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Patricia M. King

Professor Emerita


(734) 615-6740


Mailbox 2108/2117
610 E. University Ave.
Ann Arbor, Michigan 48109-1259

Dr. Patricia M. King, Professor Emerita of Education, retired from the Marsal School's Higher Education faculty in 2021.

Dr. Patricia M. King is a professor of higher education in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. Her teaching and research focus on the learning and development of college students and other adults in educational settings. She is interested in approaches to student learning that explore the interactions between student characteristics (such as their expectations, social identities, and developmental capacities) and features of their learning environments (such as the nature of the challenges and supports educators offer) in curricular, cocurricular, and personal contexts.

In studying student development, she is also interested in the intersections among developmental domains, such as intellectual, identity, and social development, and examines how these affect a range of collegiate outcomes, such as intercultural maturity, citizenship, and moral character. Her current work focuses on the development of self-authorship, especially as it relates to collegiate learning outcomes and ways educators can assist college students develop the skills and capacities to become self-authoring.

She is a co-PI on the Wabash National Study of Liberal Arts Education. She has co-authored two books, Developing Reflective Judgment (with Karen Strohm Kitchener) and Learning Partnerships: Theory and Models of Practice to Educate for Self-Authorship (with Marcia Baxter Magolda) and a monograph, Assessing Meaning Making and Self-Authorship (also with Marcia Baxter Magolda). She served as a founding co-editor of About Campus: Enriching the Student Learning Experience, the national magazine sponsored by the American College Personnel Association. She has served on several advisory boards for the American Association of Colleges and Universities, including the Research and Educational Change Collaborative, part of the Educating for Personal and Social Responsibility Project. She is a graduate of Macalester College (St. Paul, Minnesota) and completed her doctoral studies in educational psychology at the University of Minnesota. Dr. King is active in the Rackham Graduate School’s Faculty Allies for Diversity program at the University of Michigan.



Number Course Name Location Days
EDUC 771
Topics in Higher and Postsecondary Education

Explores new topic areas, which may vary each time the seminar is offered, according to mutual interest of a limited number of students with one or more faculty members. Often the seminar is generated by a group of interested students and the resulting material is incorporated into existing courses or leads to development of new courses.

May be elected more than once.

EDUC 662
Learning and Development in Higher Education

Prerequisites: Graduate standing.

Examines patterns of intellectual, social and emotional development and change among older adolescents and adults; reviews and research on learning and development among college and university students.

EDUC 785
Academic Affairs in Higher Education

Prerequisites: Graduate standing.
Introduces students to concepts and theories that underlie scholarship and frame practice in academic and student affairs. Special attention is given to teaching-learning environments and the factors that shape them, such as societal pressures, organizational cultures and structure and characteristics of the individuals who participate.

EDUC 777
Administrative Practicum in Higher and Continuing Education

Prerequisites: Permission of instructor.
A seminar dedicated to linking theoretical issues in practice to problems confronted by students in their field settings. Emphasis will be placed on developing critical assessments of current literature, evaluation of practice performance, and the formulation of reflective modes of thought. Students must be placed in a supervised field setting.