45 courses with the subject HED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
HED 502/602 Historical Foundations of Higher
Education (3) program. Cross-listed as HED 602. This course provides a general overview of the historical development of American colleges and universities, beginning with the colonial period and continuing through the contemporary period. Special attention will be given to the role of interpretive frameworks: the rise of the German research university model; the role of women; and the radical post WW II expansion of higher education in America. Spring semester.
Cross-listed as HED 603. This course offers a comprehensive overview of American college students. More specifically, it provides a multifaceted profile of who is currently in college. The course also examines and critiques major human development theories that attempt to explain students’ development. In this context, the course 26-2027 187
Cross-listed as HED 604. This course is designed to introduce students to what might be called the worldviews that shape and have shaped the academy. More specifically, students will uncover and analyze underlying assumptions, perspectives, and practices that are present in American higher education historically and presently. Students will also be introduced to a biblical worldview as a framework for examining other worldviews that are currently operating in the American academy. Fall semester.
Program. Cross-listed as HED 631. This course will explore the complex issues facing university and college professionals when addressing diversity and multiculturalism. We will examine the development of dominant and dominated cultures in the United States and how an increased understanding in these regards might shape how higher education professionals do their work. A Christian perspective will ground and shape the dialogue with special attention to how Christians have attempted to address issues of diversity in the past. Distinctions will be made between individual and institutional diversity challenges, and we will examine specific policies in various areas of the academy. Specific attention will be given to dialogue on issues of gender, class, race, and religious affiliation. Spring semester.
Education (3) This course examines various contexts in which American higher education currently operates. We will explore macro contexts that focus on higher education systems and include issues such as classification taxonomies, institutional diversity, accountability, governance, and society’s investment. We will also examine micro contexts that focus on colleges as organizations and include issues such as institutional missions and values, leadership, decision- making, and organizational change. Understanding larger and smaller contexts ostensibly offers significant insight into how to function more effectively in the academy. Offered periodically.
This course examines major human and student development theories that attempt to describe and explain the college experience. Taking into consideration student characteristics, experiences, and expected outcomes, the course offers a multifaceted overview of who is currently in college. In this context, the course considers the feasibility of a Christian theory of college student development. Fall semester.
six-year college graduation rates hover at approximately 50%, it seems reasonable to inquire about the extent to which the American colleges and universities are effectively promoting student success in college. This course takes on this “problem” by examining research and literature about college student success to identify particular policies, programs, and practices that promote students’ success 26-2027 188
HED 611Residence Life (3) This course examines the
development of residence life in American higher education. It will explore theoretical issues such as residence life as education, as well as more functional issues such as staffing and supervision, program development and assessment, architectural design, and addressing relevant personal and structural problems. The course emphasizes translating theoretical understanding into practical initiatives to enhance student learning. Offered periodically.
(3) This course provides an opportunity to examine specific topics in contemporary higher education such as technology, college costs, student preparedness, non-traditional learning models, innovative pedagogy and the like. As such, the course offers a means to examine powerful developments and trends in the academy of which professionals must be apprised and for which discernment is critical. Offered periodically.
This course is intended to provide an introduction to various research design and methodology skills that are relevant to educational research. We will also examine the nature of the research process as well as the roles of researcher. Our hope is that students will become both more proficient and more accustomed to understanding, valuing, and interpreting educational research as well as designing, conducting, and presenting effective research. Offered periodically.
capstone to the higher education program, this course is intended to provide integration, cohesion, and summary to the entire course of study. Students will revisit and reflect upon the foundational hopes of the program and learning objectives. Likewise, students will complete a culminating project that illustrates their interests, knowledge, and proficiencies within the field of higher education. Spring semester.
This course will discuss current trends, appropriate skills, and a Christian perspective for the enrollment professional in the 21st century. In their study of best practices, contemporary literature, and faculty mentoring students will consider the means toward thriving in enrollment management and the virtues of leadership in the workplace. Offered periodically.
