Adult and Higher Education M.Ed
The Master's Degree in adult and higher education is designed to prepare professionals to
- assume administrative roles in adult and higher education;
- become more competitive candidates for leadership positions in adult and higher education; and
- conduct inquiry which contributes to the practice of adult and higher education.
The master's program is comprised of a comprehensive curriculum (no master's thesis is required) and practical experiences designed to prepare students for professional positions in a variety of education and training organizations including colleges and universities, governmental agencies, educational planning agencies, and business and industry.
The master's program offers a variety of emphases designed to prepare graduates for 21st century education and the diverse student population it will serve. Program emphases include:
Adult and Continuing Education emphasis
The Adult and Continuing Education emphasis prepares professionals for work as administrators, program planners, and adult education specialists in a variety of organizations including universities, colleges, community colleges, vocational schools, business, industry, and government. The program is designed to provide students with the competencies necessary to develop and administer successful educational programs for adults based upon the literature in adult learning, program planning, and administration.
Community College Administration emphasis
The community college concentration focuses on administration and research related to the community colleges. In this concentration, students are introduced to the unique role that community colleges play in the American higher education system, concepts and theories related to the administration of these institutions, and to critical research topics dealing with their constituents. This concentration prepares students to assume entry-level to mid-level administrative positions in the community colleges or related agencies.
Distance Education emphasis
The emphasis in distributive/distance education and learning prepares professionals for work in the field of distributive learning as administrators, planners, instructors, and telecommunications specialists in a variety of education-related organizations including universities, colleges, state and federal agencies, business and industry. The distance education emphasis offers concentrations in administration and program design. The administration concentration is designed to provide professionals with the competencies required to plan and administer distance learning systems. The distance education design concentration prepares instructors with the competencies required to teach students who study at a distance. The focus of this program is upon the application of telecommunications technologies in educational settings.
Higher Education Administration emphasis
Welcome to the Higher Education Administration concentration in the Adult and Higher Education program, Department of Educational Leadership & Policy Studies at the University of Oklahoma.
On these pages you will find information about the EDAH Higher Education Administration emphasis and courses. If you have questions about the concentration, please contact Dr. Elon Dancy, Dr. Kirsten Edwards, Dr. Penny Pasque, Dr. David Tan, Dr. Juanita Gamez Vargas, or Tony Lee.
Intercollegiate Athletics Administration emphasis
Students interested in pursuing a career in Intercollegiate Athletics Administration (IAA) as a scholar or practitioner are able to focus coursework in this specific area of emphasis. Students pursuing a Master’s degree will earn a M.Ed. in Adult and Higher Education with an emphasis in Intercollegiate Athletics Administration (36 credits). IAA emphasis courses are taught by both EDAH faculty members and practitioners who work in the OU Athletics Department.
The IAA emphasis is philosophically embedded within the broader study of adult and higher education. As such, it reflects the realities of modern intercollegiate athletics programs within the context of the higher education setting. The curriculum is designed to provide a breadth of knowledge in higher education with specialized course work in intercollegiate athletics.
IAA emphasis course requirements
36 credits are required to complete a Master’s of Education in Adult and Higher Education with Emphasis in Intercollegiate Athletics Administration Degree.
- 4 Higher education core courses (12 credits)
- 5 Intercollegiate Athletics Administration core courses (15 credits)
- Courses are taught by both scholars and practitioners who focus on higher education and intercollegiate athletics administration
- Some courses are taught by current practitioners in the OU Athletics Department
- Depending on the student’s work experience in intercollegiate athletics (not including experience as a student-athlete), s/he will be required to complete a 3-credit Professional Development course.
- Student may take up to 3 Elective Courses (9 credits)
- Students may elect to take up to three elective courses from suggested list of courses or take 3 additional courses from the IAA core.
