MSEd Student Handbook
The Master of Science in Education in Higher Education Administration (MSEd-HEA) at Baruch College’s Marxe School of Public and International Affairs seeks to educate leaders and managers who are well-equipped to take on the challenges of the unique world of higher education. Whether you are currently in the field, or looking to change careers, the program offers the framework needed to succeed in today’s ever-changing higher education domain. Graduates pursue careers as executives, directors, coordinators, analysts, and student support staff on college campuses and in the related public and nonprofit organizations.
The Marxe Higher Education Program aspires not only to produce the talented administrators and staff who will effectively chart the futures of institutions of higher education, but also to produce leaders who will help develop educational systems and policies that promote equity in access to higher education as well as the ensure the inclusivity of the institution where they work so all students have the opportunity to succeed. Values of access, equity, excellence, diversity, and transparency inform our programs and the work of our graduates as well.
The HEA Program’s location within Baruch’s Marxe School and CUNY as well as being in the heart of New York City make it an unparalleled opportunity for students interested in graduate study in higher education leadership. Program offerings expose students not only to the more focused world of higher education administration, but also to the broader and more comprehensive worlds of public and international affairs, and to the richness and complexity of the City University of New York. Students are encouraged to study with faculty throughout the Marxe School, Baruch, and the City University of New York.
The MSEd is a 36-credit (12 courses) degree program that includes 8 required courses and 4 elective courses. Students without one year of full-time work experience in higher education are also required to complete an additional 3-credit internship for a total of 39 credits.
The Core courses are designed to introduce higher education students to the knowledge and skills necessary for having a broad understanding of the field of higher education. The required Capstone is the program’s culminating class where students demonstrate that they have achieved program and personal learning goals. Elective courses provide students with the opportunity to delve more deeply into a particular area of interest such as student success and institutional research or further their professional development in selected areas of interest. Electives can be selected from those offered by the Program that are higher education specific or relevant courses offered in the Marxe School, Baruch or CUNY.
PAF 9330 Introduction to Higher Education Administration
PAF 9120 Management of Public and Nonprofit Organizations
PAF 9336 Student Affairs in Higher Education
PAF 9339 The Financing of Higher Education
PAF 9317 Research for the Educational Administrator
(or PAF 9270 Data Collection and Description)
PAF 9308 Administrative Services in Colleges and Universities
PAF 9322 Internship in Higher Education Administration*
PAF 9344 Diversity in Higher Education
PAF 9390 Capstone Seminar and the Future of Higher Education
*Required of students with less than one year experience in high education.
PAF 9318 Educational Policy
PAF 9325 Institutional Research
PAF 9333 Curriculum and Instruction in Higher Education
PAF 9334 Collective Bargaining in Higher Education
PAF 9335 The Community College
PAF 9337 Issues in Urban Higher Education
PAF 9338 Higher Education, Politics, and Public Policy
PAF 9343 International Higher Education: Policies and Practices
PAF 9345 The Law of Higher Education
PAF 9346 Student Development Theory and Practice
PAF 9399 Selected Topics in Educational Administration
*HEA students may take courses in the MPA and MIA programs for elective credit with their Advisor’s prior approval. MPA and MIA courses listed under Model Programs are already approved.
Course descriptions can be found in the Baruch College Graduate Bulletin.
The MSEd is offered on a full- and part-time basis. All required core classes and electives are offered in the Fall and Spring semesters. Smaller numbers of courses are offered during a January Winter term, and two Summer terms. It is possible for a full-time student to complete the Program in 1½ calendar years, by taking advantage of both Winter and Summer offerings. Most students, however, attend part-time and typically complete the program in two to three calendar years. Students taking 9-credits are considered full-time.
Teaching and learning in the MPA program take place in a variety of formats and follow a variety of schedules. Courses are offered at times and in formats that are responsive to the needs of students who are often juggling courses, job, and personal obligations, and they are offered in traditional and technology-assisted formats. Traditional, in-person courses typically meet once a week, in the early evening, for three-hour sessions; hybrid courses consist of in-person meetings every other week, with online or individual work taking place at other times; and many courses are offered online, either synchronously or asynchronously. Baruch MSEd students can expect to experience each of these different course formats.
