Geneva College



Summer Institute 2014 Information

Summer Institute 2014

June 8-21, 2014

Geneva College
Beaver Falls, PA, 15010
“Celebrating our 20th Anniversary”


We are delighted to provide a graduate opportunity in the field of higher education that is committed to academic rigor and undergirded by a Christian perspective. Our 36-credit program provides solid theoretical and professional foundations while offering substantial flexibility to professionals.

The Summer Institute program was specifically designed for professionals who wish to earn a master’s degree without having to leave their current settings permanently or attend classes two or three nights per week. Students can complete the degree in just three years, by taking four courses during a two-week period early each summer and finishing their coursework during the ensuing academic year. Students may also opt to complete the program in a longer period of time by attending only one week of the Institute.

The Summer Institute requires 30 core credits and six elective credits to complete the program.

In addition to classes, the Summer Institute provides many opportunities for informal conversations and for recreation. The MAHE program also provides several meals each week to encourage a collegial atmosphere and to help defray costs.

Ultimately, the goal of the Master of Arts in Higher Education program is to prepare thoughtful Christian practitioners who have a heart for pursuing God’s call in a college or university setting.



First-time students must apply to the program. The Master of Arts in Higher Education program does not have an application fee and does not require that students take the Graduate Record Exam (GRE). All students, new or returning, must complete the attached response form in order to take Summer Institute courses.

Financial Aid

Students who maintain at least a half-time status of three credits per semester (i.e., one courses each week of the Summer Institute) qualify for loans and loan deferments.

Tuition is $640 per credit hour ($1,920 per class). Books and materials are provided at no additional cost to students. A deposit of $150 per course is due by May 9, 2014, for new students only. This deposit will be deducted from your first bill. Bills for Week 1 courses will be mailed in September 2014 and for Week 2 courses in January 2015.

Registration is due by May 5, 2014.

Course Offerings

Week One - June 8-14

Morning Classes:
Foundations of Higher Education
Elective: Residence Life
Elective: Foundations of Campus Diversity

Afternoon Classes:
Higher Education Professional
Historical Foundations of Higher Education
Foundations of Educational Research

Week Two - June 15-21

Morning Classes:
College Students in America
Foundations of Learning and Knowledge
Leadership and Change

Afternoon Classes:

College Student Success
Practicum in Higher Education
Capstone in Higher Education

Because of curriculum revisions you should register by the year you are in the program. If you have already taken the course that is recommended for you please contact us. Please note the following prompts to help you register for your Summer Institute classes:

First year students should register for Foundations of Higher Education, Higher Education Professional, College Students in America, and College Student Success

Second year students should register for Diversity or Residence Life, Historical Foundations, Learning and Knowledge, and Practicum

Third Year students should register for Diversity or Residence Life, Research, Leadership and Change, and Capstone

Course Descriptions

As a capstone course, this course is intended to provide integration, cohesion, and summary to the entire course of study. We will revisit and reflect upon the foundational hopes of the program for student learning. Likewise, students will complete a culminating project that illustrates their interests, knowledge, and proficiencies within the field of higher education.

This course offers a comprehensive overview of American college students. More specifically, it provides a multifaceted profile of who is currently in college. The course also examines and critiques major human development theories that attempt to “explain” students’ development. In this context, the course considers the feasibility of a Christian theory of students’ development during the college years.

Since national six-year college graduation rates hover at approximately 50%, it seems reasonable to inquire about the extent to which the American colleges and universities are effectively promoting student success in college. This course takes on this “problem” by examining research and literature about college student success to identify particular policies, programs, and practices that promote students’ success in American higher education.

This course will explore the complex issues facing university and college professionals when addressing diversity and multiculturalism. We will examine the development of dominant and dominated cultures in the United States and how an increased understanding in these regards might shape how higher education professionals do their work. A Christian perspective will ground and shape the dialogue with special attention to how Christians have attempted to address issues of diversity in the past. Distinctions will be made between individual and institutional diversity challenges, and specific policies in various areas of the academy will be examined. Specific attention will be given to dialogue on issues of gender, class, race and religious affiliation.

This course is intended to provide an introduction to various research design and methodology skills that are relevant to educational research. We will also examine the nature of the research process as well as the roles of researcher. Our hope is that students will become both more proficient and more accustomed to understanding, valuing, and interpreting educational research as well as designing, conducting and presenting effective research.

This course is designed to introduce students to what might be called the worldviews that shape and have shaped the academy. More specifically, students will uncover and analyze underlying assumptions, perspectives, and practices that are present in American higher education historically and presently. Students will also be introduced to a biblical worldview as a framework for examining other worldviews that are currently operating in the American academy.

This course explores the major philosophic systems that have functioned as foundations for Western higher education, and investigates the interplay of theories of knowing and models of learning in the context of higher education. In either case, it pays special attention to the use of Biblical categories to analyze and to direct the discussion toward the development of normative and practical alternatives for higher education.

This course provides a general overview of the historical development of American colleges and universities, beginning with the colonial period and continuing through the current scene. The course will also explore the interplay of Christian faith with the historical development of American higher education.

This course examines literature and research on leadership planning and practice in American colleges and universities, particularly in the context of addressing macro (societal) and micro (organizational) change effectively. In so doing, the attempt will be made to evaluate ways in which a Christian perspective may provide understanding, critique and direction to academic leadership in response to changing landscapes.

This course is intentionally connected to the contextualized learning experiences that all students are required to complete, and emphasizes hands-on-professional opportunities and focused reflection of such opportunities. Students will explore various resources in the field of higher education, consider relevant insights from experienced professionals and professional opportunities (e.g., workshops, conferences, etc.) and be challenged to more fully understand the interplay between beliefs, ideas, and professional practice.

This course examines the development of residence life in American higher education. It will explore theoretical issues such as residence life as education, as well as more functional issues such as staffing and supervision, program development and assessment, architectural design, and addressing relevant personal and structural problems. The course emphasizes translating theoretical understanding into practical initiatives to enhance student learning.

This course examines the concepts of vocation, work, and faith commitment particularly as they take shape within the context of higher education. We will discuss biblical and theological perspectives on vocation and work in an effort to assess their merit and relevance for professional and personal life. In addition, we will consider the issue of leadership and its relationship to personal and professional development.