Certificate of Advanced Graduate Study (CAGS)
Graduate Committee
Ronald Colbert, EdD
Rosemarie Giovino, EdD
Nancy Kelly, PhD
Susan Williams, PhD
General Philosophy
Fitchburg State University’s CAGS programs are designed to meet well-defined career needs of professionals who have earned an appropriate master’s degree and who wish to attain greater competency in a combination of areas of study within one of the major CAGS fields offered.
General Description of Program
Each student’s CAGS program is planned under the direction of an advisor and is built on the academic background, professional position, and career goals of the student. CAGS programs consist of an integrated core curriculum, supervised professional practice, an Internship, and elective courses.
General Program of Study
Upon acceptance into the program, the student’s plan of study is developed with and approved by an advisor, who works with the student over the course of study. A minimum of 30 approved graduate credits is required to complete the CAGS with the following restrictions:
- CAGS courses may not repeat work previously accomplished by the student in other graduate degree study
- CAGS credits must be earned in graduate-level courses
Details regarding the CAGS curricula, including information about required and elective courses, may be found in the specific CAGS program descriptions which follow.
Educational Leadership and Management: Higher Education Administration, CAGS
Graduate Program Co-Chairs
Randy Howe, EdD
Edward Philbin, CAGS
Graduate Committee
Charles Conroy, EdD
This Track is currently under review and is not accepting new students
Program Objectives
The key objectives of the CAGS in Educational Leadership and Management: Higher Education Administration Program are to prepare and develop students with the necessary skills and competencies to administer programs in universities, colleges, and junior colleges; to teach and conduct research in educational environments of all types; and to provide leaders for higher educational institutions and its related professions.
Program Description
The CAGS Program in Educational Leadership and Management: Higher Education Administration is designed for students with the desire to:
- Assume the role of college administrators and policy makers, admissions directors, student personnel administrators, deans, directors of institutional advancement, fund raising at junior colleges, senior colleges and universities.
- Pursue executive positions in cultural, educational, business, government, public policy and human service organizations and agencies.
- Demonstrate through course work and field-based experiences the knowledge, skills and attitudes that are required to lead and manage an educational enterprise effectively and efficiently.
Cohorts and Careers
The CAGS program is deliberately limited in enrollment and to students with interests related to the program areas of concentration to assure attention to the student’s professional needs. Students come from varied academic backgrounds and institutional types and usually have some experience working in a higher education setting. Each entering cohort of students share some common courses and experiences.
Most students enter administrative, analytic or policy positions. Their initial work usually is in positions reflecting their areas of concentration in settings such as:
- University, college or community college administration;
- Public policy organizations and agencies in postsecondary education;
- Postsecondary continuing education in higher educational institutions, professional association, business or government.
Admissions Standards and Criteria
To apply for enrollment in the CAGS in Educational Leadership and Management Program, candidates must submit documents as outlined in the Graduate Admissions section as well as:
- Official transcript a of master’s degree from a regionally accredited institution
- MAT/GRE/GMAT exams not required
Program Requirements
A minimum of 36 graduate credits is required to complete the CAGS program. The program curriculum consists of:
Three transition courses from the general Educational Leadership and Management track
A core of tightly-focused concentration courses intended to increase the student’s knowledge about and understanding of the interrelated, societal, institutional, and personal dimensions of higher and postsecondary education.
An internship of 300 clock hours to be completed within one year allows each student to link their academic work to their own professional development needs.
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