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Requirements & Curriculum

The MAHE curriculum includes 16 courses divided over five core areas for a total of 40 hours of instruction.

You will engage in studies that will provide five core areas of understanding:

  1. The college student (12 credit hours)
  2. The foundations of higher education (8 credit hours)
  3. Leadership (7 credit hours)
  4. Research (6 credit hours)
  5. Personal professional development (7 credit hours)
Courses Focused on the College Student

College Student Development
College Student Mental Health
Spiritual Formation
Facilitating Student Learning

Courses Focused on the Foundations of Higher Education

History and Foundations of Higher Education
Organization, Governance, and Culture in Higher Education
Comparative International Higher Education and Introduction to Study Abroad

Courses Focused on Leadership

International Higher Education: Global Student Mobility
Leadership and Administration in Higher Education
Assessment of Learning in Higher Education

Courses Focused on Research

Introduction to Higher Education Research
Inquiry in Higher Education
Advanced Research & Data Analysis

Courses for Personal Professional Development

Professional Development Seminar 1 & 2
Capstone in Higher Education

Additional Graduation Requirements

Assistantship: Every MAHE student is placed in a two-year, paid, on-campus graduate assistantship based on their personal area of interest. Stipends for assistantships vary from a minimum of $7,500-$9,000 per year to help with tuition and fees costs. Each assistantship is designed as an educational experience providing marketable skills.

Internship: In addition to the two-year on-campus assistantship experience, you will have at least one additional internship opportunity at Taylor or an institution of your choosing to add to your practical work experience.

Thesis: You will have the opportunity to conduct original research through a faculty-supervised thesis project.

Curriculum Development

Taylor’s organizational commitment to research and continuous improvement in educational offerings helps Taylor graduates stand out in a competitive academic environment. Since the MAHE program launched in 2007, leaders have been responsive to the changing landscape of higher education and feedback from alumni. Some examples of significant changes include:

  • a signature international trip to England and Wales during the third semester. Students will compare US and UK higher education, culminating in a two-week study abroad experience. Students will gain a significant understanding of the UK higher education system, visit various institutions in London, Oxford, Bath, and Wales, and build an international network. The experience concludes with the Society for Research in Higher Education conference where students may present their own research.
  • new course content addressing cultural issues of diversity, equity, and inclusion from a biblical perspective.
  • a new course exploring college student mental health.

Learning Outcomes

The MAHE program is intended to equip graduates to serve in a variety of higher educational roles and contexts. In accordance with this objective and acknowledged professional standards, the program will focus on the following learning outcomes:

1. College student learning and development

Program graduates will be able to describe the major elements and issues of college student development and will demonstrate the capacity to apply developmental understandings in professional practice.

  • Counseling and referral: Graduates will demonstrate an understanding of and proficiency with basic helping skills as well as the skills and knowledge required to provide referrals to students needing professional mental health care.
  • Student learning: Graduates will possess knowledge of the student learning paradigm and demonstrate proficiency at promoting, developing and implementing a “seamless curriculum.”
  • Spiritual development: Graduates will display personal spiritual maturity and the clear ability to integrate faith and practice effectively and appropriately. Additionally, graduates will possess the knowledge and skills necessary to promote and encourage spiritual formation in others. This outcome forms the foundation of the whole person philosophy of this Christ-centered program and its graduates.

2. Leadership for change

Graduates will demonstrate an understanding of the theoretical and practical principles for leading change. Additionally, graduates will develop a personal model of leadership and gain experience by assisting in undergraduate leadership development initiatives.

  • Administration and governance: Graduates will be aware of the unique administrative, organizational, and governance issues and structures present in higher education. In addition, they will demonstrate the ability to navigate and work effectively within these structures.
  • Higher education finance: Graduates will exhibit an understanding of higher education finance and funding structures as well as the ability to construct and manage institutional and departmental budgets.
  • Program development: Graduates will exhibit theoretical understanding and organizational skills necessary for the development and implementation of effective educational curricula and programs.
  • Legal issues in higher education: Graduates will gain exposure to legal concepts and issues in higher education and demonstrate practical knowledge of working with legal counsel.
  • Global engagement: Graduates will understand higher education within a global context and be prepared to skillfully operate within multiple cultural environments.
  • Contemporary issues and trends in higher education: Graduates will demonstrate knowledge and understanding of significant issues and trends in higher education. Additionally, they will possess a practical understanding of methods of identifying and evaluating contemporary developments.

3. Educational values, philosophy, and history

Graduates will possess knowledge of the philosophical, psychological, and sociological underpinnings of American higher education. Additionally, they will be able to discern important implications of these foundations in the practice of program and curriculum design and implementation.

  • History of higher education: Graduates will demonstrate knowledge and understanding of the key historical events, movements, and trends that have shaped American higher education.

4. Research, scholarship, and assessment

Graduates will demonstrate research proficiency necessary for the purposes of program assessment and improvement, development of optimal educational practice, and the advancement of knowledge in the field. Students will participate in original research and have opportunities to present and or publish findings professionally.

  • Assessment: Graduates will demonstrate an understanding of the principles of program assessment, skills needed to construct such assessments, and the knowledge of how to incorporate assessment findings into continuous quality improvement.

5. Experiential learning

Graduates will gain hands-on professional experience through participation in a variety of practicum and internship opportunities.