Table of Contents

The Adult and Higher Education Program is a masters and doctoral program that prepares students to work in formal education environments outside of the primary and secondary (K-12) structure. Students choose one of three areas of specialization: Student Affairs, Higher Education, or Adult Education.

The goal of the program is for students to develop the knowledge and skills needed to conduct informed practice in one of these areas. This informed practice is dependent upon having a knowledge base of numerous theories, literature, and research strategies to address practical challenges in the field.

The Adult and Higher Education program at Montana State University-Bozeman is the only adult and higher education program offered by Montana Higher Education. We attempt to use a variety of delivery formats and schedules such as distance, weekends, and weekly evenings in order to meet the needs of individuals within and outside of the Bozeman area.

Graduate students in the Adult and Higher Education program will develop a mastery of core and specialized information that is both theoretical and practical and will acquire the ability to produce original research-based knowledge. The programs' curricula, pedagogy, and research are oriented toward the development of informed practitioners who have both an extensive professional knowledge base and the ability to generate data to inform their own professional practice as well as contribute to the knowledge base of their chosen field. Students in the program complete required research courses and courses in their chosen specialization within Adult and Higher Education. Students may supplement their study in AHE with approved courses from other departments.

Graduate students within either the field of adult education or the field of higher education should have an understanding of, and the ability to serve, diverse learners in formal educational settings. Most program courses, therefore, are designed to address a variety of learners and institutional types.

At the master's level, the AHE program offers three specializations:

1. "Adult Education" as a field of study and professional work.
2. "Student Affairs" as a field of study and professional work.
3. "Higher Education" as a field of study and professional work.

NOTE: All master's degrees (M.Ed.) are granted through the Department of Education.

At the doctoral level, the AHE program offers three specializations:

1. "Adult Education" as a field of study and professional work.
2. "Higher Education Administration" as a field of study and professional work.
3. "Higher Education Academics" (Teaching) as a field of study and professional work.

NOTE: All doctoral degrees (Ed.D.) are granted through the Department of Education.

The first step in the admissions process is to complete an application for admittance to the College of Graduate Studies ("http://www.montana.edu/gradstudies").

Admission to either the master's or doctoral program is a process guided by a committee of Adult and Higher Education faculty. Applications are periodically reviewed by this committee. For details about the application process, admission, and general requirements, visit the Department of Education web page or see Contact Us at the end of the Handbook.

MASTER'S DEGREE FLOW

1. The student meets with assigned advisor.
2. Initial courses are scheduled to include:
• Adult Education -- EDCI 402, EDCI 506, EDLD 501, and EDLD 504
• Student Affairs -- EDCI 402, EDCI 506, EDLD 510, and EDLD 528
• Higher Education -- EDCI 402, EDCI 506, EDLD 505, and EDLD 510
3. The student becomes acquainted with the A&HE faculty, identifies a permanent chair and committee members.
4. During the semester, while taking the 9th credit hour, the student, with committee approval, will establish the program of study and clarify plans for the comprehensive examination on a set of prescribed courses.
5. Near the completion of course work, the student will write the comprehensive examination. If deemed necessary by any member of the student's committee after reading the written responses, an oral clarification examination may be required.
6. Students writing a thesis will not be required to write a comprehensive examination. However, during the defense of the thesis, committee members will ask questions about material covered in courses taken in the student's master's program.

DOCTORAL DEGREE FLOW

1. Applicant interviews with the A&HE faculty.
2. The student meets with assigned advisor.
3. Initial courses are scheduled to include:
• Adult Education -- EDCI 502, EDCI 507, EDCI 607, EDLD 501, and EDLD 504
• Higher Education (Administration and Academics) -- EDCI 502, EDCI 507, EDCI 607, EDLD 505, and EDLD 510
• Actual courses taken during this initial stage will be based on the student's previous academic work and advisor/committee approval.
4. The student will become acquainted with the A&HE faculty and identify a permanent chair and committee members.
5. During the semester, while taking the 12th credit hour, the student, with committee approval, will establish the program of study and clarify plans for the comprehensive examination on a set of prescribed courses.
6. Near the end of completing course requirements, the student will write the comprehensive exam.
7. The student will meet with the committee for the oral clarification of the comprehensive exam. If deemed necessary by the committee, the student may be required to take additional course work to make up identified deficiencies.
8. Toward the end of the program, the student will take at least 3 hours of EDLD 690 to begin preparation of the proposal.
9. During the proposal preparation, the student will work closely with the advisor and the readers of the committee with progress being made each semester.
10. The student presents/defends their proposal, which includes the study introduction, literature review, and research methodology.
11. The student conducts the research and writes the dissertation work with the advisor and committee readers with progress being made each semester towards completion of the dissertation.
12. The student defends the dissertation.