To assist students in planning their course of study, they are required to develop a Program Plan with their advisor, before the end of their first year of enrollment, and to update that plan – as needed – throughout their enrollment.
Student Services
PAF 9336 Student Affairs in Higher Education (required)
PAF 9333 Curriculum and Instruction in Higher Education
PAF 9344 Diversity in Higher Education (required)
PAF 9346 Student Development Theory and Practice
PAF 9399 Enrollment Management (in development)
Leadership and Administration
PAF 9120 Management of Public and Nonprofit Organizations (required)
PAF 9103 Communication in a Public Setting (MPA)
PAF 9127 Managing Cultural Diversity in the Workplace (MPA)
PAF 9334 Collective Bargaining in Higher Education
PAF 9345 The Law of Higher Education
PAF 9399 Leadership in Higher Education (in development)
Institutional Research and Assessment
PAF 9170 Research and Analysis I (required)
PAF 9325 Institutional Research
PAF 9172 Research and Analysis II (MPA)
PAF 9130 Economic Analysis and Public Policy (MPA)
PAF 9140 Budgeting and Financial Analysis I (MPA)
PAF 9174 Program Evaluation (MPA)
PAF 9177 Advanced Quantitative Methods (MPA)
Higher Education Policy
PAF 9330 Introduction to Higher Education Administration (required)
PAF 9180 Policy Analysis (MPA)
PAF 9318 Educational Policy (MPA)
PAF 9337 Issues in Urban Higher Education
PAF 9338 Higher Education, Politics, and Public Policy
PAF 9343 International Higher Education: Policies and Practices
PAF 9344 Diversity in Higher Education
The Capstone is a culminating seminar where students integrate the knowledge gained from the program and apply their critical analysis and communication skills to a final project which may be a research paper or portfolio. Most students opt to integrate their learning into an online portfolio that demonstrates their accomplishments throughout the Program as related to the learning objectives established by the program (see the next section). To prepare for the capstone project, students are urged to keep examples of their coursework and related accomplishments while in the program as these will form the foundation of their capstone project.
The capstone class also gives students the opportunity to plan for their future professional growth. Students undertake projects where they reflect on their career ambitions which include interviewing higher education professionals. They also meet with career services to sharpen their resume and online profiles. The goal of the capstone class is for students to leave the program ready to continually learn and reassess throughout their careers in higher education.
Students who have not had a year’s experience working in higher education are required to complete a 150-hour internship. This part-time administrative experience provides exposure to what a career in higher education might encompass and affords students the opportunity to put what they are learning into practice. The internship should involve both an orientation to the office and organization where they are placed, as well as supervision and training related to the project(s) in which they will be engaged. While working at the internship, students will enroll in PAF 9322 Internship in Higher Education Administration. The purpose of the course is to enable students to critically reflect on the relation between their experience and the higher education field as presented in the Program’s curriculum as well as their own professional skills and career goals. Internships may be paid or unpaid.
Students who have completed equivalent studies in other undergraduate or graduate programs may apply for either waivers or transfer credits. Students who are granted waivers are not required to take the courses waived but must still complete the equivalent credit hours in another course. Transfer credits are available to students who have completed equivalent graduate-level courses in a NASPAA-accredited or other equivalent institution but are not counted towards another graduate degree. Students may request to transfer up to 12 credits, which will be applied to the credits required for MSEd-HEA graduation. Application for waiver or transfer credits should be made when students first enroll in the Program.
The Program in Higher Education Administration has established a set of program learning goals that all Program graduates are expected to achieve.
The HEA Program is dedicated to the overarching value of transparency in higher education. Toward that end, we not only teach about accountability, but we also embed accountability into the fabric of our program. The following set of program learning goals not only serve to guide students through the Program, but also serve as the benchmarks against which the Program judges the effectiveness of our work.
| HEA Program Learning Goals
Students completing the HEA program will be able to: 1. Identify and navigate the complex structures of higher education to inform effective change. 2. Analyze, think critically, and make evidence-based recommendations to advance higher education in a manner that recognizes historical context, organizational mission, accreditation standards, and/or strategic plans. 3. Communicate and interact effectively with a highly diverse set of constituencies—including students, faculty, administrators, alumni, and/or community members—within and related to the field of higher education. 4. Articulate and apply a set of values for cultivating an equitable, inclusive, and just higher education environment. 5. Use leadership, management, and/or student development theories to analyze the design, operation, and governance of higher education institutions.