IAA Program Curriculum
EDAH 5013 The Adult Learner
EDAH 5023 Administration of Adult and Higher Education
EDAH 5033 Critical Literature in Adult and Higher Education
EDAH 5043 Introduction to Research in Adult and Higher Education
Intercollegiate Athletics Administration Courses
EDAH 5273 Athletics in Higher Education
EDAH 5613 Ethical Decision Making in Intercollegiate Athletics
EDAH 5623 Marketing and Development in Intercollegiate Athletics
EDAH 5633 Gender Issues in Intercollegiate Athletics
EDAH 5643 Career Development in Intercollegiate Athletics and Higher Education
EDAH 5653 Academic Reform and Athletics Academic Advising
EDAH 5663 Governance in Intercollegiate Athletics
EDAH 5673 Organization and Administration of Intercollegiate Athletics
EDAH 5683 Diversity in Sport
EDAH 5693 Practicum/Professional Development in Intercollegiate Athletics and Higher Education
EDAH 5813 NCAA Compliance Seminar I
EDAH 5823 NCAA Compliance Seminar II
EDAH 5833 Evidence Based Practices and Research Development in Intercollegiate Athletics
EDAH 5843 Event and Facility Management in Intercollegiate Athletics
EDAH 5853 Best Practices in Contemporary Intercollegiate Athletics Student-Athlete Support Services
EDAH 5863 Fundraising, Licensing, and Trademark Law in Intercollegiate Athletics
EDAH 5103 Instructional Strategies
EDAH 5123 Decision Making in Adult and Higher Education
EDAH 5153 Legal Aspect of Higher Education
EDAH 5163 Diversity Issues in Higher Education
EDAH 5223 Student Personnel Services in Higher Education
EDAH 5253 Adult Learning and Development
EDAH 5263 Planning in Higher Education
IAA Graduate Students are able to apply for paid graduate assistantships in the OU Athletic Department. Students interested in a graduate assistantship position in the OU Athletics Department must apply to the Graduate College and EDAH program by February 1.
Assistantships are available in most functional units of a large Division I athletics department (marketing, compliance, licensing, academic support, athletics student life, development, etc.). Assistantships are typically at the .50 level, include a tuition remission, basic benefits and stipend. Student fees are not included.
To obtain the OU Athletics GA Applications Form please click below. Download, complete and send to Amy Miller (email@example.com), Director of the OU Athletics Graduate Assistant Program:
IAA Program Contact Information
Students who would like further information regarding this program or assistance with course selection should contact Dr. Stephanie Blackmon, Dr. Eric Snyder or Mr. Tony Lee (EDAH Academic Advisor).
Stephanie Blackmon, PhD
Assistant Professor of Adult and Higher Education
Eric Snyder, PhD
Assistant Professor of Adult and Higher Education
EDAH Academic Advisor
Office: (405) 325-3604
Monday 10 a.m. - 4:30 p.m.
Tuesday 11 a.m. - 6 p.m.
Wednesday 10 a.m. - 4:30 p.m. or by appointment
Institutional Research emphasis
The institutional research concentration focuses on the utility of data and information in decision making, planning, and management in colleges and universities. Students will be introduced to management and decision support systems and the types of research that should be undertaken on various institutional aspects (students, faculty, staff, facilities, capital and finance, curricula, programs, internal and external environments) which can yield important findings and implications for planning and management purposes. This concentration prepares students to assume institutional research positions in higher education. Institutional research is an emerging specialty within higher education.
Student Affairs emphasis
The student affairs emphasis in EDAH is committed to helping students understand how colleges and universities work, the issues affecting college students and faculty, and how to best lead our colleges and universities to meet the challenges of our global and changing diverse democracy. Students will be challenged intellectually to consider the intersections of theory, research, and practice as they develop integrity, courage, and vision to advance social justice and educational equity in the field.
The Student affairs emphasis prepares student for a variety of education and training organizations including two and four year institutions of higher education, governmental agencies, educational planning agencies, and business and industry and focuses on organizational behavior, management, administration, and research related to diverse college students. This concentration prepares students to assume administrative student affairs positions in higher education such as residence life, multicultural affairs, counseling, placement, leadership, volunteerism, counseling, international student services, and academic advising.
MASTERS DEGREE IN ADULT AND HIGHER EDUCATION
STUDENT AFFAIRS EMPHASIS - 36 CREDIT HOUR DEGREE REQUIREMENTS
Major Core or Required Courses (12 credits):
▪ EDAH 5013, The Adult Learner
▪ EDAH 5023, Administration of Adult and Higher Education
▪ EDAH 5033, Critical Literature
▪ EDAH 5043, Introduction to Research in Adult and Higher Education
Student Affairs Emphasis (15 credits):
▪ EDAH 5163, Diversity Issues in Adult and Higher Education
▪ *EDAH 5223, Foundations of Student Affairs in Higher Education
[*Suggested first course in the program]
▪ EDAH 5483, College Student Development
▪ **EDAH 5383, Contemporary Issues in Student Personnel
[**Suggested last course in the program]
▪ +EDAH 5910, Practicum in Adult and Higher Education
+ Students may select from the following options: 1) an administrative practicum in the area(s) of interest, 2) an experiential practicum focused on preparations for national and regional conferences, 3) a written practicum focused on publication, or 4) another option designed in consultation with your advisor and practicum faculty member. Students who have student affairs experience as a graduate student or personnel may select an administrative practicum in a different area or the academic options. All students work with the practicum faculty member on the practicum experience.