Master's

Each master's student's committee must consist of three members. The chair and one other member must be from the A&HE faculty. The third committee member must have academic credentials in the area of the student's program of study and be approved by the Dean of the College of Graduate Studies.

Doctoral

Each doctoral student's committee must consist of at least five approved members. The chair and one other approved member must be from the A&HE faculty. Two other approved members will be selected based upon their ability to contribute to the student's studies leading up to and through the dissertation research. These two committee members must have academic credentials in the area of the student's program of study and be approved by the Dean of the College of Graduate Studies. A fifth member of the committee is an approved faculty member appointed by the College of Graduate Studies.

Chairs

The student should carefully select his/her chair after thorough conversations with the approved A&HE faculty members they believe might have an interest in their doctoral research agenda and/or the ability to work with them toward generating a defensible dissertation. The chair will give strong leadership and approval regarding the balance of the committee's potential membership. The committee, as a whole, is subject to the approval of the Head of the Department of Education. The chair will facilitate program approval, comprehensive exam planning and clarification, proposal hearing, and dissertation defense. The chair and two other committee members will be the primary "readers" of the dissertation as it is being written. The importance of selecting the right chair cannot be overstated.

Changes

Chairs and members of a student's committee are subject to change. In addition, revision to the program of study can be made during the course of study with the chair's approval.

STATISTICS AND RESEARCH COURSES

EDCI 402 Educational Statistics I (3 credits) Prerequisite: STAT 216. The application of statistical processes to the analysis of educational data. Educational problems that require hypothesis testing, test construction statistics, regression, estimation and the T-distribution, analysis of frequencies, and ANOVA in their solution will be included.

EDCI 500 Dissertation Design Seminar (1 credit) Designed for students who are in the process of planning their doctoral research. Students are required to take at least two credits of 690 dissertation hours.

EDCI 502 Educational Statistics II (3 credits) Prerequisite: EDCI 402. The application of statistical processes to the analysis of educational data. Educational problems that apply multifactor ANOVA, multiple comparison techniques, ANCOVA, multiple regression, and factor analysis in their solution are included.

EDCI 504 Assessment and Evaluation in Education (3 credits) Prerequisite: Graduate standing. Evaluation as an ongoing process in education. This course will engage students in a discussion regarding the construction, selection and use of criterion-referenced, norm-referenced, and alternative assessment methods. In addition, students will be involved in special projects which allow them to explore evaluation at the classroom, program, and/or institutional levels.

EDCI 506 Applied Educational Research (3 credits) Prerequisite: Nine hours competed in major field of study. Students are introduced to systematic scientific inquiry, its purpose in an educational environment, the different approaches to conducting educational research, and the major components of an educational research study. Providing a foundation for further study of research methodologies, students will identify and evaluate existing literature on a topic and conduct an educational research study.

EDCI 507 Qualitative Educational Research (3 credits) Prerequisite: Graduate standing and EDCI 506. Within the context of systematic inquiry, the qualitative research paradigm and methods and techniques from many fields of the social sciences will be addressed. Students will plan and complete a qualitative research project.

HIST 540 Historical Methods (3 credits) Consideration of historical thinking, the uses of evidence and historical methodology.

EDCI 607 Quantitative Education Research (3 credits) Prerequisite: EDCI 502, EDCI 506, graduate standing. Within the context of systematic scientific inquiry, the quantitative research paradigm and designs, design-related data collection and management methodologies, appropriate data analysis and writing strategies, and the role of quantitative research in decision-support will be addressed. Students will plan and complete a quantitative research project.

EDLD 501 Foundations of Adult Education (3 credits) Prerequisite: Graduate standing. A survey of the field and profession of adult education as part of lifelong learning. Professionalism in adult education is approached through the study of: related adult education; historical and philosophical foundations; providers and programs; and, issues and trends.