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The Marxe School provides a wide range of student opportunities. Often, time spent outside the classroom that can add the most value to your university experience. Student clubs in particular offer opportunities to network, build leadership skills, and form relationships that can last a lifetime. The list of clubs as well as other opportunities such as scholarships and fellowships, graduate research assistantships, professional development opportunities, and study abroad can be found on the frequently updated Student Opportunities page of the Marxe School website.
Higher education opportunities are highlighted below.
The Higher Education Administration (HEA) Club of Baruch College serves to engage students in the Master of Science in Education in Higher Education Administration program at the Marxe School of Public and International Affairs.
The HEA Club’s goals are to:
- Promote community building among students, alumni, and professionals in the field of higher education;
- Provide professional development and networking opportunities that will prepare students for the next stage of their careers;
- Empower students to provide input and make changes that could enhance their education and engagement experiences;
- Engender connections inside and outside of the college that will help them grow intellectually, socially, and professionally;
- Create safe spaces that encourage dialogue for students to raise concerns and program feedback to the Marxe School administration and any other involved entities; and
- Actively engage the HEA community through social, recreational, and academic in-person and online environments.
The Club’s executive board (e-board) consists of four (4) named positions: President, Vice President, Secretary, and Treasurer. The executive board has also included up to four (4) additional members for support. All positions are voluntarily held by students enrolled in the HEA program. Applications to the e-board are conducted every academic year or vacancies arise, for example, when a student graduates or leaves the Program. Students interested in e-board positions may self-nominate to the current members, who will conduct interviews and make selections.
Learn more and connect with the HEA Club on Facebook or the HEA Club website.
NASPA Student Affairs Administrators in Higher Education (NASPA) is the professional home for the field of student affairs. According to NASPA, “We place students at the center of our work, serving the field through exceptional professional development, research to take on our biggest challenges, advocacy for inclusive and equitable practices and communities, and nurturing networks and pipelines to mentor, rejuvenate, and support.”
American College Personnel Association (ACPA) leads the student affairs profession and the higher education community in providing outreach, advocacy, research, and professional development to foster college student learning.
The American Educational Research Association (AERA) is an international research society that strives to advance knowledge about education, encourage scholarly inquiry related to education, and promote the use of research to improve education and serve the public good. Division J focuses on higher education.
The Association for the Study of Higher Education (ASHE) is a research organization dedicated to the study of higher education. It promotes collaboration among its members and others engaged in the study of higher education through research, conferences, and publications.
The Marxe graduate academic advisement team is committed to creating an inclusive atmosphere of respect and professionalism through shared accountability between student and advisor to guide and support graduate students throughout their academic career and beyond, and ensure they receive the best possible services to enhance their overall graduate experience.
Launching a career or transitioning into a new one is a journey—and the Marxe Career Services office is here to guide you. Information on the range of career services, including internships and study at the doctoral level, is provided by the Marxe School and can be found at the School’s Graduate Career Services Office.
The Marxe School has been working with the Bernard L. Schwartz Communication Institute to develop a robust program to strenghten student writing skills. Students can sign up for independent writing consultations with Institute Fellows. They also offer workshops in selected classes.
Analytical skills are also critical to the success of a graduate program and beyond. The Marxe School employs an expert academic support specialist and tutors solely for graduate students to help them study for economics, statistics, and research methods courses. Tutoring sessions are by assigned times only. The appointment schedule is distributed prior to each semester through the weekly newsletters sent by Marxe Academic Advisement.
The Newman Library provides all students with a range of services beyond the borrowing of physical and eBooks, such as scanning and printing services, technology loans, and access to study rooms. In addition, graduate students arrange a research consultation with Baruch librarians.
