Student Development in Higher Education
This program allows admission in the Fall. The Fall 2025 application cycle is closed, the Cal State Apply University Application deadline was December 2, 2024. The next application cycle will be for Fall 2026.
How to Apply
Statement of Purpose prompt, etc., and MyCED Program Application Deadline
Student Development in Higher Education is a unique field of professional practice in U.S. higher education. The MS in Counseling, Student Development in Higher Education (SDHE) program prepares graduates to work in two- and four-year colleges and related institutions. The profession is focused on student-centered learning, drawing upon an established and growing body of research, based in traditional disciplines, emerging theoretical perspectives, and principles of human diversity and potential. The SDHE program seeks to develop reflective, scholar-practitioners with an understanding of
- The multiple needs of college students
- The interaction of the learners with the college environment
- Learning styles
- Diversity and multicultural issues
- Program development
- The use of developmental and counseling theory in assisting students
- The role of the student development educator in collaborative relationships with faculty and others to support the holistic development of students
- Assessment and evaluation
Graduates of the program enter the profession able to apply theory to practice and to integrate research using the tenets of counseling, student development, administration, leadership, and multicultural issues in education. Our graduates assume positions in two- and four-year colleges and related institutions. Typical offices of employment include: leadership development, financial aid, career counseling, student activities, residential life, educational opportunity, mentoring, academic advising, orientation, and learning communities.
The SDHE curriculum is aligned with the mission of the ÃÛÌÒÓ°Ïñ College of Education and is tied to specific learning outcomes. Through courses in research methods, counseling and student development, fieldwork, and capstone experiences, SDHE students gain knowledge, build skills, and enhance the dispositions to equip them to serve as administrators and counselors in higher education settings.
Graduates of the SDHE Program:
- Draw upon a deepened understanding of themselves, diverse others, and institutional structures to develop educational programs that promote educational access and success for all students, especially those from historically underrepresented populations.
- Apply fundamental counseling skills, theoretical orientations, and treatment plan steps to student development cases and practicum/ fieldwork experiences.
- Draw upon an analysis and evaluation of the historical and philosophical foundations of the student affairs profession and key student development theories (psychosocial, cognitive, moral, life span, and typological) to create and evaluate educational programs that promote student development and learning.
- Apply leadership and organization theory along with management skills (e.g., planning, legal compliance, risk management, technology, budgeting, and human resources) to the practice of student affairs.
- Demonstrate an understanding of student affairs scholarship in the analysis, synthesis, and evaluation of current research as well as in the design and implementation of formative evaluations and research projects.
Career opportunities in postsecondary administration are growing at a faster than average pace for all occupations. For more information about careers in higher education, including required knowledge and skills, working conditions, and earnings, consult the .
is the student organization for SDHE students. The members participate in academic, professional, and leadership development activities with the faculty, alumni, and ÃÛÌÒÓ°Ïñ community.
Aligned with the mission of the SDHE program, the Cynthia S. Johnson Endowment promotes progressive social change in higher education by nurturing a community of scholar practitioners, providing them with opportunities to reflect on their practice, and engage with colleagues who are committed to advancing student access, equity, and success for first generation students and those from under-resourced communities across a diverse, multicultural landscape.