EDLD 504 Teaching and Learning in Adult Education (3 credits) Prerequisite: Graduate standing. This is a study of the adult learner, adult learning theories, and teaching strategies appropriate for adult education strategies. Practice teaching will be evaluated.

EDLD 505 Higher Education History and Philosophy (3 credits) Prerequisite: Graduate standing. This foundations course presents the historical and philosophical development of American higher education against the background of political, social, economic, cultural and intellectual issues from its founding to the present.

EDLD 509 Issues and Trends in Higher Education (3 credits) Prerequisite: Graduate standing. An examination of pressing contemporary issues facing higher education administrators in the workplace. The emphasis will be on analyzing issues and addressing situations arising from these issues.

EDLD 510 Organization and Administration of Higher Education (3 credits) Prerequisite: EDLE 505. In this course students will examine the different organizational structures that characterize and govern American higher education. In this introduction to the field of higher education governance, organizational structures will be examined in relation to the role of the "educational" unit and organization theory.

EDLD 511 Planning Program Assessment (3 credits) Prerequisite: EDLD 506 and graduate standing. This is a study of the literature, models, standards, strategies, and skills needed to plan and implement the assessment of postsecondary educational programs, services, and administration for various internal and external clients including accrediting agencies.

EDLD 512 Finance and Administration in Higher Education (3 credits) Prerequisite: EDLD 505 or consent of instructor. The study of financial governance across higher education from macro-systems (national and state governing boards) to micro-systems (university, college, and department.) In the course, students assess the impact of various decisions and levels of funding on students and an institution's financial status.

EDLD 513 Resource and Program Management (3 credits) Prerequisite: Graduate standing. The study of program/department management in higher and adult education, for both academic and administrative/support units. Includes issues that deal with the management of faculty, support personnel, programs, facilities, and budgeting.

EDLD 528 College Students (3 credits) Prerequisite: Graduate standing. This foundations course reviews theory and research on undergraduate college students' learning, development, culture, demographics, and sub-populations which inform current educational practice.

EDLD 529 Post Secondary Education Enrollment Management (3 credits) Prerequisite: Graduate standing. Higher, Continuing, and Adult Education professionals will study the specialized literature, strategies, and practices involved in leading, managing, and marketing their institutions'/programs' efforts to enroll and retain prospects, students, and alumni as consumers in their educational environments.

EDLD 530 College Teaching (3 credits) Prerequisite: Graduate standing. The study of the learning-teaching nexus; traditional and nontraditional college-level teaching methods, the assessment of learning and teaching, and faculty as teacher-researchers.

EDLD 531 Theoretical Foundations of Student Services (3 credits) Prerequisite: Graduate Standing. This course will introduce the theories which have been advanced regarding college students and the professional practice of student affairs. The course will examine the similarities and differences among college students and the impact which different environments and policies may have on student psycho-social development, learning attitudes, values, behaviors, and satisfaction with college.

EDLD 533 Law and Policy in Higher Education (3 credits) Prerequisite: Graduate standing. Analysis and interpretation of landmark legislation affecting American higher education since 1960 and the resulting policies that govern the management of universities and colleges. Topics include separation of church and state, access, collective bargaining, intercollegiate athletics, affirmative action, and relations with state and federal governments.

EDLD 535 Student Services (3 credits) Prerequisite: EDLD 510. Students will examine philosophical, organizational and programmatic aspects of postsecondary student services and the ethical and legal dimensions of student affairs professional practice.

EDLD 537 Institutional Research and Assessment (3 credits) Prerequisite: EDLD 510. Students will explore the roles of institutional research and assessment in higher education identifying appropriate measures for academic and administrative assessment, internal and external data sources, analytic techniques, and the communication of information to academic and administrative decision makers.

EDLD 538 College Curriculum (3 credits) Prerequisite: Graduate standing. This course considers the definition, philosophical and historical roots, disciplinary organization, current issues, designs, administration, and evaluation of the college curriculum.

NAS 523 American Indians and Minorities in Higher Education (3 credits) Prerequisite: NAS 100 or NAS 242. The course will develop and build the student's understanding of the historical and current situation of American Indians and other minorities in U.S. higher education. It will also focus on the unique place of tribal colleges in U.S. higher education.

