Education


 * Higher Education Development **

Welcome to CU's Education Course Listings. Our Education program focuses on improving Higher Education. We welcome any modifications or additions.

This course examines the social and political context of U.S. education and provides an analysis of schooling, cultural politics, and global influences that inform current practices and structures of the higher education system. Central to this courseis the development of a critical understanding of topics related to meritocracy, stratification, diversity, and decentralization in higher education.
 * Social/Politcl Context High Ed (3)**

A study of contemporary higher education as a specialized field of inquiry and as a professional area in which to work. Explores institutional missions as well as entities such as administration, faculty, curriculum, and student, in relationship to current issues.
 * Current Issues in Higher Ed (3)**

Overview of federal and state public policy, current issues, research methods. Introductory seminar to public policy sequence.
 * Public Policy in Higher Educ (3)**

General leadership theory and its implications for higher education; specific focus on leadership skills, such as conflict resolution, problem solving, use of teams and change advocacy
 * Leadership and Supervision (3)**

Development of North American higher education from colonial times to the present, focusing on important educators and institutions.
 * History of American Higher Ed (3)**

The purpose of this course is to provide students with the knowledge and understanding of curriculum design, development, and change in higher education.
 * Curriculum Dev in Higher Ed (3)**

Enables students to explore current research and theories associated with their scholarly interests and resources for doing research, and to address problems in conducting original inquiry and investigations in postsecondary education. Attention is directed to the investigation of a research problem of each student's interest. Prerequisite: Successful completion of 10 credit hours of research courses or permission of instructor.
 * HED Research Processes (3)**

A review of student services, emphasis on programmatic content and relationship to student development; organization of student service programs and national trends. To further describe the historical development of student affairs work including significant persons and activities and to begin the development of students' own professional identities as a reflective practitioner and to understand the responsibilities for integrating assistantships/internships/work experiences to theory and new knowledge
 * Student Affairs Administration (3**)

Study of theoretical perspectives and empirical research drawn from the social sciences related to higher education organizations and governance with an emphasis on application of theory and practice.4221 Financing Higher Education (3)Financing public and private institutions of higher learning; sources of income, budgeting procedures, funding and control, use of simulated exercises to illustrate principles. Recommended prerequisites: HED 4210, 4211 and 4214.4222
 * Org & Governance of Higher Ed (3)**


 * Higher Education and Law (3)**Review of a broad range of administrative problems with legal dimensions; process for analyzing case law on issues of access, student rights, employment, collective bargaining, church-state relations, private sector and liability.

Explores the important area of institutional research (IR) in a postsecondary setting. Issues relating to how an IR office functions and typical responsibilities of the professionals who staff these offices will be explored. Enrollment management concepts and themes will be highlighted along with data collection and reporting aspects of the college admissions and retention processes.
 * Inst Research & Enroll Mgmt (3**)

Organizational dynamics of human resource administration related to faculty and staff at colleges and universities.
 * College HR Policies (3)**

General issues related to community college, such as history, mission, characteristics, students, curricula, teaching and student services.
 * The Community College (3)**

Overviews the complexity of the professoriate and the challenges if faces; initial historical context provides background for problems of the past two decades, issues include contemporary composition, characteristics and reward systems among others for public and private postsecondary education.
 * American Professorate (3)**

Skills and elements necessary to produce effective grant proposals, including searching for and selecting proper funding sources, writing mearsurable objectives and preparing charts and timelines.
 * Grant Writing (1)**

This class will introduce students to basic interpersonal helping skills required in Higher Education settings, including relationship building, listening, giving feedback, problem-solving, and resolving conflicts. Students will become familiar with crisis intervention models and techniques; signs and symptoms of distress and mental illness; strategies for making appropriate referrals to mental health providers; and considerations about self and other when engaged in helping relationships, particularly those with cultural differences. Central to the course will be discussion of the appropriate role Higher Education professionals have in helping students while recognizing their limitations.
 * Student Personnel Helping Skills (3)**

Impact and effects of national governments' policies on higher education; comparative examination of selected systems of higher education throughout the world including the United States.
 * National Systems in Higher Ed (3)**

State systems of higher education, functions of governance and coordinating boards and responsibilities of their offices.
 * State Systems & Boards-High Ed (3)**

Various methods to research public policy enactments by analysis of specific federal and state policies or judiciary decisions.
 * Educational Policy Analysis (3)**

Focus on legislature and its role in developing public policy in higher education, its relationships to various state boards of education and the public; site visits to legislature to analyze its activities entails one-hour practicum.
 * State Policy Making (3)**

Overviews style, process and content of writing within the public policy environment. Specific focus will be on postsecondary education issues and how to word and/or write legislative bills
 * Legislative Policy Writing Wkp (1)**

