Student Affairs

• HGED 5730: Equity, Diversity, & Inclusion in Student Affairs
• HGED 5740: Student Affairs Practice in Higher Education
• HGED 5750: Organization & Administration of Student Affairs
• HGED 5760: Student Development in Higher Education
• HGED 5780: Students in American Higher Education HGED 5790: Advising & Helping Skills
• HGED 5910: Supervised Field Experience
• HGED 5980: Capstone Seminar
• RESEV 5500: Educational Research
• RESEV 5970: Assessment & Evaluation

Students will work closely with their faculty advisor to identify elective courses that meet their needs and further their education as student affairs professionals. Although great leeway is given for the student and advisor to make these decisions, the faculty have provided the following guidelines:

• 9 credits must be “content-oriented”
• 3 credits can be a second practicum
• Should be related to competencies
• Student must be able to articulate connection
• All electives and/or certificate courses must be approved by advisor on the Academic Plan

• HGED 5740: Student Affairs Practice in Higher Education
• HGED 5730: Equity, Diversity, and Inclusion in Student Affairs
• RESEV 5500: Educational Research

• HGED 5760: Student Development Theories
• HGED 5790: Advising & Helping Skills
• RESEV 5970: Assessment & Evaluation
• HGED 5910: Supervised Field Experience

• HGED 5750: Organization & Administration of Student Affairs
• HGED 5780: Students in American HE
• Elective
• Elective

• HGED 5980: Capstone Seminar
• Elective
• Elective

Please review the Graduate College website for the most up-to-date tuition, scholarship, stipend ranges, and assessed fees.  

In-state tuition: All graduate assistants working for Iowa State also qualify for in-state tuition. 

Tuition remission: Doctoral students receive 100% tuition remission while master’s students receive 75% tuition remission.  

Health insurance: Graduate assistants also receive health insurance as part of their compensation package, vision included. Students also have the option to add dental coverage.  

The following offices have offered assistantships in previous years. We notify applicants of the available current year offerings when they become available.

• College of Business – academic advising
• College of Design – program coordinator
• College of Engineering – graduate recruitment, international programs and services, and undergraduate recruitment
• College of Health and Human Sciences – career services, multicultural programs, undergraduate recruitment assistant
• Admissions –  College Bound, Experience Iowa State, group visits, high ability recruitment, multicultural student recruitment, new student programs, Destination Iowa State, orientation, Office of Precollegiate Programs for Talented and Gifted (OPPTAG), STARS, Upward Bound, transfer admissions
  Dean of Students Office –  Academic Success Center, tutoring, supplemental instruction, coach, Greek affairs, Leadership Education and Programming Graduate Advisor, judicial affairs, Hixson Opportunity Awards, LGBT student services, social justice and equity educator, Margaret Sloss Women’s Center, equity and social justice coordinator, multicultural student affairs, Carver Academy, Multicultural Vision Program, multicultural learning community, National Student Exchange Program, Parent’s Association, outreach, student support services (TRiO), Writing and Media Center Department of Residence – desk supervisor in multiple locations; graduate assistant in multiple apartment communities; graduate hall director in multiple residence halls

• International Students and Scholars Office – orientation programming
• Learning Communities – Program for Women in Science and Engineering, first-year learning communities, second Year/Transfer communities
• Memorial Union – Student Activities Center, Dance Marathon, leadership programming, programming, service programs
• Registrar – Student Answer Center, Veteran services
• Student Financial Aid
• Student Wellness 

Addresses the knowledge, skills, and dispositions related to providing advising and support to individuals and groups through direction, feedback, critique, referral, and guidance. Through developing advising and supporting strategies that take into account self-knowledge and the needs of others, we play critical roles in advancing the holistic wellness of ourselves, our students, and our colleagues.

 Focuses on the ability to design, conduct, critique, and use various AER methodologies and the results obtained from them, to utilize AER processes and their results to inform practice, and to shape the political and ethical climate surrounding AER processes and uses in higher education.

Includes the knowledge, skills, and dispositions relating to policy development processes used in various contexts, the application of legal constructs, compliance/policy issues, and the understanding of governance structures and their impact on one’s professional practice.

Addresses the knowledge, skills, and dispositions required of a leader, with or without positional authority. Leadership involves both the individual role of a leader and the leadership process of individuals working together to envision, plan, and affect change in organizations and respond to broad-based constituencies and issues. This can include working with students, student affairs colleagues, faculty, and community members.

Includes knowledge, skills, and dispositions used in the management of institutional human capital, financial, and physical resources. This competency area recognizes that student affairs professionals bring personal strengths and grow as managers through challenging themselves to build new skills in the selection, supervision, motivation, and formal evaluation of staff; resolution of conflict; management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology, crisis management, risk management and sustainable resources.

Involves the knowledge, skills, and dispositions to develop and maintain integrity in one’s life and work; this includes thoughtful development, critique, and adherence to a holistic and comprehensive standard of ethics and commitment to one’s own wellness and growth. Personal and ethical foundations are aligned because integrity has an internal locus informed by a combination of external ethical guidelines, an internal voice of care, and our own lived experiences. Our personal and ethical foundations grow through a process of curiosity, reflection, and self-authorship.

While there are many conceptions of social justice and inclusion in various contexts, for the purposes of this competency area, it is defined here as both a process and a goal which includes the knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups while seeking to address and acknowledge issues of oppression, privilege, and power. This competency involves student affairs educators who have a sense of their own agency and social responsibility that includes others, their community, and the larger global context. Student affairs educators may incorporate social justice and inclusion competencies into their practice through seeking to meet the needs of all groups, equitably distributing resources, raising social consciousness, and repairing past and current harms on campus communities.

 Addresses the concepts and principles of student development and learning theory. This includes the ability to apply theory to improve and inform student affairs and teaching practice.

 Focuses on the use of digital tools, resources, and technologies for the advancement of student learning, development, and success as well as the improved performance of student affairs professionals. Included within this area are knowledge, skills, and dispositions that lead to the generation of digital literacy and digital citizenship within communities of students, student affairs professionals, faculty members, and colleges and universities as a whole.

Involves knowledge, skills, and dispositions that connect the history, philosophy, and values of the student affairs profession to one’s current professional practice. This competency area embodies the foundations of the profession from which current and future research, scholarship, and practice will change and grow. The commitment to demonstrating this competency area ensures that our present and future practices are informed by an understanding of the profession’s history, philosophy, and values.