Beyond required courses, a student's program of study may (with approval of the chair, committee, and faculty member) complete other courses as well as those included in the following list.

• EDCI 500 Seminar (1 credit, 4 max.)
• EDLD 570 Individual Problems (1-3 credits, 6 max.)
• EDLD 575 Research or Professional Paper/Project (1-4 credits, 6 max.)
• EDLD 576 Internship (2-12 credits, 12 max.)
• EDLD 580 Special Topics (1-4 credits)

These courses are particularly useful when:

• supplemental, specialized knowledge is required by the student's committee or desired by the student.
• a student has available elective credit space because they selected to complete the Support Area (9 credits) rather than a minor.
• there are special circumstances that the student's committee believes would justify substituting a required course with a more appropriate one from this list or other courses.

M. ED. "ADULT EDUCATION"

This master's degree specialization is for persons who will or do work within programs of adult education in contexts other than higher education institutions. Community education, religious education, workplace training and development, wellness education, and many other types of adult education programs need professionals who understand their core adult education functions and their adult learners. This program plan is designed to complement one's content expertise (gained outside of the A&HE program) with adult education function skills and adult learner awareness. A minimum of 30 credit hours is required.

Adult Education Core Course (12 Credit Hours)

• EDLD 501 Foundations of Adult Education (3)
• EDLD 504 Teaching and Learning in Adult Education (3)
• EDLD 511 Program Planning and Assessment (3)
• EDLD 513 Resource and Program Management (3)

Statistics and Research Courses (6 Credit Hours)

• EDCI 402 Educational Statistics I (3)
• EDCI 506 Applied Educational Research (3)

Electives which may include some Internship or Program Thesis Hours (12 Credit Hours) can include EDLD 580 Distance Education (3) and other higher education/student affairs courses.

Electives or Internship or Program Thesis (12 Credit Hours)

Twelve hours of electives which may include some Internship or Program Thesis hours. Electives can include EDLD 580 Distance Education (3 credits) and other higher education/student affairs courses.

Internship

Students with no professional experience working in an adult education program must provide evidence of having gained such experience prior to completing the program plan or they must register for a three-credit adult education internship (EDLD 576).

The Ed. D.

For students completing this plan of study, admission to A&HE's Ed.D. specialization related to higher education will be contingent on the student's professional history and ambitions, academic record, and A&HE's ability to offer the student a new, academically challenging, comprehensive course of study. Students who complete the M. Ed. specialization on "Adult Education" are not eligible for the Ed. D. "Adult Education" specialization.

Program Plan Changes

The student may make limited changes to the above-described program plan with the chair's approval.

This master's degree specialization is for persons who will, or do, work within college student affairs programs in higher education institutions. Residence life, career services, athletics, student government, and many other student affairs and student services programs need entry-level professionals who understand both college students and the core student affairs functions within the higher education institution. This program plan is designed to provide the graduate with the fundamental skills and understandings necessary to enter the college student affairs workplace. A minimum of 30 credit hours is required.

Student Affairs Required Courses (18 Credit Hours)

• EDLD 510 Organization and Administration of Higher Education (3)
• EDLD 528 College Students (3)
• EDLD 513 Resource and Program Management (3)
• EDLD 533 Law and Policy in Higher Education (3)
• EDLD 535 Student Services (3)
• EDLD 531 Theoretical Foundations of Student Services (3)

Statistics and Research Courses (6 Credit Hours)

• EDCI 402 Educational Statistics I (3)
• EDCI 506 Applied Educational Research (3)

Internship or Electives (3 Credit Hours)

Capstone Experience or Program Thesis (3-6 Credit Hours)

Internship

Students with no professional experience working in college student affairs must provide evidence of having gained such experience prior to completing their plan or they must register for a three-credit student affairs internship (EDLD 576).

The Ed. D.

For students completing this plan of study, admission to A&HE's Ed. D. specialization related to higher education will be contingent on the student's professional history and ambitions, academic record, and A&HE's ability to offer the student a new, academically challenging, comprehensive course of study.

Program Plan Changes

The student may make limited changes to the above-described program plan with the chair's approval.

