Department of Leadership, Technology, and Human Development
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For program information, please contact: Fayth M. Parks, Ph.D. Program Description, Goals and Objectives Planning Worksheets - Community Counseling Student Recognition and Presentations Other Helpful Information Graduate Assistantship/Financial Aid
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Student Services Concentration
Welcome to Georgia Southern University and the Student Services in Higher Education program in the Department of Leadership, Technology and Human Development in the College of Education!
Student Services in Higher Education is one of three emphasis areas under Counselor Education. The other two areas are School Counseling and Community Counseling.
Both the College of Education faculty and the professional staff in the Division of Student Affairs are involved in providing students with educational experiences that prepare graduates for professional positions in student services in colleges and universities nationwide as well as other post-secondary institutions.
This Master's Degree program in Student Services in Higher Education first admitted students in 1994. It is a preparation program for student services professionals employed at colleges, universities and other post-secondary institutions. Student services professionals are dedicated to enhancing the "worth, dignity, potential, and uniqueness of each individual within post-secondary educational institutions and thus to the service of society" (ACPA Statement of Ethical Principles and Standards, 1993). Student service professionals are involved in fostering environments that are conducive to learning and development through areas such as residence life, student union, student activities, orientation, admissions, advisement, judicial affairs, career services, financial aid and other direct student service delivery areas.
Program Goals
The primary goals of the program are to prepare its graduates for entrance into professional positions or to enhance career opportunities in positions currently held. Graduates have a solid foundation in the human development theories, which are the basis for service delivery in higher education. Graduates have knowledge of the basic student service areas and how they vary from institution to institution, as well as an understanding of today's college students. They are familiar with the ethical and professional standards and the philosophy that govern of the profession. Knowledge of basic counseling skills enhance effective service delivery on todays multicultural campuses.
Program Objectives
- Understand the developmental nature and needs of individuals who attend colleges and universities.
- Have knowledge of specific student services offered.
- Understand issues and trends in multicultural and diverse societies.
- Develop a personal philosophy for service delivery based on the history, philosophy, and contemporary theories associated with the profession.
- Have an understanding of educational research; for the research option, be competent in the collection, analysis, and interpretation of data.
- Develop competency in program planning and evaluation.
- Have an understanding of aspects of professional practice, including the history of the profession, leadership roles, organizational structures and change, ethical standards, legal issues, and related professions.
- Have the helping skills necessary for effective service delivery.
- Have a knowledge of career development processes and issues.
- Have an understanding of individual and group approaches to assessment and evaluation.
Educational experiences include a comprehensive knowledge base that is presented through theoretical courses and field experiences. The knowledge bases include: student service areas, diverse student populations, human development theories and processes, counseling theories and skills, research methodology, and program implementation skills developed through a 600 hour, minimum two setting internship.
Students pursuing a Master's Degree with an emphasis in Student Services in Higher Education complete 48 semester hours in foundations, higher education, counselor education, and elective course work. There are two options for degree completion; students may complete an all course or a research project option.
Internship ExperiencesQ: How long does it take to complete this degree program?
A: Typically 2 years including summer if attending as a full time student and 3 to 3 and a half years if attending as a part time student. Students are responsible for the pace at which they choose to complete the degree within the limits set by the institution.Q: Where are graduates of the program employed?
A: Many graduates of the program seek positions at post-secondary institutions nationwide. A partial listing of those institutions can be found here.Q: Is the program accredited?
A: SACS and NCATE are the primary accrediting organizations for Georgia Southern and the College of Education. Program specific accreditation by CACREP is not yet available; however, the program of study was developed to be consistent with those guidelines. The CAS guidelines for preparation programs will be reviewed over the next year.Q: Where are graduates from this program employed?
A: Bucknell, Florida International University, Georgia Southern University, Georgia Tech, Marist College, New York, Murray State University, Savannah College of Art and Design, Texas Tech, University of Delaware, University of Washington-Eau Claire, Western Carolina University
Internships are an integral part of the graduate program in Student Services. Two internships in different functional areas are required. Students are encouraged to participate in experiences that will broaden their skills, knowledge, and understanding of Student Services. Internship sites and objectives are mutually selected by the graduate student and the site supervisor, in consultation with a Student Services professor.
Potential sites include, but are not limited to, the following offices or departments at Georgia Southern University:
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In addition, internships can be completed at other institutions. On rare occassions, students who already have positions in a student service area can choose to complete the non-internship option in the program.
Our Graduates Say...
"The combination of academic study and practical experience prepared me for what I encountered in the field." --Ashley R. James (Class of 1995), Assistant Director of Housing & Residence Life at Methodist College in Fayetteville, N.C.
"I truly enjoyed my experience at Georgia Southern working with the faculty in the program. Their willingness to help me succeed is something that I remember. I try to do the same for my students." --Kevin Ploeger (Class of 1999), New Student Programming Coordinator at Franklin College in Franklin, IN.
"The academic curriculum provided a great balance between student affairs theory and practice, and counseling courses, both of which have been the backbone of my positions in higher education. The size of the campus, the support that graduate students receive from within the campus community, as well as the availability of opportunities throughout campus to get involved afforded me exposure to different positions and offices. I believe that it was the experiences outside the classroom that gave me the edge on job opportunities and ultimately taught me the skills needed to do a job well!"--Kristine Ritz (Class of 2000), Coordinator of the Office of Student Support Services at the University of Delaware in Newark, DE.
