development is examined through critical theories of intersectionality and identity development. Letter grade only. Not challengeable.
Student Characteristics, Learning, Culture examines the intersectional characteristics of today’s college students and how their multiple identities are effected by institutional environments. Through the analysis of the institutional characteristics an understanding of the holistic student experience is developed. Letter grade only. Not challengeable.
Assessment, Evaluation, Research focuses on the ability to design, conduct, critique, and use various AER methodologies and processes to inform professional practice, and to shape the political and cultural climates at one’s institution. Letter grade only. Not challengeable.
Strategic Planning, Program Development, & High Impact Practices focuses on the purpose and components of strategic plans, the life cycle of program development and implementation, as well as the integration of “high impact practices” in higher education. Letter grade only. Not challengeable.
Advising and Supporting addresses the knowledge, skills, and dispositions related to providing advising and support to individuals and groups through direction, feedback, critique, referral, and guidance. Advising and supporting strategies take into account self-knowledge and the needs of others to support student engagement, learning and the holistic wellness of students, colleagues, and ourselves. Letter grade only. Not challengeable.
Law, Policy, Safety and Restorative Justice focuses on the systematic methods of cultivating safe learning environments through the student conduct process, the application of legal constructs, and enforcement of policy. Federal, state and institutional guidelines (i.e. Title IX) provide the parameters ethical student behavior, threat assessment, behavioral intervention and restorative justice. In addition, principles of emergency management (i.e. ICS) and restorative justice are key competencies necessary to support the cultivation of safe and secure learning environments. Letter grade only. Not challengeable.
. Leadership and Learning Organizations explores the knowledge, skills, and abilities required of leaders, with or without positional authority. Leadership involves both the individual roles of leaders and the leadership process required to create a shared vision, and affect change in organizations. Campus leadership includes working with students, staff, faculty, and community members. The management of institutional human capital, financial resources, facilities management, fundraising, technology, crisis management, risk management and sustainable resources are essential elements of leadership. Leadership also requires cultural competency in supervision, motivation, follow-ship, and formal evaluation of staff; conflict resolution; and navigation of the organizational politics. Letter grade only. Not challengeable.
Graduate Research Seminar is designed to support students' professional interests and scholarly inquiry in the preparation of the SJHE program's culminating writing requirement. This course supports the identification of research problems, selection of journals, developing thesis statements, reviewing literature, creating annotated bibliographies, developing an outline, and the elements of making sound arguments. Letter grade only. Not challengeable.
. Social Justice Pedagogy and Practice supports higher education professionals in the development of the skills and abilities to create inclusive college communities. “Teaching as a practice of freedom,” grounds the curricular frameworks and provide pedagogical approaches to address issues of oppression, engage intersectional analysis, and support collective action. Student affairs educators incorporate social justice into their practice to meet the needs diverse student populations, equitably distribute resources, raise social consciousness, and support healing within campus communities. Learning management systems, such as Blackboard and E-portfolio are integrated into the course. Letter grade only. Not challengeable.
. This course supports the theoretical and practical aspects of researching and writing to satisfy the SJHE’s program culminating writing requirement. The purpose of these courses is to assist students through the development and completion of the culminating activity, submission of journal article for publication. This includes clarification of writing/research expectations, familiarization with research resources, and support throughout the writing process through faculty and peer feedback. Letter grade only. Not challengeable.