M. ED. "HIGHER EDUCATION"

This master's degree specialization is for students interested in the broad field of higher education, and those who want to gain a general understanding of the structure and processes of higher education. This specialization should not be viewed as a stepping stone to senior level managerial or academic appointments at a higher education institution. A minimum of 30 credit hours is required.

Higher Education Core Courses (12 Credit Hours)

• EDLD 505 Higher Education History and Philosophy (3)
• EDLD 510 Organization and Administration of Higher Education (3)
• EDLD 528 College Students (3)
• EDLD 537 Institutional Research and Assessment (3)

Higher Education Specialized Courses (6 Credit Hours from the following)

• EDLD 504 Teaching and Learning in Adult Education (3)
• EDLD 509 Issues and Trends in Higher Education (3)
• EDLD 512 Finance and Administration in Higher Education (3)
• EDLD 513 Resource and Program Management (3)
• EDLD 529 Post Secondary Education Enrollment Management (3)
• EDLD 530 College Teaching (3)
• EDLD 533 Law and Policy in Higher Education (3)
• EDLD 535 Student Services (3)
• EDLD 538 College Curriculum (3)

Statistics and Research Courses (6 Credits)

• EDCI 402 Educational Statistics I (3)
• EDCI 506 Applied Educational Research (3)

Internship

Students with no professional experience working in higher education are expected to provide evidence of having gained such experience. This should be done prior to completing their plan of study or they must register for a three-credit higher education internship (EDLD 576) in addition to all of the above course requirements.

The Ed. D.

Students who complete this M. Ed. will not be considered for admission to the Ed. D. The Ed. D. students who do not wish to complete their programs of study in Higher Education Administration or Higher Education Academics (Teaching) may qualify to earn this M. Ed.

Program Plan Changes

The student may make limited changes to the above-described program plan with the chair's approval.

ED. D. "HIGHER EDUCATION ADMINISTRATION"

This Ed. D. specialization is for persons who wish to contribute to the administrative leadership of a college or university. The primary objective of the program is to produce informed practitioners for mid-to-upper level management or administrative positions. These individuals typically manage or direct non-academic operational functions and/or work in academic and administrative staff positions. A minimum of 60 credit hours past the master's degree is required.

Higher Education Core Courses (12 Credit Hours)

• EDLD 505 Higher Education History and Philosophy (3)
• EDLD 510 Organization and Administration of Higher Education (3)
• EDLD 528 College Students (3)
• EDLD 537 Institutional Research and Assessment (3)

Higher Education Administration Specialized Courses (15 Credit Hours from the following)

• EDLD 511 Planning Program Assessment (3)
• EDLD 512 Finance and Administration in Higher Education (3)
• EDLD 513 Resource and Program Management (3)
• EDLD 529 Post Secondary Education Enrollment Management (3)
• EDLD 533 Law and Policy in Higher Education (3)
• EDLD 535 Student Services (3)
• NAS 523 American Indians & Minorities In Higher Education (3)

Electives (9 Credit Hours)

Graduate level courses may be selected from the Adult Education specialization or other departments that will strengthen the student's program of study. These courses need to be selected in consultation with the chair.

• EDLD 509 Issues and Trends in Higher Education (3)

Statistics and Research Courses (10 Credit Hours beyond the masters)

• EDCI 502 Educational Statistics II (3) [EDCI 402, or equivalent, is a prerequisite]
• EDCI 507 Qualitative Educational Research (3)
• EDCI 607 Quantitative Educational Research (3) [EDCI 506, EDCI 502 or equivalent are prerequisite courses]
• EDCI 500 Dissertation Design Seminar (1)

Dissertation (14 Credit Hours)

• EDLD 690 Doctoral Thesis (14)

Internship

Students with no professional experience working in higher education administration must provide evidence of having gained such experience. This should be done prior to completing the dissertation or they must register for a three-credit higher education administration internship (EDLD 576) in addition to all of the above course requirements.

The M. Ed.

For students completing a M. Ed. with an Adult Education specialization, admission to the Ed. D. will be contingent on the student's professional history and ambitions, academic record, and A&HE's ability to offer the student a new, academically challenging, comprehensive course of study.

Program Plan Changes

The student may make limited changes to the above-described program plan with the chair's approval.

