Curriculum

Students explore the evolution and present structure of U.S. higher education and become acquainted with the values, processes, and language to explore critical issues facing colleges and universities (e.g., opportunity, cost, financial aid, research, freedom of speech, intercollegiate athletics, national and global topics). This course broadens our understanding of U.S. higher education far beyond the individual’s enrollment or employment experience at a college or university. We use basic case study analysis tools to describe different institutional types and settings (e.g., liberal arts colleges, community colleges, public land grant universities, for-profit institutions, faith-based institutions) to help us realize the complexity and diversity of institutions. Instructor(s) and guest speakers share their professional experiences to broaden our awareness of the higher education landscape and career pathways.

Students become adept in research and theories that inform their understanding of postsecondary students' developmental processes. We define these theories as well as discuss when and how students change during undergraduate and graduate education. As we learn to intentionally support students, we ground our knowledge of fundamental development theories and consider emerging theories based on different identity development processes and their intersectionality (e.g., race, gender, class, sexual identity, first-generation, student-athlete, veteran). We also apply this knowledge to inform the practice of working with individual students and student communities, especially when considering how current and emerging societal phenomena affect college students and their intellectual, personal identity, moral and decision-making development. As aspiring higher education administrators, in any role, we learn to appreciate student development as a key factor in reaching an institution's mission, goals, and practices.

Students are introduced to the financial structure of colleges and universities and the impact of budget activities on areas of planning and operations within an institution. We explore developing institutional and departmental financial plans and designing budgets to implement those plans. Through a pragmatic approach, our focus is on long-term finance strategies, budgetary approaches, budget-making, and resource allocation. We assess how environmental factors (e.g., enrollment trends, government funding, geographical need for jobs) impact colleges and universities by institution type (e.g., community college, liberal arts college, university). We also enhance our ability to communicate about issues related to budget and finance in higher education. In this course we use introductory Excel to add, subtract, multiply, and divide when calculating budgets.

Students gain knowledge of organizational frameworks and examine design and structure, complexity (e.g., assumptions, tensions, and coordination amongst different administrative levels), college and university governance (e.g., board, administrative, and faculty governance), and institutional culture. By studying and reflecting upon real administrative scenarios, we see how administrators, at any level, use course concepts and effectively communicate in organizations and in organizational leadership. Through problem-based learning, we mesh theory and practice of postsecondary institutions to learn how effectively these organizations operate and meet their missions and goals.

Students first learn how to understand and develop themselves as leaders. Grounded in understanding various leadership concepts (e.g., authentic leadership, strengths-based leadership, inclusive leadership), students engage in dialogue, reflection, and feedback to develop their own personal leadership abilities. Students also learn how to conduct leadership coaching with others with whom they work, mentor, advise, supervise, or teach. Students apply their understanding to create a personal leadership development plan and design leadership initiatives they could use as professionals.

Students learn how to lead initiatives that advance the mission of higher education organizations and support the diverse identities of stakeholders (e.g., students, faculty, staff, alumni). We begin by reflecting on the intersection of our identities and how this affects our positionality. We apply this understanding to how we recognize U.S.-based racism (e.g., bias, power, privilege, marginalization) and its impact on individuals and higher education organizations. With insight from higher education professionals who promote diversity, equity, inclusion and social justice in their work, students assimilate this knowledge to propose initiatives (e.g., college access, student and employee orientation, classroom teaching and learning, mentoring, policy). Students will gain reflective tools and critical analysis skills to address other systems of oppression (e.g., sexism, ableism, classism, xenophobia, homophobia) in organizations.

Students examine ways that administrators perform effective, high-quality program assessments in a variety of higher education-related environments. We develop a foundational understanding of the scholarship of assessment and a framework for thinking about how professionals conduct assessment successfully to promote educational quality. Students explore data uses and discuss analysis methods. We also explore the larger public policy context that brings assessment to the forefront of the U.S. higher education agenda. Students apply their understanding through developing an assessment plan (e.g., program curriculum, student orientation, faculty initiatives, international partnerships), which could be used to improve effectiveness of a program, department, institution, or higher education-related organization.

Students develop an understanding of crisis management models and apply these frameworks to address how crises and mental health issues variably impact people in higher education communities. We introduce the concept of crisis (types and stages), the relationship to legal obligations, the managing of internal and external communications, and the prevalent mental health issues among students, faculty, and staff. We use real-world events (e.g., campus shootings, student activism, natural disasters, pandemic) to understand what these crises mean for internal stakeholders (e.g., students, faculty, staff, administration) and for external stakeholders (e.g., first responders, community residents, alumni, local government) and how they can effectively work together. Students also gain Mental Health First Aid Certification, a highly sought-after credential in higher education administration, through certified Northwestern University trainers.

Students learn the foundation and structure of the enrollment management process, which spans recruitment, admissions, financial aid, retention, and graduation. Higher education professionals are charged with understanding and applying the policies, practices, and tradeoffs necessary to support student success, reflect an institution's values, and achieve its enrollment-related objectives. Students discuss how these professionals address enrollment trends and challenges facing U.S. higher education (e.g., changing demographics, affordability, competition amongst colleges and universities, attitudes regarding the value of higher education, disparities in access to and attainment of college credentials, standardized testing). Students begin the course reflecting on their own college choice and application experience. We deepen our understanding of enrollment management through discussion of real enrollment data, analyzing real case studies, and evaluating enrollment-related policy.