This course will continue the discussion regarding current trends, appropriate skills, and a Christian perspective for the enrollment professional in the 21st century. In their study of best practices, contemporary literature, and faculty mentoring students will consider the means toward thriving in enrollment management and the virtues of leadership in the workplace. Offered periodically.
examines literature and research on leadership planning and practice in American colleges and universities, particularly in the context of addressing macro (societal) and micro (organizational) change effectively. In so doing, we will attempt to evaluate ways in which a Christian perspective may provide understanding, critique and direction to academic leadership in response to changing landscapes. Offered periodically.
course will discuss current policies and legal concepts concerning American institutions of higher education. The aim of this course is to develop in the student a compass for spotting possible legal concerns that may arise in a variety of professional settings. Students will have the opportunity to weigh and balance the sometimes-competing rights and responsibilities of institutions, staff, and students through lecture, discussion and case studies. Offered periodically.
This course will focus on the growing and complex nature of crisis management and crisis response in higher education. It will explore the challenges of mental health, Title IX, Behavior Intervention, and larger institutional crises from a missional and Christian perspective. Offered periodically.
Knowledge I & II (1, 2) Each course is part a two-part requirement. This course explores the major philosophic systems that have functioned as foundations for western higher education and investigates the interplay of theories of knowing and models of learning in the context of higher education. It pays special attention to the use of biblical categories to analyze and to direct the discussion toward the development of normative and practical alternatives for higher education. Offered periodically.
Education I & II (1, 2) Each course is part a two-part requirement. This course provides a general overview of the historical development of American colleges and universities, beginning with the colonial period and continuing through the contemporary period. Special attention will be given to role of interpretive frameworks; the rise of the German research university model; the role of women; and the radical post WWII expansion of higher education in America. Offered periodically. Geneva College 20
I & II (1, 2) Each course is part a two-part requirement. This course is designed to introduce students to what might be called the worldviews that shape and have shaped the academy. More specifically, students will uncover and analyze underlying assumptions, perspectives, and practices that are present in American higher education historically and presently. Students will also be introduced to a biblical worldview as a framework for examining other worldviews that are currently operating in the American academy. Offered periodically.
This course aims at exploring selective higher education administration concepts, functions, and issues in the context of the broader landscape of professional practice in contemporary institutions of higher learning. From a leadership perspective, the course considers how certain legal issues, institutional "politics," supervision, stewardship of budgets and finances, and other issues, inform and impact institutional life and, by extension, the student experience. Spring semester.
examines the roles, theories and practices of assessment and retention in American higher education. We will introduce students to factors that contribute to effective assessment and retention practices, implementation strategies and models, and various resources that provide continuing information and insight. We will also evaluate ways in which a Christian perspective may provide understanding, critique, and direction to assessment and retention conversations. Offered periodically. 26-2027 190
I & II (1, 2) Each course is part a two-part requirement. This course explores practical leadership concepts in the life and professional practice of a student affairs educator. Through experiential learning and a case- oriented approach, students will consider concepts related to working collaboratively in the university setting. Students will also learn how to use a framework for decision-making as they collaborate toward critical decisions that impact not only individual students but also life in an academic community. Offered periodically.
students examine various aspects of the college professorate in contemporary academe. Students will discuss and critique particular demographic descriptors of the academic profession and the numerous roles that faculty members fulfill. In addition, students will be challenged to bring Christian criteria to bear on the nature and expression of the academic calling. Offered periodically.
I & II (1,2) Each course is part a two-part requirement. This course provides an introduction to various research methods and design that enhance professional competency in research and assessment applied to higher education and student affairs practices. Students explore how data gathering and analysis contribute to effective decisions that enhance quality of practices, policies, and educational programs, that lead to meaningful outcomes for college students and their experience. Offered periodically.