Roles of lobbying and legislative process in non-profit organizations and higher education; importance of legislation to organization's mission, legal parameters of involvement and techniques for establishing effective presence in legislature.
 * Art of Advocacy in Higher Ed (1)**

Overview of issues related to race, gender and socioeconomic status, as they affect access to and success in higher education.
 * Issues of Access & Opportunity (3)**

This course introduces students to relevant research, theory, and practice related to college student retention and persistence. Students explore cultural, institutional, and individual factors that may impact college student persistence and critically examine theories attempting to explain why students leave college. In addition, students also closely explore the dynamics of oppression at the individual, institutional, and socio-cultural levels and the resulting impact on student retention. Effective retention practices, programs, and assessment procedures are also identified and examined. Prerequisite: Students are expected to have taken HED 4246 either prior to or concurrently with this class in order to have the necessary background to engage at a high level of understanding in the course. However, this prerequisite may be waived based on prior educational or work experience at the discretion of the instructor.
 * Retention & Persistence (3)**

Historical overview of student life, research and literature relating to contemporary college students and student services. The purpose of this course is to provide an introduction to a variety of human development theories relevant to college students, both of traditional and non-traditional ages. The areas of psycho-social and cognitive-structural development are emphasized through multiple perspectives.
 * Devel Thry in Student Affairs (3)**

An overview of human development theories relevant to college students, of traditional and non-traditional ages. This application will enhance the ability of student affairs professionals as they work to maximize the affective and cognitive development of students within the college setting.
 * College Student Devel Theory (3)**

How student affairs administrators conduct student outcomes assessment, evaluate program development and monitor program and division budgets.
 * Program Dev & Assessment (3)**

Overviews higher education law related to student personnel issues, programs and life.
 * Students and the Law (3)**

Basic ethical principles and methods for making ethical decision within context of administration, faculty and student life moral problems.
 * Ethical Issues in Higher Ed (3)**

The heart of education is learning not only skills and knowledge, but values, attitudes and emotions. This course broadly covers learning principles and theories and their application for academic and career advisers. Advisers are often the nexus to enhance learning and personal development for students in higher education environment. Advisers intentionally create conditions that motivate and direct students to devote time and energy on educationally purposeful activities in and outside the classroom.
 * Role of Advisor in Learning (3)**

Issues related to training and student life; overviews the development of workshops, associated learning and assessment theory and instructional technologies.
 * Design/Facilitation Dev Wkshp (3)**

Processes for identifying market needs, developing curricula, using delivery strategies and measuring learning outcomes and satisfactions for adult education activities, including community college, university outreach and customized training programs.
 * Design/Admin of Multicult Prog (3)**

Characteristics to consider in working with adult learners, including aptitude, motivation, cognitive development, psycho-social development, intelligence, learning styles, gender, ethnicity and social class; practice in analyzing learning characteristics of a specific individual.
 * Characteristics-Adult Learner (3)**

Factors in the economic and social environment giving new importance to learning; scope and variety of training programs, place of training in organizations, role of training directors, examples of training programs and current efforts to measure training effectiveness.
 * Training in Organizations (3)**

In recent years, major demographic and economic changes in this country and worldwide have contributed to the diversification of the workplace. As a result, th eneed for understanding how to enhance cultural diversity inorganizations has taken a greater importance. Accordingly, this course focuses on the changing demographics of our society, especially related to race and culture, gender, age, physical ability, sexual orientation, and socio-economic status, emphasizing the implications these factors have for leadership and management in a variety of organizational settings.
 * Diversity in Organizations (3)**

Using an actual site and identified training needs, students will develop a design for training and development that includes learning outcomes, an instructional plan, selected training strategies, appropriate materials, recommended media and means of assessment. Intended primarly as the culminating project for students enrolled in the master of science in management in training and development.
 * Instructional Design Project (3)**

Technology for instruction in college, adult education and training settings, including information retrieval systems, uses of computer, video, multimedia, amplified telephone and distance learning arrangements; practice in designing instructional technology.
 * Use of Technology for Instruct (3)**

The purpose of this course is to provide students with an in-depth exposure to Critical Race Theory (CRT) as it pertains to education. Critical Race Theory is an analytical framework that provides race-based epistemological, methodological, and pedagogical approaches to the study of everyday inequalities in P-20 education.
 * Critical Race Theory & Educ. (3)**

The purpose of this class is to explore the implications of sexual orientation or gender inequality for P-20 education. Feminist theory and queer serve as the foundational theoretical frameworks for this class. Through these theoretical lenses, the course examines the complex ways gender and sexual orientation are related to identity development, curriculum, academic policies, and school climate.
 * Gender & Sexual Orientn in Edu (3)**

Independent Study