Higher Education CTCH Course Offerings for Spring 2015

CTCH 603-001: 
Higher Education Digital Age  —  Kelly Schrum

04:30 PM to 07:10 PM R —  Aquia Building 219

Course Information from the University Catalog

Credits: 3

Studies how digital tools and resources shape, and are shaped by, higher education both inside and outside of the classroom. Content includes the complex ways in which colleges integrate changing teaching and learning, information, and communication technologies. Combining reading, writing, viewing, and hands-on learning, students examine issues through the content and lens appropriate for their discipline and goals.

Prerequisites:

Basic familiarity with computer operations

 

CTCH 624-001: 
Finan/Fiscal Mgmt in Higher Ed  —  Linda Schwartzstein

04:30 PM to 07:10 PM T —  Robinson A349

Course Information from the University Catalog

Credits: 3

Overview of higher education finance and fiscal management.

 

CTCH 641-001: 
Introduction to Helping Skills  —  Jan Arminio

07:20 PM to 10:00 PM R —  Robinson A243

Have you ever met with a student who burst into tears unexpectedly?  Have you had the experience where you thought you were meeting with a student about one issue but then they began discussing a personal issue?  Have you ever come upon an upset student or employee and wondered what to say or ask?  Have you ever wondered at what point should a student be referred to counseling?  These questions and others will be addressed in CTCH 641 Helping Skills for Educators.  This course will emphasize the skills of attentive listening, asking open questions, making appropriate referrals, making decisions in a crisis, and setting wellness goals.   

Course Information from the University Catalog

Credits: 3

Focuses on helping skills that assist others in reflecting on concerns, considers possible causes of problems, and contemplates options and strategies for problem solving. Introduces students to and practices basic helping skills. Explores ethical issues surrounding helping skills and determining when to refer students to professional counselors.

 

CTCH 644-001: 
Student Service in Higher Educ  —  Jan Arminio

04:30 PM to 07:10 PM M —  Robinson B218

Using small group discussions, group activities, campus visits, and mock interviewing, this course surveys the basic, historical, and contemporary principles, practices, and issues of student services in higher education. We will also consider the role of student services within the larger context of the higher education enterprise.

Course Information from the University Catalog

Credits: 3

Focuses on development and organization of student personnel programs and services in institutions of higher learning. Covers philosophy, methods, and techniques.

 

CTCH 685:
Practicum

The University Catalog is the authoritative source for information on courses. The Schedule of Classes is the authoritative source for information on classes scheduled for this semester. See the Schedule for the most up-to-date information and see Patriot web to register for classes.

Course Information from the University Catalog

Credits: 3

Serves as an essential part of the certificate and MAIS programs. Supervised on-the-job experience in approved college or university setting or public agency involved in higher education. Develops skills applicable to college-based teaching or higher education administration or policy. Approval of practicum coordinator needed one semester before registration.

Prerequisites:

Admission to certificate, MAIS/CCT or MAIS/Higher Education program; approval of advisor and practicum coordinator; 12 credits of core requirements; and 3 additional credits.

Notes:

Minimum 150 hours of work and participation in internship seminar. May be repeated for a maximum of 6 credits.

 

CTCH 710-001: 
Research Designs Higher Educat  —  Amy Swan

07:20 PM to 10:00 PM W —  Robinson A243

This course is designed to introduce the quantitative and qualitative social science research process to students, skills that will be critical to their success as higher education and student affairs scholar-practitioners.  This course does not teach the specific details of executing any one particular research method. Instead, it introduces students to a broad range of social science methods and provides the tools to help students evaluate the strengths and
limitations of such methods.

Course Information from the University Catalog

Credits: 3

Provides an introduction to higher education research methodologies, analysis, and decision-making through introduction of basics of research design including problem identification, literature review, method selection, data collection and analysis, application, writing, and ethics.

Equivalent to EDRS 810, CTCH 801 (2013-2014 Catalog).

Prerequisites:

Doctoral standing or permission of instructor.

 

CTCH 792-001: 
Student Development Theory  —  Amy Swan

07:20 PM to 10:00 PM T —  Innovation Hall 316

This course is designed to provide an overview of college student development theory, which is viewed by many as the foundation of the student affairs profession.  Exposure to student development theory is essential to the academic preparation of postsecondary administrators and faculty, as students should, unarguably, be the primary focus of current and future efforts in higher education.  To this end, theories that have emerged from years of research on college students will be reviewed and discussed in the course.  Specifically, three families of theory will be explored: psychosocial and identity, cognitive-structural, and environmental.  The theories will be discussed in terms of their foundations, constructs, and applicability to work in various functional areas of higher education.  Emphasis will be placed on using theory to guide and improve practice.

 

CTCH 792-002: 
Research Writing  —  Jaime Lester

07:20 PM to 10:00 PM W —  Music Theater Building (formerly Fine Arts Building) 1008

This course is offered in a seminar format and is intended to encourage and assist students in learning how to write academically and in making substantive progress toward the identification and development of an academic writing project of their choosing. Students will complete an individual learning contract with the instructor detailing the academic product and the formal assignments. All students enrolled in the course will be expected to commit themselves to actively pursuing a research product, to diligently pursuing the literature and other sources in describing and developing the topic, to writing professionally as expected in academic writing, and to constructively critique the work of other students in the class. Each week, students will undergo peer review of the latest draft of their project. Students will be expected to constructively critique the work of others. Active participation in class is a very important aspect in making this a successful experience for each student and for the class as a whole.

 

CTCH 792-004: 
Cross-Cultural Perspectives on Teaching and Learning — Lihong Wang

04:30 PM to 07:10 PM R —  Innovation Hall 338

The course will have two main dimensions. First it will introduce students to the study of how teaching and learning is grounded and subsequently conducted in culturally different educational settings, from the educational philosophies in Confucian heritage cultures, such as China, Korea, and other Southeastern Asian countries, as in contrast with Socratic way/culture of teaching, typically represented by Anglophone countries, such as the UK and US. This includes different educational practices, such as teacher training and education programs in different countries, different expectations of the teacher-student roles and relationships in different cultures, and teachers’ own perspectives on their roles and identity construction. The second dimension is the study of student and teacher mobility especially when they move from the Confucian to the Socratic tradition, either through moving to another country to teach or learn or by finding themselves in a classroom (as teacher or learner) where some participants are from one tradition and some from another. ​

 

CTCH 792-005: 
Special Topics in Student Development: Mastery, Self Efficacy, and Resiliency  —  Linda Schwartzstein

07:20 PM to 10:00 PM T —  David King Hall 2054

Mastery, self-efficacy and resilience are three key elements for student success and long-term well-being. Faculty and students in this learning community will explore the major theories of mastery, self-efficacy and resilience; and in doing so learn to locate, develop and use strengths, traits, and dispositions to boldly encounter and transform the worlds they choose to inhabit.

 

CTCH 810-001: 
Leadership in Higher Education  —  Julie Owen

04:30 PM to 07:10 PM W —  Robinson A243

Leading educational change requires an understanding of historical and emerging leadership theory and research; knowledge of the complexity of individuals, groups, organizations, and systems; and a commitment to navigating change in diverse and intersecting contexts and cultures. This course explores leadership in higher education by focusing both on the roles leaders and leadership groups play in institutional transformation, as well as on the complex social and political environments of educational institutions. Additionally, a significant portion of the semester will focus on designing environments, courses, and programs that foster diverse student leaders.  Masters and doctoral students are welcome.

Course Information from the University Catalog