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Students in Discussion Sitting around a Round Table.

History of MAHE

Education from Outside the Classroom

In the mid-1960s, Taylor University President Milo Rediger began to articulate the idea that what students experienced outside of the classroom was a critical component of their education. Further, he reasoned that if this was true, those who worked closely with students in these settings were, in fact, educators whose “classrooms” were residence halls, student government meeting rooms, career development offices, athletic fields, and many other places on campus. Essentially he saw this as a matter of educational stewardship—as an institution we were responsible to help promote and facilitate learning wherever students were engaged in meaningful activities.

Dr. Rediger’s ideas grew out of Taylor’s institutional identity, but he was the first to clearly synthesize many notions that had been part of the institution since its inception. Soon after he began to formulate these ideas, Taylor took the rather radical step of suggesting that Taylor’s student development educators should be identified, trained, and positioned as members of the faculty—and it has been this way ever since! As a prospective student, you should consider the significance of the fact that this is the environment in which the graduate-level MA in Higher Education & Student Development program—affectionately known as MAHE—was launched.

The purpose of this information is not to offer a history lesson but rather to make clear why the MAHE program has been so successful. This is not a small program within a larger institution but rather a vital part of the university whose students are valued for the richness they bring to this educational community. Since 2007, MAHE has not only helped shape institutional operations and enhance community life at Taylor, but has also become a critical ingredient of the unique brand of whole-person education for which Taylor is so well-known.