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С��Ƭ��Ƶ was founded to prepare educators, so it is no surprise that it established a focus in higher education administration in its early years of providing graduate-level education.

The university awarded its first three doctoral degrees in June 1964, two of which were earned by students in what was then the College of Education. Of those, one graduate studied the characteristics of students at С��Ƭ��Ƶ and its regional campuses – representing С��Ƭ��Ƶ’s first dissertation focused on higher education administration. The 60^th anniversary of this achievement was celebrated recently at a reception for alumni and friends at the С��Ƭ��Ƶ Hotel and Conference Center.

Although the program didn’t bear that exact name and technically wasn’t a specific ‘program’ at conception, it did offer a doctoral degree and it was an integral part of С��Ƭ��Ƶ’s cornerstone curriculum, education.

During the 1960s, the degree was “labeled as education, not higher education because the requirements to get a doctorate were super flexible,” said Erica Eckert, interim coordinator of the Higher Education Administration and Student Affairs program in the College of Education, Health and Human Services.

Eckert, who is also an assistant professor, explained the curriculum included a mix of general ‘education-focused’ courses and topical seminars. The first course listed in the graduate school catalog was called student personnel services in higher education, which emphasized the role of personnel work in the educative process.

In the late 1970s and early 1980s, the program started to look more like it does today, with courses being created, modified, and discarded based on the current mix of faculty and program focus. Years later additional content related to community colleges was integrated, along with a focus on internationalization.

The road to higher education is filled with obstacles

Since the pandemic, enrollment in student affairs and higher education programs across the country have declined.  “Students going to college in 2020, 2021 and to some degree in 2022, did not have ‘normal’ undergraduate experiences,” said Eckert. “Our primary pipeline is students who were involved on campus as undergrads so once the undergraduate experience is disrupted fewer people will know about our field. We’re trying to recover from that and remind people we are still here, advocating for the profession.”

Further complicating matters, Eckert points out that entry-level academic and student affairs positions tend to have low compensation and lack private sector benefits like remote work.

“It’s challenging to compete for students on wages and flexibility,” she said. “But I’m optimistic that people will always find a way to do what really matters to them, and the college environment is a great place if you want to work in the nonprofit sector helping people pursue social mobility.”

The difficulties don’t stop there. Public colleges and universities, which enroll nearly three-quarters of degree-seeking students in the United States, are threatened by rapidly increasing costs, tuition caps, and reduced state funding. Education inequality negatively impacts society and individuals, and emotional health challenges like stress, anxiety, and depression are leading impediments to academic success and a student’s well-being. 

Then there’s the digital divide. Advances in technology have made education more accessible for those who can afford it. However, digitalization requires the support of an adequate infrastructure often lacking in some communities, and presents new and interesting challenges for colleges and universities as they think about how to best meet students’ needs.

Eckert believes the future of higher education centers on being prepared to meet the demographic shifts and changing needs of students. Some higher education administration and student affairs programs may close due to low enrollment while others use this period of change as an opportunity to shift their focus and adapt to online curriculum and partnerships with similar programs.

Case in point: The higher education program recently began a dual degree with the С��Ƭ��Ƶ’s MBA program that fits the need for students who want preparation in higher ed and a more traditional business graduate program. “I imagine these kinds of partnerships will continue all over the country,” she said. 

A call to (alumni) arms

Eckert said the program is hoping the 60^th anniversary will raise awareness of the current situation in higher education administration/student affairs preparation programs and remind our alumni about the history and strength of the program. The program’s alumni are a trusted and vital source for identifying and recruiting the next generation of academic and student affairs professionals. Sharing their stories and anecdotes about how they transitioned from С��Ƭ��Ƶ to their current position can resonate with students.

Since its inception, the higher education program has grown to offer a variety of degrees in Higher Education Administration and Student Affairs, including the M.Ed., Ed.S., Ph.D.

“Our program prepares administrators who can apply theory in real life practice and help students and colleagues achieve important goals by focusing on leadership and politics,” said Eckert. “That way, graduates can effectively navigate college or university environments or thrive in a role outside traditional higher education, like educational technology, human resources or healthcare.”