Study Format

  • Blended/Hybrid

Program Length

  • 33 Credit Hours
  • 24 Months

Application Deadlines

Jan, 06

Domestic Students

Spring 2021 Completed file due | Classes start Jan. 11, 2021

Nov, 23

International Students

Spring 2021 Completed file due | Classes start Jan. 11, 2021


The Master of Arts in Human Service Administration degree program provides graduates with skills and expertise in the areas of leadership, management and direct quality service delivery to others. It addresses the needs of students interested in pursuing supervisory and management roles in agencies that provide social services to a wide variety of clients. These organizations could include non-profits, for-profit services and government agencies. A combination of knowledge and skills in both management and human development provides a strong framework for understanding such administrative roles.

The Human Services Administration graduate program is designed to enable students to:

  • Acquire a core of knowledge related to effective leadership positions within human services agencies.
  • Develop organizational and managerial skills necessary for competent administration.
  • Integrate a theoretical orientation with practical competency in the realm of human relations.
  • Assume positions of an administrative nature in various health care agencies. 

Program Information

Research

Quantitative Analysis (online course)

An introduction to the quantitative analysis of data, including data coding and entry of data. PASW statistics will be used to explore descriptive and inferential statistics using both nonparametric and initial parametric techniques.

Research in Psychology (on-campus course)

Introduces the purpose, methods, and ethics for conducting and interpreting research in psychology and behavioral sciences. Emphasis on understanding research methods, statistical analysis, needs assessment and program evaluation allowing the development of necessary knowledge to critique research studies.

Advanced Research in Psychology (on-campus course)

Provides students opportunities to demonstrate comprehension and implementation of research methodology by conducting a study in collaboration with a sponsoring faculty member. Participate in an ongoing study or construct a novel design. Literature review, research methodology in practice, sample selection, data collection, selection of appropriate statistics, data entry, analysis of results, development of discussion sections. Preparation for doctoral work in psychology and careers in academic or research settings.

One additional graduate statistics course chosen in consultation with your faculty advisor.

Assessment

Assessment Techniques (on-campus course)

History, purpose, principles, and methods of assessment; techniques and instruments employed in measuring abilities, achievement, interests, and personality; statistical procedures, limitations of measurement, especially among children. Relationship of assessment to the objectives of the school and counseling procedures.

Applied Psychopathology and Diagnosis (online course)

This course addresses the principles of diagnosis of normalcy and psychopathology through the use of current diagnostic tools, including the current edition of the Diagnostic and Statistical Manual (DSM) and the current edition of the International Statistical Classification of Diseases and Related Health Problems (ICD). Introduction to principles and models of bio-psycho-social-spiritual assessments, case conceptualizations, and theories of human development.

Ethics

One graduate-level ethics course in consultation with your faculty advisor. 

Thesis

PSY-6990 Master’s Thesis (includes the Capstone Experience)

Capstone Experience

A master’s capstone is required for all Master of Arts candidates. This culminating project highlights the candidate’s mastery of content throughout his or her studies. Capstones are traditionally a summary of work demonstrating overall growth and specific understandings of the professional standards. The capstone serves as a performance-based evaluation and promotes reflective practice. It also demonstrates the professional’s proficiency in integrating technology and his or her ability to interpret theory into practice. It also demonstrates the professional’s proficiency in integrating technology and his or her ability to interpret theory into practice. The PSY-6990 Master’s Thesis includes the course satisfies the Capstone Experience requirement.

Seminar in Higher Education (EDU 6015)

In addition to the base program curriculum, international students attending face-to-face classes on the CUC campus are required to take the Seminar in Higher Education, a 3-credit course.

Course Description

This course will serve as an introduction to the U.S.-based higher education learning environment. Students will work to understand Concordia University Chicago’s academic conventions, technological systems and communication culture while developing English grammar, reading, writing, speaking and listening skills.

The Seminar in Higher Education is an excellent opportunity for students to further develop critical skills to help them to be successful in their academic program. This 3-credit course is mandatory for international students attending face-to-face classes on the CUC campus. 

Course Objectives

  • Developing knowledge about local and academic culture
  • Building grammar, reading, writing, speaking and listening skills
  • Conducting graduate-level research with the use of electronic and library resources
  • Developing note-taking strategies for coursework
  • Reflecting on the U.S.-based education system

Academic support for work in students’ current coursework will also be provided during or after class. Guest speakers include representatives from the campus library, writing center and technology services.

Student feedback for the Seminar in Higher Education

  • After taking the Seminar, I have the ability to perform more professionally in my assignments.

  • The instructor was very dynamic and a good listener. He gave feedback and made sure all the students understood.

  • The hands-on activities after the lessons helped my learning experience.

  • The professor truly cares for the students. He helps students individually and encourages us to support our peers.


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