ED. D. "HIGHER EDUCATION ACADEMICS" (TEACHING)

This Ed. D. specialization is for persons who wish to contribute to the academic leadership of a college or university as a faculty member, academic administrator or staff, or faculty development specialist. A minimum of 60 credit hours is required.

Faculty

Would-be Faculty: It is important for would-be faculty members to understand that the ideal is to complete a doctoral degree focused on the content area of the field/discipline in which they wish to teach. However, faculty with a minimum of eighteen graduate credit hours in a content area are sometimes appointed to faculty positions. This minimum can be earned at the master's level, or partially or even fully earned as part of one's Ed. D. focus in Higher Education Academics (Teaching).

Current Faculty: Faculty who hold teaching positions with only a master's degree and do not need or wish to pursue a terminal degree in their discipline/field may find the Higher Education Academics (Teaching) focus will meet their desire to enhance teaching skills and academic management potential. Of course, one might also pursue additional hours in their content area as part of the Ed. D. focus in Higher Education Academics (Teaching).

Academic Administrators

Would-be and actual academic administrators should take EDLD 513 and one of either EDLD 504 or 509, or another administrative course.

Higher Education Core Courses (12 Credit Hours)

• EDLD 505 Higher Education History and Philosophy (3)
• EDLD 510 Organization and Administration of Higher Education (3)
• EDLD 528 College Students (3)
• EDLD 537 Institutional Research and Assessment (3)

Higher Education Academics Specialized Courses (12 Credit Hours)

• EDLD 530 College Teaching (3)
• EDLD 538 College Curriculum (3)
• Plus two of the following (with direction from the committee) as you have interest in:



• EDLD 504 Teaching and Learning in Adult Education (3) -- adult higher education academics
• EDLD 509 Issues and Trends in Higher Education (3)
• EDLD 513 Resource and Program Management (3) -- academic leadership
• NAS 523 American Indians & Minorities In Higher Education (3)

Statistics and Research Courses (10 Credit Hours beyond the masters)

• EDCI 502 Educational Statistics II [EDCI 402, or equivalent, is a prerequisite] (3)
• EDCI 507 Qualitative Educational Research (3)
• EDCI 607 Quantitative Educational Research (3) [EDCI 506, EDCI 502 or equivalent are prerequisite courses]
• EDCI 500 Dissertation Design Seminar (1)

Dissertation (14 Credit Hours)

• EDLD 690 Doctoral Thesis (14)

Internship

Students with no professional experience working in higher education academics are expected to provide evidence of having gained such experience. This should be done prior to completing the dissertation or they must register for a three-credit higher education academics internship (EDLD 576) in addition to all of the above course requirements.

The M. Ed.

For students completing a M. Ed. with an Adult Education specialization for an Ed. D. will be contingent on the student's professional history and ambitions, academic record, and A&HE's ability to offer the student a new, academically challenging, comprehensive course of study.

Program Plan Changes

The student may make limited changes to the above-described program plan with the chair's approval.

ED. D. "ADULT EDUCATION"

Note: There is currently a Moratorium on this area of specialization and students are not being admitted to this area.

This Ed. D. specialization is for persons who work within programs of adult education in contexts other than higher education institutions. Community education, religious education, workplace training and development, adult basic education, adult literacy, health and wellness education, and many other types of adult education programs need professionals who understand their adult education core functions and their adult learners. This focus complements one's content expertise with adult education function skills and adult learner awareness. A minimum of 60 credit hours is required.

Students wishing to enter this specialization need to recognize that 18 credit hours must be selected from other areas of the program, other departments, or universities (a maximum of 9 credit hours can be transferred into MSU) to strengthen their program of study.

NOTES

• Students who wish to work with adult students in higher education institutions will be well served by the Ed. D. "Higher Education Administration" or "Higher Education Academics" (Teaching) foci. Students who do so would be well advised to take EDLD 504 Teaching and Learning in Adult Education to enhance their knowledge base.
• Students with a M. Ed. focused on adult education will not be eligible for admission to this program of study.