Electives (9 credits):
Choose from a specific student affairs track or general electives based on your own learning objectives. Electives may be taken from within or outside of EDAH. Options include:
Social Justice Track
▪ EDAH 5473, Race, Class and Gender in Education
▪ EDAH 5940, Critical Topics in Student Life
▪ EDAH 5943, Gender, Society and Higher Education
Community College Track
▪ *EDAH 5133, The American Community College
[*suggested first course in this sequence]
▪ EDAH 5940, Student Services in Community College
▪ Additional courses to be determined
▪ EDAH 5173, Leadership and Administration in Student Affairs
▪ EDAH 5433, The First-Year Experience: Students, Program Design,
▪ EDAH 5940, Assessment and Evaluation in College Student Affairs
General Directed Track
Student (with advisors) choose courses from within or outside EDAH based on your intended learning outcomes. For example, training & development in student affairs, finance and business management, and human relations. EDAH examples include:
▪ EDAH 5123, Decision Making in Adult and Higher Education
▪ EDAH 5153, Legal Issues in Adult and Higher Education
▪ EDAH 5213, History of American Higher Education
▪ EDAH 5233, Research on the College Student
▪ EDAH 5243, Financial Management in Higher Education
▪ EDAH 5253, Institutional Research in Higher Education
▪ EDAH 5263, Planning in Higher Education
▪ EDAH 5273, Athletics in Higher Education
▪ EDAH 5503, Introduction to Developing & Training
Human Resources in Organization
▪ EDAH 5940, Statewide Coordination and Governance
▪ EDAH 5940, NCAA Academic Reform and Academic Advising
▪ EDAH 6193, Foundations of Qualitative Inquiry in Adult & Higher Education
All students should seek academic advising prior to choosing courses to satisfy their credit hours. Students who would like further information regarding this program should contact:
Dr. Elon Dancy
Dr. Kirsten Edwards
Dr. Penny Pasque
Workforce Learning and Development emphasis
The Workforce Learning and Development emphasis prepares professionals for work as trainers, directors of training programs, and human resource professionals in a variety of training organizations including business, industry, government, and education. Adult learning theory, instructional strategies, and evaluation techniques provide a basic foundation for the study of training and development of workplace. The American Society of Training and Development HRD competencies are analyzed in a survey activity. Personnel issues that often require HRD personnel participation are reviewed in a special topics setting. Students enter the Workforce Learning and Development program from a variety of backgrounds.
The Workforce Learning and Development emphasis prepares individuals with the most current information and skills for success in this dynamic field. It also provides a firm foundation in the critical topic areas of
- Training and development foundations
- Instructional systems design
- Key evaluation competencies for training improvement
- Technological systems and tools for learning and performance improvement
- Competencies necessary for success in the expanded role training and development has assumed
- Organizational learning and development
- Current trends in the training and development and organizational development fields
Masters Degree in Adult and Higher Education Workforce Learning and Development Emphasis
36 credit Hour Degree Requirement
Major Core or Required Courses (12 credits):
- EDAH 5013, The Adult Learner
- EDAH 5023, Administration of Adult and Higher Education
- EDAH 5033, Critical Literature
- EDAH 5043, Research Method
Workforce Learning and Development Emphasis (15 credits):
Four courses from the following list:
- EDAH 5103 Instructional Strategies in Higher Education
- EDAH 5503 Introduction to Developing and Training Human Resources in Organizations
- EDAH 5523 Skills and Strategies in Designing, Developing, and Delivering Training
- EDAH 5443 Organizational Development and Change
- EDAH 5553 Evaluation Strategies for Learning and Performance
One course from the following list:
- EDAH 5413 Design and Delivery of Distance Learning Programs
- EDAH 5743 E-learning and Blended Learning Approaches for Workforce
- EDAH 5753 Technology, Innovation and Performance Systems for HRD
Electives (9 credits):
Choose from general electives based on your own learning objectives. Electives may be taken from within or outside of EDAH. Options include:
Suggested Elective options in Adult and Higher Education
- EDAH 5333 Program Planning for Adult and Higher Education
- EDAH 5513 Management and Administration of Training Functions
- EDAH 5363 Self-directed Learning
- EDAH 5143 Leadership Development in Adult and Higher Education.
