CS
Christian L. Steinmetz
Assistant Professor
Programs Coordinator
Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Ruffner Hall 286
405 Emmet St S
Charlottesville,
Virginia
22903
Education
Ph.D., University of Virginia, 2008
M.Ed., University of Portland, 1997
B.A., Eastern Oregon University, 1993
M.Ed., University of Portland, 1997
B.A., Eastern Oregon University, 1993
Biography
Christian Steinmetz is an Assistant Professor and coordinator of the Doctoral and M.Ed. programs in Higher Education. Her previous work as a student affairs administer informs and influences her teaching in Student Affairs and College Student Development as well as her research interest in the psychosocial development of students from low-income backgrounds.
Publications
Courses
Credits: 1–3
Individual faculty and advanced graduate students may teach these courses with the approval of the Dean's Office, which acts for the Committee on Education Policy and the Curriculum. A maximum of 3.0 credits count toward the B.A. or B.S. in the College. INST courses count as non-College credits.
Credits: 3
This course introduces students to the range of topics, theoretical frameworks, and research strategies appropriate to the study of higher education.
Credits: 3
This course introduces college and university management functions, organizational arrangement, administrative style and behavior, functional areas of administrative operations, decision-making, and long-range planning.
Credits: 3
This course examines trends and changes in the characteristics of college students and institutions they attend, as well as the larger social context in which they operate. It will explore emerging theories and methodologies that address student experience and research related to how college affects students.
Credits: 1–6
Prerequisite: Instructor permission.
Credits: 3
This course explores the dynamics of race/ethnicity, class, gender, and sexuality in higher education policy, theory, and practice. Using a variety of theoretical frames and emerging research, the course will examine group differences in experience and perspective within American higher education.
Credits: 3
This course is a survey of current theory and practice in student affairs programming, organizations, and administration in institutions of higher education. It emphasizes philosophy, services provided, and trends and issues within the profession, including research and literature analysis.
Credits: 1
Orientation to graduate study, research ethics, scholarly writing, professional preparation for career paths in higher education, and analysis of internship experience.
Credits: 3
This course is the culminating experience for the M.Ed. in Higher Education and prepares students for leadership roles in their professions by providing a high quality cumulative experience that integrates prior theory and content into practice.
Credits: 3
This course promotes an understanding of contemporary, traditional-aged college students from sociological, psychological, and historical perspectives. Topics include the social and cultural context of entering college students, student development theory, student outcomes assessment, student attrition, and the dynamics of student change.
Credits: 3
How has the life of former Heisman trophy winner Ricky Williams been affected by social anxiety? What kind of resilience did Katie Hnida need to become the first female kicker in college football? In this graduate level course, we will learn and practice effective counseling skills for use with student athletes in individual and group settings.
Credits: 3
This course is designed to introduce the quantitative and qualitative social science research process to students, as well as to help familiarize students with some of the more popular forms of assessment within the fields of higher education, student affairs, and athletic administration.
Credits: 1
This Lab of Practice complements qualitative fieldwork methods in educational settings focusing specifically on observations, interviews, artifacts, and beginning data reduction and analysis that are the focus of EDLF 8383: Qualitative Inquiry. The Lab is an opportunity to engage in fieldwork on a very small scale allowing for practicing the major qualitative methods for generating qualitative data.
Credits: 3
Focus is given to Problems of Practice (POPs) through systematic quantitative inquiry, specifically focusing on survey processes, questions and strategies used to conduct meaningful inquiry in educational settings. The course begins with the process for survey development followed by basic statistical processes and procedures for organizing and analyzing data from surveys. A co-requisite for the class is EDLF 8386: Survey Lab of Practice.
Credits: 1
This Lab of Practice complements EDLF 8385: Survey Inquiry. The Lab provides a structured opportunity to engage in survey work on a very small scale allowing for practicing the main ideas focused on in EDLF 8385: Survey Inquiry.
Credits: 3
This course promotes an understanding of contemporary, traditional-aged college students from sociological, psychological, and historical perspectives. Topics include the social and cultural context of entering college students, student development theory, student outcomes assessment, student attrition, and the dynamics of student change.
Credits: 1–12
Students in the Students Affairs Practice in Higher Education (SAPHE) program are required to serve about 20 hours a week during the fall and spring semesters in an internship related to their studies. In this weekly seminar, they discuss and analyze their internship experience.
Credits: 3
Final course in SAPHE sequence where students complete capstone project and cover topics related to professional development.
Credits: 1–6
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member. Opportunities are arranged by the students with the assistance of the sponsoring faculty member.
Credits: 3
This is a seminar for advanced doctoral students, in which they develop research topics and strategies and write the qualifying paper.
Credits: 1–12
Ed.D. Research conducted under the guidance of capstone committee. 12 hours required for graduation. Permission of Instructor required.
Credits: 1–12
Under close faculty guidance, students work on an area of interest not covered by the curriculum. A plan of study must be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.