Adult Education Core Courses (6 Credit Hours)

• EDLD 501 Foundations of Adult Education (3)
• EDLD 504 Teaching and Learning in Adult Education (3)

Adult Education Specialized Courses (12 Credit Hours from the following)

• EDLD 511 Program Planning and Assessment (3)
• EDLD 513 Resource and Program Management (3)
• EDLD 529 Post Secondary Education Enrollment Management (3)
• EDLD 509 Issues and Trends in Higher Education (3) Or other courses that add to the area of interest
• EDLD 537 Institutional Research and Assessment (3)

Electives (18 Credit Hours)

Graduate level courses may be selected from within the program, other departments, or universities that will strengthen the student's program of study. These courses need to be selected in consultation with the chair.

Statistics and Research Courses (10 Credit Hours beyond the masters)

• EDCI 502 Educational Statistics II [EDCI 402, or equivalent, is a prerequisite] (3)
• EDCI 507 Qualitative Educational Research (3)
• EDCI 607 Quantitative Educational Research (3) [EDCI 506, EDCI 502 or equivalent are prerequisite courses]
• EDCI 500 Dissertation Design Seminar (1)

Dissertation (14 Credit Hours)

• EDLD 690 Doctoral Thesis (14)

Internship

Students with no professional experience working in adult education are expected to provide evidence of having gained such experience. This should be done prior to completing the dissertation or they must register for a three-credit adult education internship (EDLD 576) in addition to all of the above course requirements.

The M. Ed.

For students completing a M. Ed., admission to the Ed. D. will be contingent on the student's professional history and ambitions, academic record, and A&HE's ability to offer the student a new, academically challenging, comprehensive course of study. Students who complete the M. Ed. focus on "Adult Education" are not eligible for the Ed. D. "Adult Education" focus.

Program Plan Changes

The student may make limited changes to the above-described program plan with the chair's approval.

Comprehensive examinations are required for completion of all graduate degrees at MSU. Students are expected to demonstrate mastery of the program of study and the ability to interact with the research in that area. The level of mastery expected will vary according to the program. Students should refer to the Division of Graduate Studies Education web page: http://www.montana.edu/gradstudies.

Master's

Near the end of completing course work, M.Ed. students will complete a written comprehensive exam. The specific format of this exam will be determined by the chair in consultation with the committee. Depending upon the format, an oral clarification may be required. In addition, students may be required to meet with the committee to provide clarification of responses.

Doctoral

Near the end of completing course work and before the dissertation proposal defense, Ed.D. students will complete a written comprehensive exam. First, the exam is completed in writing and then orally defended in front of the entire Graduate Committee. Through the comprehensive exam, students will be expected to demonstrate

• a competency in the breadth of knowledge covered in their coursework
• the ability to integrate concepts from courses into a holistic viewpoint
• the ability to apply material to anticipated real life situations based on the theoretical principles and concepts covered in classes
• the ability to critically read, analyze, and critique research
• a readiness to move forward to create their own research

Generally, there will be three primary question areas:

1. Major focus of study
2. Research – read, analyze, and critique a research article
3. Design a project – will be expected to demonstrate a mastery of aspects of both qualitative and quantitative projects (such as sampling, validity, reliability, data analysis)

However, these areas may be revised according to individual programs.

DEADLINES FOR ORAL COMPREHENSIVE EXAMS, THESIS, PORTFOLIOS AND FINAL DISSERTATIONS

• The oral defense of comprehensive exams must occur before November 1 in the fall semester and before spring break in the spring semester.  
• The oral defense of the thesis, portfolio, or final dissertation must occur 10 days before the Graduate Office deadline for spring and fall semesters.

• Most fall and spring semester courses are offered evenings or weekends.
• Courses are offered in a regular, predictable rotation. Core courses defined for each focus are offered at least once each year. At a minimum, all other courses are offered every other year. During the summer, courses are offered based on student needs.
• Students may begin classes in the fall, spring or summer as a full-time or a part-time student.
• Adult and Higher Education has a history of delivering courses at a distance, and the efficient and effective expansion of the distance education strategy is an on-going topic of discussion.

This schedule chart depicts a working, on-campus schedule of course offerings for Higher Education Administration, Higher Education Academics (Teaching), Student Affairs, and Adult Education foci. Since this is a new program feature, some adjustments may be made to better meet student needs and administrative challenges.

Return to regular view	Text-only	Updated: 1/19/07