COE: MEd: Adult & Higher Education | Higher Education
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Strengthen the Foundation for Student Success to Transform College Access and Workforce Preparation

Educational leaders have expressed interest in establishing partnerships with college and workforce preparation professionals from various sectors to address the transition challenges of underrepresented and economically disadvantaged elementary, middle school and high school students who are underprepared to fully participate in and effectively contribute to the global economy as fully functional citizens. Proactive, sustained effort and attention to this crisis is paramount and can contribute to the development of academic and vocational pathways that will inspire a renewed hope among extremely vulnerable student populations and contribute to economic development in our region and beyond.

As there is a renewed national emphasis on PK-16 pipeline initiatives, it is vital that this program can respond to community needs for student services professionals who have the talent and skill to serve as educational liaisons and facilitate collaboration between K-12, community colleges and 4-year institutions in order to prepare all students for success, whether they choose to pursue a college degree, vocational training or transition to the workforce immediately following high school.

The Master’s degree with an emphasis in Higher Education has been flexibly designed to include an expanded focus related to college access, equity and affordability, social justice, and workforce preparation, as well as student services and higher education leadership. The enhanced curriculum targets K-12 teacher leaders, college preparation professionals, and other student services professionals who want to transform the college access and workforce preparation culture in elementary and secondary schools, which would culminate in the creation of transition plans and intensive student support services.

Student support professionals will be provided with the necessary tools to empower youth and adolescents; a renewed emphasis will be placed on students who are culturally connected to marginalized communities or underrepresented populations to promote achievement and success among these groups. Institutional and community commitment to student success will contribute to realistic and achievable academic and vocational pathways that are vital for a healthy, sustainable economy and region.

Our innovative program aims to provide the foundational tools for practitioners to consider several career pathways: 1) student services professionals who can complement the work of school counselors to provide proactive academic, vocational or workforce planning support to elementary, middle and high school students; 2) student services professionals who will pursue entry to mid-level staff or leadership roles to effectively serve students who have transitioned to college to earn a postsecondary degree and require various forms of support in order to experience academic success and persist to graduation; 3) educational liaisons who work with K-12, community colleges and 4-year institutions, as well as business and health care agencies, to serve as transition planning advocates for all students; 4) student services professionals who have an interest in working with private college preparation agencies to promote and support college access and preparation; or 5) higher education professionals interested in organizing, mobilizing, and leading advocacy efforts related to public policy formulation and analysis within government agencies and national higher education and professional associations, including the American Council on Education, NASPA, etc., as well as higher education think tanks and non-profit research and advocacy organizations, such as the Institute for Higher Education Policy.

Our experienced, student-centered faculty nurture student growth through a targeted immersion in the program curriculum, which serves to build comprehensive competencies to pursue work in these areas. Faculty provide personalized mentoring experiences and incorporate real-world case studies into the curriculum to expose students to practical opportunities to apply concepts to professional practice.

The degree program is currently a 33-credit hour online program. We offer flexible course delivery and scheduling options designed with working professionals in mind. All courses are scheduled as synchronous via Zoom or asynchronous. The courses are offered using accelerated scheduling formats in 4- and 8-week block schedules. Students follow a prescribed curriculum and also have the option to tailor courses to meet their individual needs and interests.

Contact us today to discuss your interests and discover your passion for advancing the future of student success!

Master of Education (MEd)

Program Director:

Dr. Shawn Woodhouse

123 South Campus Classroom Building (SCCB)
p: (314) 516-5889

Deadlines to Apply:
Fall - July 1
Spring - December 1
Summer - May 1


Slide 1 Education alumna sees her way through tragedy, parenthood to UMSL degree
During her time at UMSL, Kristin Bass assumed guardianship for her two nephews following the death of her mother. She had to take some time off school but returned determined to finish her degree and earned her MEd in 2014. (Photo by August Jennewein)

Admission Requirements

This degree program follows the policies of The College of Education and the Graduate School relating to admissions, academic standards, residency, transfer credit, time limitations, and thesis options (see Graduate Study in the Bulletin). The minimum number of hours required for the M.Ed. degree is 32 credit hours.

Education Requirements

Foundation Courses
Select a course focusing on the learner from the following:3
The Adult Learner
or HIGHERED 6474
The College Student
Select a course in historical foundations from the following:3
History of Adult Education
or HIGHERED 6477
History and Philosophy of American Higher Education
Select a course on the improvement of instruction from the following:3
Improvement of Instruction in Adult Education
Curriculum in Higher Education
ED PSY 7647
Teaching For Learning In The University
Select one of the following:3-6
& ADULT ED 6414
Philosophical Foundations of Adult Education
and Curriculum Theory and Development in Adult Education 1
Organization and Administration of Higher Education
Adult and Higher Education Electives
Select a minimum of 12 hours from the following:12
Adult Learning and Development
Survey of Adult Distance Education
Multicultural Issues in Adult Education
Assessment In The Adult Classroom 3
Developing Intercultural Competence
Survey of Human Resource Development and Adult Education
Teaching In The Community College
Directed Readings in Adult Learning
Problems in Adult Education
Seminar in Adult Education Research
Current Issues in Higher Education
Student Affairs Administration
Financial Issues in Higher Education
Governance of Higher Education
Legal Issues in Student Affairs
Ethics in Higher Education Administration
Policy Analysis of Higher Education
The Community College
ED ADM 6601
Administration of Adult and Community Education
ED ADM 6602
Programming in Community and Adult Education
ED PSY 6111
Educational Psychology
ED TECH 5340
Selection and Utilization of Educational Multimedia
ED TECH 6416
Teaching and Learning with Technology: Graphical Representational Tools
ED TECH 6436
Computer-Mediated Communication in Education
ED TECH 6437
Distance Learning via Networks and Telecommunications
ED TECH 6452
Educational Multimedia Design
ED TECH 6454
Instructional Video Production
Research Course(s)
Select 3-6 hours from the following:3-6
ED REM 6707
Classroom Measurement and Evaluation
ED REM 6709
Educational and Psychological Measurement 3
ED REM 6710
Educational Research Methods and Design 2
Exit Requirement
Select one of the following taken during the last 9 semester hours of the program:3
Internship (3 credit hours)
or ADULT ED 6990
Total Hours32
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Shawn Woodhouse, Ph.D.
Associate Dean

Shawn Woodhouse is an Assistant Professor of Higher Education Administration in the Division of Educational Leadership & Policy Studies for the College of Education at the University of Missouri-St. Louis. A Gus T. Ridgel Fellow, Dr. Woodhouse completed her Ph.D. at the University of Missouri-Columbia in Higher and Adult Education.