Transforming the Master's Degree in Human Development and Family Science*

• DOI: http://doi.org/10.1111/j.1741-3729.2006.00355.x
• Author: April L. Few,Katherine R. Allen,Peggy S. Meszaros,Karen A. Roberto,Rosemary Blieszner,Tammy L. Henderson,Mark J. Benson
• Published date: 01 January 2006
• Date: 01 January 2006

Transforming the Master’s Degree in Human

Development and Family Science*

Mark J. Benson Katherine R. Allen April L. Few Karen A. Roberto

Rosemary Blieszner Peggy S. Meszaros Tammy L. Henderson**

Abstract: This study chronicles the transformation of a master’s program from a traditional degree format to a more

integrated, flexible, efficient, and relevant approach. The transformative strategies involve cohort learning, creative

concentrations, portfolio documentation, and outreach presentation. Through integrating resources and goals, the

new program efficiently promotes student success and excellence. Ongoing assessments include interviews with pro-

spective employers, marketing questionnaires with prospective students, and evaluation data from students and

alumni. Relative to the traditional program, the new program doubled applications, expanded enrollment, and

reduced time to completion. Overall, graduates reported substantial satisfaction with the program and secured rele-

vant positions in the field. The findings from the assessments and process of transformation suggest programmatic

implications for navigating curriculum change in the 21st century.

Key Words: education, graduate, human development–family science, master’s degree, professional development,

program evaluation.

Recognizing the Need for

Curricular Change

Institutions of higher education in the 21st century

are dominated by the demands of their rapidly

changing environments as colleges and universities

increasingly serve diverse constituencies (Gittell &

Kleiman, 2000; Weber & Duderstadt, 2004).

Research universities, in particular, are being forced

to broaden their traditional mission of creating and

disseminating basic knowledge because of increasing

interdependence with local, national, and global

communities. Although various constituencies are

demanding increased efficiency, quality, and finan-

cial accountability, public support and funding for

higher education have waned (Duderstadt & Weber,

2004; Gumport & Pusser, 1999). Restructuring at

the college or university level illustrates an accom-

modation to the increased demands and changing

environment (Fox, 2004; Lewis & Hearn, 2003).

Such restructuring together with advances in infor-

mation technology has repercussions for academic

disciplines and university departments (Duderstadt,

Atkins, & Houweling, 2002; Eckel, Green, & Hill,

2001).

In the Department of Human Development at

Virginia Polytechnic Institute and State University

(Virginia Tech), we, too, have faced the forces of

competition, restructuring, budget cuts, resource

reallocation, technology, globalization, and account-

ability that characterize higher education in the

21st century (Duderstadt, 2000). Experiencing these

effects of change, our faculty decided to pursue

*The authors would like to thank faculty members for their contributions in redesigning, launching, and supporting the master’s program, especially Pamela B. Teaster,

Jay A. Mancini, Fred Piercy, and Alison Galway.

**Mark Benson, Associate Professor of Human Development, Virginia Polytechnic Institute and State University, Human Development (0416), Blacksburg, VA

24061 (mbenson@vt.edu). For additionalinformationon the HD Master’s programat VirginiaTech, visit the Website at www.humandevelopment.vt.edu/HDmasters.htm.

Family Relations, 55 (January 2006), 44–55. Blackwell Publishing.

Copyright 2006 by the National Council on Family Relations.