- EDAH 5313 Adult Learning Models
- EDAH 5353 Adult Learning and Development
- EDAH 5153 Legal Issues in Adult and Higher Education
- EDAH 5163 Diversity Issues in Adult and Higher Education
- EDAH 5223 Student Personnel Services in Higher Education
- EDAH 5463 Transformative Learning
- EDAH 6143 Theory and Research in Training and Development
Suggested Elective Options in Other Departments
- COMM 5333 Organizational Communication
- COMM 5253 Cross-Cultural Communication: Theory and Research
- H R 5323 Organizational Behavior in Human Relations
- PSY 5703 Survey of Industrial/Organizational Psychology
- EIPT 5113 Educational Psychology of Human Development
- EIPT 6153 Motivation in Education
- EIPT 5423 Computer Mediated Communications in Education
- EDMA 6163 Systems Theory and Learning Organizations
Dr. Doo Hun Lim
A practicum is a supervised fieldwork experience in which a faculty member and a professional collaborate in guiding, instructing, and supervising the student’s introduction to a particular training functional area or project. It offers the opportunity to gain insights which complement the academic preparation of the classroom.
Students who have not had the equivalent of one year of experience working in the training field must take the 3-hour course:
EDAH 5910 Practicum in Training and Development
Careers in the field of Adult and Higher Education
Our program prepares graduates to assume leadership, administrative, teaching, and training positions in a variety of organizational settings. Our graduates compete for positions as trainers, adult educators, program planners, distance education specialists, administrators, athletics administrators, and instructors in adult education organizations, colleges and universities (including community colleges and vocational schools), governmental and military agencies, and business and industry.
This program is designed to provide the students with the competencies necessary to teach, develop, and administer successful organizational and educational programs based on the literature and research in adult and higher education. Students will be exposed to significant insights related to management, leadership, evaluation, finance, marketing, development, program planning, distance and traditional learning, teaching strategies, organizational transformation, and human relations.
Our program is interdisciplinary, and we enthusiastically welcome students from all undergraduate and graduate disciplines. No prior teacher education nor administrative experience is needed to be admitted into the program.
In lieu of a master's thesis, all students are required to take the master's comprehensive exam at the end of their program of study. Students will be allowed to take the comprehensive exam only after they have completed all four core courses (waivers can be granted by the EDAH Curriculum Committee based on reason and how the students proposed to make up for the content area).The master's exam will consist of three questions to be written over a four-hour proctored time period, usually on a Saturday (for Norman campus students). Failure to provide plausible answers to all three questions will result in a failure for the exam. The questions will be based on contents from the four core courses. Students must be registered for at least two credit hours to take the exam--this is a Graduate College requirement and no exception can be granted. This exam is not offered during the summer term. The exam is typically on the first Saturday in November during the fall semester and the first Saturday in April in the spring semester, unless there is a conflict, such as a large campus event or a national holiday. Please contact Trudy Rhodes in the departmental office (325-4202) for the exact date of the exam. The Comprehensive exam date will be determined at the beginning of each Fall/Spring semester. Application forms to take the exam and graduate are often due to the Graduate College the semester prior to taking the exam, early on during that semester. Check the Graduate College website to obtain specific information about the application timeline and forms.
Also note that there is no set format for the exam. For example, some exams have had one question that was comprehensive in nature (i.e. one question with a number of sub-questions that incorporate different areas) while other exams have included separate and distinct questions (i.e. three different questions, each directed at a different area). An example of both types of questions can be downloaded below. In all cases, the “comprehensive” nature of the exam remains the same.
Comprehensive Exam Instructions
- Write (or type) your number (NOT YOUR ID NUMBER) at the top of each page of your exam (NOT YOUR NAME). Your number is the one located on the label with your name.
- You may begin the exam when directed to do so by the test examiner.
- You have four hours for the exam. You may use your time to answer the questions as you see fit.
- If you need to leave the room, you may do so for up to five minutes to use the restroom or take a stretch break. Only one person at a time may leave the room.
- You may not refer to any notes, books, websites or other materials during the exam. You may not communicate with other students taking the exam or use headphones / MP3 unless they are supplied by the test proctor.
- If you are using a computer:
- Do not sign in using your 4x4. We will have already signed into the computer.
- All wireless and website access will be turned off and should not be used.
- We strongly urge you to save your document on a regular basis. “Save” directly to the
- You may input for four hours at which time you will be directed to stop. At that time, you need to print your document.
- You must clear your hard drive of all exam-related data. Put the document into the trash AFTER you print it out and turn it in to the test proctor.
- You cannot save your exam to a flashdrive, other device, or email it to yourself.
- Answer all questions.
- When you have completed the exam, give your answers AND THE QUESTION SHEET to the test proctor. Do not take the exam out of the room.
- Any notes, outlines, etc. that you wrote during the exam must be given to the test proctor for secure disposal.
- Your exam will be sent directly to the EDAH department faculty by the test proctor.
- The test proctor will follow standard procedures for administering an exam. If you have any questions, s/he will be able to answer only administrative questions.
- If you experience any irregular conditions during the exam, please make a note of them after the exam. The test proctor will include your notes in the envelope sent to the EDAH department faculty.