"Attending graduate school was a goal I had for many years. At the age of 44, I began the journey to fulfill my educational goals. The Master's in Student Services in Higher Education enhanced my career as an academic advisor on Georgia Southern's campus. I attended school in the evening and worked with the college students in the daytime. Because of my experiences, I felt I had much that I could contribute to class discussions and projects. It's never too late for such a great experience."--Marilyn S. Hale (Class of 2001), Academic Advisor in the Academic Advisement Center at Georgia Southern University.
Student Recognition and Presentations
2006
- Boller, Itaski V., Volunteer, National Youth-at-Risk Conference
2005
- Kile, Nathan L., "Utilizing adventure based programming as a tool to encourage student develoment in college," Association of Outdoor Recreation and Education National Conference
- Kile, Nathan L., "The lifeboat: An experiment in group decision making," INSPIRE Leadership Conference
2004
2002
- First place in the Virtual Case Study competition sponsored by StudentAffairs.com (April)
- Chapman, Kerri; King, Arnita; Louk, James D.; Mayer, Sara. Virtual Case Study Competition, sponsored by StudentAffairs.com
- Chapman, Kerri (2002). "On Eagle's WINGS: Technology and Student Service in Financial Aid." National Quality Assurance and Experimental Sites Conference, U.S. Department of Education. Baltimore, MD.
- Chapman, Kerri (2002). Panelist: "Tool Time: How to be a Power User." Student Financial Aid Conference. U.S. Department of Education.
- Chapman, Kerri (2002). "On Eagle's WINGS: Technology and Student Service in Financial Aid." Georgia Association of Financial Aid Administrators Spring Conference. St. Simon's Island, GA.
- Louk, J.D. (2002). "Do you have a Heart, a Home, som Courage, and a Brain?: Types of Leadership Qualities held at State University of West Georgia." Georgia Residence Hall Officers.
2001
- Laura Kennedy received a NACADA Scholarship while employed as an academic advisor at the Savannah College of Art & Design (SCAD), located in Savannah, Ga.
- Sara Mayer from Georgia Southern University and Michael McKenzie from University of Denver received first place in the Order of Omega Case Study Competition at the Association of Fraternity Advisors, Inc. (AFA) conference held in Washington, D.C. (November)
- King, Arnita (2001). "The Programming Puzzle: Identifying Strategies to Develop Creative Programming for Campus Leaders." Georgia Residence Halls Organized Together in Harmony.
- King, Arnita (2001). "Moving From the College All-Star Game to the Pros: Marketing Your Student Leadership for Employment." South Atlantic Affiliate of College and University Residence Halls (SAACURH). Tennessee Technical University, Cookville, TN.
- Louk, J.D. (2001). "So You're an All-Star, What Can You Give Back: Increasing Organizational Image Through Campus Events." South Atlantic Affiliate of College and University Residence Halls (SAACURH). Tennessee Technical University, Cookville, TN.
- Louk, J.D. (2001). "Going Broke or Rolling in Money: Types of Fundraisers held at Georgia Southern University." Georgia Residence Hall Organization Together for Harmony.
Student Involvement in National Organizations & Committee Membership
2005-2006
- Nathan R. Kile, Vice-President of Chi Sigma Iota National Honor Society
- Nathan R. Kile, Member, First Year Experience Programming Committee, GSU, Association of Outdoor Recreation and Education(AORE)
2004-2005
2002-2003
- Arnita King; Member of the Standing Committee for Graduate Students & New Professionals for ACPA (American College Personnel Association)
- Arnita King; Member of the Program Selection Committee for Commission III (Housing & Residence Life), ACPA (American College Personnel Association)
- Sara Mayer; Member of the First Timers Conference Committee, AFA (Association of Fraternity Advisors)
Thesis Projects (Comprehensive Professional Portfolio replaces Master's Thesis option as of fall 2005)
- Hale, M.S. (2000). Contributing factors to the attrition of honors eligible university students: A qualitative research study.
- Smith, J.P. (2000). Characteristics of Millenium minority students and their student organization involvement.
- McAllister, B.R. (2000). The relationship between noncognitive dimensions and the academic performance of student-athletes.
- Ehling, J.S. (1999). Students' perceptions of student conduct code violations and the judicial process at Georgia Southern University.
- Ploeger, K.G. (1999). Student-athletes' perceptions of coaches' emphasis on academics and athletes.
- Alfert, S.L. (1999). A qualitative look at success in U: The freshman residential experience.
- Boyett, E.W. (1998). Survey of student satisfaction with financial aid services.
- Holderman, C.A. (1998). A summary of student perspectives on membership in a religious organization during freshman year.
- Kittrell-Mikell, D. (1997). An examination of the academic advising process in the college of education as perceived by undergraduate students, and the advisement center's pursuit to provide quality academic advising.
- Hobby, B.D. (1997). An assessment of perceptions of career services providing job search and survival skills training.
- King, I.A. (1997). Relationship between participation in the minority advisement program and student retention and achievement.
- Guillory, G.A. (1996). Academic intervention for enhancing the academic achievement of the at-risk student at Armstrong State College.
- Marsh, S. (1995). An examination of variables related to Hope scholarship retention.
Last updated January 18, 2007.