The Library also has a Higher Education Research Guide that showcases current higher education books, journals, and databases in the field as well as education policy institutes, organizations and government agencies. The Guide provides a wealth of information that is useful for the class projects and staying up-to-date in the field.
Baruch’s Counseling Center provides free and confidential services to anyone who is currently enrolled and registered as an undergraduate or graduate student at Baruch College.
Student Disability Services provides appropriate accommodations to students with disabilities to promote equal access to the college’s programs and services. This is accomplished by creating an accessible college environment for students with disabilities and providing assistive technology that empowers students to self-advocate and develop the skills necessary to succeed academically.
The Writing Center offers free writing support to all Baruch students. Their professional consultants work collaboratively with you to deepen your writing and English language skills. At any step in the process, the Center will help you become a more independent, versatile, and confident writer. Writing Guides and links to scheduling appointments can be found on the Center’s website.
BCTC provides support for the College’s information technology and telecommunications. Services with which you should be familiar include:
Baruch’s Help Desk
Help Desk services are intended to aid students in the use course-related software and College computing services such as CUNYfirst, Blackboard, and Office 365.
Baruch Email
All students have a Baruch email account that is provided through Baruchmail. First, claim your Baruch username and Baruchmail account. Accessing your account is important as it is the email address used by the College for all communication. Students should check their Baruch student email frequently for the weekly advisement newsletter, updates on course scheduling, and changes in academic policies.
Blackboard
Blackboard is the learning management system used by Baruch. Blackboard allows students to participate in classes delivered online or use online materials and activities to complement face-to-face teaching. The degree to which Blackboard is used in class depends on the faculty member teaching your course.
The User’s Guide is an important resource for students on how to get the most out of Blackboard.
CUNYfirst
CUNYfirst which stands for Fully Integrated Resources and Services Tool, allows students to manage their academic careers and financial accounts in real time. It is the system students use to view the course catalogue and schedule of classes as well as register and drop and add classes. Grades and transcripts are also accessed on CUNYFirst. In addition, students can manage their financial accounts including bill payment and financial aid.
Degree Works
Degree Works is a web-based application that allows students to view their progress towards a degree. It lists students’ course requirements including courses taken, courses currently being taken, and courses needed to complete the degree.
Zoom
Most online classes are being conducted using Blackboard Collaborate Ultra or Zoom. Students are eligible for a Zoom account which will automatically be set up the first time a student logs in to Zoom using their Baruch log in at baruch.zoom.us.
WILLIAM CASEY BOLAND
Assistant Professor, PhD, University of Pennsylvania
Professor Boland teaches courses on research methods and the politics and policy of higher education, as well as the capstone course.
SCOTT EVENBECK
University Professor, PhD, University of North Carolina Chapel Hill
Professor Evenbeck was appointed University Professor at Baruch College in January, 2021 and having served as Founding President of Guttman Community College.
ASHLEY N. GASKEW
Assistant Professor, PhD, University of Wisconsin-Madison
RYAN W. COUGHLAN
Associate Professor, PhD, Rutgers University
CHRISTOPHER ADAMS
Adjunct Associate Professor, EdD, Hofstra University
Professor Adams teaches courses on student services and community colleges.
HOWARD BUXBAUM
Adjunct Lecturer, MA, Binghamton University, SUNY
Mr. Buxbaum teaches The Financing of Higher Education course.
LORI FOX
Adjunct Assistant Professor
SHARON HARDY
Adjunct Assistant Professor
FABRICE JEAUMONT
Adjunct Professor, PhD, New York University.
ANDREW MARTINEZ
Adjunct Assistant Professor, PhD, University of Pennsylvania.
LINDA SHATZER
Adjunct Lecturer, MA, Brooklyn College, CUNY and PhD, Rutgers University.
Dr. Shatzer teaches the Administrative Services in Higher Education course.
RONALD SPALTER
Adjunct Lecturer, MBA, New York University.
Mr. Spalter teaches the Administrative Services in Higher Education course.
JOHN WOLF
Adjunct Assistant Professor, JD, Emory University
Mr. Wolf teaches Higher Education Law and Collective Bargaining in Higher Education.
Learn more about the Marxe School’s part-time faculty
