Please note that the online calendar does not always match up with the on-campus calendar. Also, course sequences are subject to change, so continue to refer to the calendar for your cohort. Also, please be aware that courses with section numbers 411 and 412 are reserved for the online students; those numbered 431 are for the River Falls cohort; and those numbered 01, 02, etc. are for the on-campus cohort.
*You must apply for graduation immediately after you register for your final semester at UW-L.
Note: on-campus courses will be section 01.Fall 1 - 12 credits
Spring 1 - 13 credits
Fall 2 - 10 credits
Spring 2 - 10 credits
Summer 1: 2013 - 7 credits
Summer 2: 2014 - 7 credits
Fall 2: 2014 - 6-9 credits
Spring 2: 2015--7 credits
Fall 1: 2013 - 10 credits
Spring 1: 2014 - 10 credits
Fall 2: 2014 - 10 credits
Spring 2: 2015 - 10 credits
Note: SAA 720's that are offered online follow the online calendar dates.
Section 01 - Men and Masculinities in Higher Education (on-campus): This course will focus on concepts of male identity development (e.g., masculinity, gender role socialization, gender role conflict), men's behavior on college campuses (e.g., alcohol, sexual assault, conduct issues), men's health and wellness (e.g., health behaviors, body image), and men of color (e.g., intersection of race and gender). A main theme of the course will focus on how student affairs professionals can help men overcome stereotypical concerns connected to hegemonic masculinities. The main assignment of the course will be a combination literature review and developmental intervention for college men. This provides an implementable theory-to-practice strategy to help men transcend potential issues and concerns they face in college. This course is not intended to be a male-only space. Women are essential to this discourse and this work with college men.
Section 411 - Retention (online): Nationally, an average of about 1/3 of students who start college don't return for a second year. This figure appalls the public and most legislators, but some in higher education have simply come to accept it as normal. Many theories exist regarding why students choose to leave college, but in this course, we will study why students choose to stay. Seidman (2012) suggest the formula for improving the retention of students is simple: Retention = Early Identification + (Early + Intensive + Continuous) Intervention. The main assignment of the course will be a combination literature review and program proposal for retention strategies on your campus.
Section 412 - White Privilege Conference (online): Student affairs educators value diversity and actively work against racism and other forms of oppression. However, we often focus on the "targets" of a particular oppression (e.g., persons of color, women, LGBT persons) without paying attention to how each system that disadvantages one group also privileges another (even when members of that group do not feel particularly privileged). In this course, we will explore the topic of White privilege, focusing on how it operates in the lives of college students as well as in the profession of student affairs. The course includes attendance at the White Privilege Conference (whiteprivilegeconference.com) from March 26-29, 2014, in Madison, WI. We are working to secure funding to help offset the costs (registration is typically around $180 for students).
Section 413 - Academic Advising (online): This course will introduce you to the field of academic advising through a study of the historical, theoretical, ethical and philosophical concepts related to academic advising. You will learn about the difference advising models employed in academic advising and will develop a core set of values to use in academic advising.
Section 414 - Internationalization of Student Affairs (online): The traditional work and world of student affairs professionals in higher education is changing rapidly with new global trends and developments of the 21st Century. In fact, the internationalization of student affairs represents one of the most significant developments in the profession over the past three decades. This course will examine (1) student affairs involvement in international activities; (2) the factors driving international involvement; (3) internationalization in a time of terrorism; (4) building bridges to new places and people; (5) the benefits of international experiences; and (6) implications of internationalization on the future of student affairs. Students will have the opportunity to enhance their expertise about student affairs in a country of their choice.
Section 415 - Disability Issues (online): Students with disabilities are arriving on college campuses in unprecedented numbers. This course will help the student affairs practitioner learn more about the history of disability services in higher education and explore the multiple intersecting identities of students with disabilities. There will be a strong focus on understanding what current accommodations are provided for students with disabilities as well as learning about future trends in the area of adaptive technology. Students will also learn about the impact of Universal Design on campuses as well as future trends for student affairs professionals in the area of disability services.
Section 416 - Academic Advising (online): See description above (section 413)
Summer 1: 2014 - 6 credits
Please note the following UW-L Graduate Studies policies:
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