I & II (1, 2) Each course is part a two-part requirement. This course is intended to provide an introduction to various research design and methodology skills that are relevant to educational research. We will also examine the nature of the research process as well as the roles of researcher. Our hope is that students will become both more proficient and more accustomed to understand- ing, valuing, and interpreting educational research as well as designing, conducting, and presenting effective research. HED 643: Summer semester. HED 644: Fall Semester. Geneva College 202
Each course is part a two-part requirement. This course examines literature and research on leadership planning and practice in American colleges and universities, particularly in the context of addressing macro (societal) and micro (organizational) change effectively. In so doing, we will attempt to evaluate ways in which a Christian perspective may provide understanding, critique and direction to academic leadership in response to changing landscapes. HED 645: Summer semester. HED 646: Fall semester.
I & II (1,2) Each course is part a two-part requirement. This course will explore the complex issues facing university and college professionals when addressing diversity and multiculturalism. We will examine the development of dominant and dominated cultures in the United States and how an increased understanding in these regards might shape how higher education professionals do their work. A Christian perspective will ground and shape the dialogue with special attention to how Christians have attempted to address issues of diversity in the past. Distinctions will be made between individual and institutional diversity challenges, and we will examine specific policies in various areas of the academy. Specific attention will be given to dialogue on issues of gender, class, race, and religious affiliation. Offered periodically.
Each course is part a two-part requirement. This course is part one of a two-part requirement. This course examines the development of residence life in American higher education. It will explore theoretical issues such as residence life as education, as well as more functional issues such as staffing and supervision, program development and assessment, architectural design, and addressing relevant personal and structural problems. The course emphasizes translating theoretical understanding into practical initiatives to enhance student learning. Offered periodically.
Advisement I & II (1,2) Each course is part a two-part requirement. This course is designed to provide a working knowledge of the theories, concepts and competencies necessary for students interested in pursuing a career in student 6-2027 191
Education I & II (1,2) Each course is part a two-part requirement. This course provides an opportunity to examine specific topics in contemporary higher education such as technology, college costs, student preparedness, non- traditional learning models, innovative pedagogy and the like. As such, the course offers a means to examine powerful developments and trends in the academy of which professionals must be apprised and for which discernment is critical. Offered periodically.
I & II (1,2) Each course is part a two-part requirement. This course will discuss current policies and legal concepts concerning American institutions of higher education. The aim of this course is to develop in the student a compass for spotting possible legal concerns that may arise in a variety of professional settings. Students will have the opportunity to weigh and balance the sometimes-competing rights and responsibilities of institutions, staff, and students through lecture, discussion, and case studies. Offered periodically.
I & II (1,2) Each course is part a two-part requirement. This course will focus on the growing and complex nature of crisis management and crisis response in higher education. It will explore the challenges of mental health, Title IX, Behavior Intervention, and larger institutional crises from a missional and Christian perspective. Offered periodically.
Each course is part a two-part requirement. This course examines the roles, theories and practices of assessment and retention in American higher education. We will introduce students to factors that Geneva College 2 contribute to effective assessment and retention practices, implementation strategies and models, and various resources that provide continuing information and insight. We will also evaluate ways in which a Christian perspective may provide understanding, critique, and direction to assessment and retention conversations. Offered periodically.
Each course is part a two-part requirement. This course is part one of a two-part requirement. In this course, students examine various aspects of the college professorate in contemporary academe. Students will discuss and critique particular demographic descriptors of the academic profession and the numerous roles that faculty members fulfill. In addition, students will be challenged to bring Christian criteria to bear on the nature and expression of the academic calling. Offered periodically.
course intentionally connected to the contextualized learning experiences that all students are required to complete and emphasizes hands-on professional opportunities and focused reflection of such opportunities. Students will explore various resources in the field of higher education, consider relevant insights from experienced professionals and professional opportunities (e.g., workshops, conferences, etc.) and be challenged to more fully understand the interplay between beliefs, ideas, and professional practice. Offered periodically.
